\n

\n Chapter 2 Assignment\n <\/p>\n

\n Compare and contrast Universal Design and Differentiated Instructional models. Be detailed!\n <\/p>\n

\n EDU 669\n <\/p>\n

\n Chapter 2 Assignment\n <\/p>\n

\n Promoting Access to the General Curriculum for Students with\n <\/p>\n

\n Significant Cognitive Disabilities (SCD)\n <\/p>\n

\n 1.\u00a0 Surely it is no secret that many educators have little faith in the successful inclusion and benefit for students with SCD participating in the general curriculum.\u00a0 Review Table 2.1 and 2.2 on page 15 (Agran, et.al., 2002) and respond to the following questions:\n <\/p>\n

\n (a) Of the 84 teachers surveyed, 37% believe that students with disabilities should have functional academics rather than general education curriculum objectives.\u00a0 What is your position on this belief?\n <\/p>\n

\n (b) 74% of students (in the study) were evaluated using the IEP.\u00a0 How does this figure compare to the other four options?\n <\/p>\n

\n (c) 35% of special teachers were involved in curriculum planning meetings with general educators.\u00a0 How does this figure compare to the involvement of special teachers at your school?\n <\/p>\n

\n 2.\u00a0 In an effort to promote \u201caccess\u201d to the general curriculum for students with SCD, describe the two standards-setting processes that must take place.\n <\/p>\n

\n 3.\u00a0 School-wide Positive Behavior Supports (PBS) and Universal Design (UD) are described in chapter 2 as two measures that support the inclusion of students with SCD in accessing the general curriculum.\n <\/p>\n

\n (a)\u00a0 Define PBS and explain how it positively impacts behavior and learning for all students.\n <\/p>\n

\n (b)\u00a0 Define UD and explain how it impacts greater access to the general curriculum for students with SCD.\n <\/p>\n

\n EDU 669\n <\/p>\n

\n Chapter 3 Assignment\n <\/p>\n

\n Building Literacy at the Pre-symbolic and Early Symbolic Levels\n <\/p>\n

\n 1.\u00a0 In terms of early literacy for students with SCD, name and describe two barriers at home and two barriers at school that most children in this category experience (total of 4).\n <\/p>\n

\n 2.\u00a0 Describe the role that \u201caugmentative communication systems\u201d play in the effective communication and early literacy of children with SCD.\n <\/p>\n

\n 3.\u00a0 According to a study by Kliewer & Biklen (2001), students with SCD can and do benefit from literacy instruction.\n <\/p>\n

\n (a)\u00a0 Explain the role of high expectations on successful literacy instruction for children with SCD.\n <\/p>\n

\n (b)\u00a0 Some parents and teachers are more concerned with health and physical condition for students with SCD participating in school.\u00a0 While health and safety is a valid concern, other facets of the child\u2019s education are important, as well, such as communication, cognitive ability, adaptive skills (self-help) and social\/emotional.\u00a0 Define your specific opinion about what should be taught to these children.\n <\/p>\n

\n 4.\u00a0 List and describe four ways that teachers can make literacy accessible and provide more opportunities for children with SCD.\n <\/p>\n

\n 5.\u00a0 Describe how prompts are utilized in the acquisition of skills for a child with SCD.\n <\/p>\n<\/div>\n

Chapter 2 Assignment Compare and contrast Universal Design and Differentiated Instructional models. Be detailed! EDU 669 Chapter 2 Assignment Promoting Access to the General Curriculum for Students
\nEDU 669 Chapter 2 Assignment Promoting Access to the General Curriculum for Students with Significant Cognitive Disabilities (SCD) 1. Surely it is no secret that many educators have little faith in the successful inclusion and benefit for students with SCD participating in the general curriculum. Review Table 2.1 and 2.2 on page 15 (Agran, et.al., 2002) and respond to the following questions: (a) Of the 84 teachers surveyed, 37% believe that students with disabilities should have functional academics rather than general education curriculum objectives. What is your position on this belief? (b) 74% of students (in the study) were evaluated using the IEP. How does this figure compare to the other four options? (c) 35% of special teachers were involved in curriculum planning meetings with general educators. How does this figure compare to the involvement of special teachers at your school? 2. In an effort to promote \u201caccess\u201d to the general curriculum for students with SCD, describe the two standards-setting processes that must take place. 3. School-wide Positive Behavior Supports (PBS) and Universal Design (UD) are described in chapter 2 as two measures that support the inclusion of students with SCD in accessing the general curriculum. (a) Define PBS and explain how it positively impacts behavior and learning for all students. (b) Define UD and explain how it impacts greater access to the general curriculum for students with SCD.
\nChapter 2 Assignment Compare and contrast Universal Design and Differentiated Instructional models. Be detailed! EDU 669 Chapter 2 Assignment Promoting Access to the General Curriculum for Students
\nEDU 669 Chapter 3 Assignment Building Literacy at the Pre-symbolic and Early Symbolic Levels 1. In terms of early literacy for students with SCD, name and describe two barriers at home and two barriers at school that most children in this category experience (total of 4). 2. Describe the role that \u201caugmentative communication systems\u201d play in the effective communication and early literacy of children with SCD. 3. According to a study by Kliewer & Biklen (2001), students with SCD can and do benefit from literacy instruction. (a) Explain the role of high expectations on successful literacy instruction for children with SCD. (b) Some parents and teachers are more concerned with health and physical condition for students with SCD participating in school. While health and safety is a valid concern, other facets of the child\u2019s education are important, as well, such as communication, cognitive ability, adaptive skills (self-help) and social\/emotional. Define your specific opinion about what should be taught to these children. 4. List and describe four ways that teachers can make literacy accessible and provide more opportunities for children with SCD. 5. Describe how prompts are utilized in the acquisition of skills for a child with SCD.<\/p>\n","protected":false},"excerpt":{"rendered":"

Chapter 2 Assignment Compare and contrast Universal Design and Differentiated Instructional models. Be detailed! EDU 669 Chapter 2 Assignment Promoting Access to the General Curriculum for Students with Significant Cognitive Disabilities (SCD) 1.\u00a0 Surely it is no secret that many educators have little faith in the successful inclusion and benefit for students with SCD participating […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":"","_joinchat":[]},"categories":[1],"tags":[],"_links":{"self":[{"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/posts\/283903"}],"collection":[{"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/comments?post=283903"}],"version-history":[{"count":0,"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/posts\/283903\/revisions"}],"wp:attachment":[{"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/media?parent=283903"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/categories?post=283903"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/tags?post=283903"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}