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Assignment: Emotional, Behavioral, and Physical Disabilities

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Assignment: Emotional, Behavioral, and Physical Disabilities
Question Write an essay of 1,000-1,250 words in which you address the education of students with emotional and behavioral disorders, physical disabilities, health impairments, and traumatic brain injury. Include the following:
Describe and give examples of effective research-based teaching strategies in Math and English Language Arts for students with emotional and behavioral disorders, physical and health impairments, and traumatic brain injury.
Describe what you can do to nurture the self-esteem and self-determination, and enhance the self-advocacy skills, of students with emotional and behavioral disorders, physical and health impairments, and traumatic brain injury.
Describe what can be done to help regular students understand, respect, and respond appropriately to students with disabilities in a class.
Include a summary of ONE of the following topics in your essay: Investigate the policies, procedures, and programs for the education of students with emotional and behavioral disorders, physical disabilities, other health impairments, and traumatic brain injury in Math and English Language Arts for your local school district. Describe how those procedures are implemented with individual students at a local school.
Attend an IEP meeting of a student with emotional and behavioral disorders, physical disabilities, other health impairments, or traumatic brain injury, or discuss an IEP meeting for one of these students with a member of an IEP team. NOTE: You must obtain written parental permission before attending the IEP meeting.
Visit, observe, and participate in inclusionary and/or special classrooms serving students with emotional and behavioral disorders, physical disabilities, other health impairments, and traumatic brain injury. Discuss behavior modifications and/or academic modifications in Math and English Language Arts that you observed in each setting.
Prepare this assignment according to the GCU guidelines
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Assignment: Emotional, Behavioral, and Physical Disabilities
Tutorial Preview…their xxxxxxxxxx that xxxxxxx the individual xxxxxxxxx plan (IEP) xx their xxxxxxx xxxxx students xx they can xxxxxxxxx the most xxxxxxxx teaching xxxxxxxxxx xxxxxxx need xxxxxxxx experience multiple…
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Emotional,_Behavioral,_and_Physical_Disabilities.docx (24.49 KB)
Preview: that xxx classroom xxxxxxxxx will help xxxxxxxx when they xxx used xx xxxxxxxxxxx and xxxxxxxxxx routines Depending xx the student xxxxxxxx needs xxxx xxx also xx provided with xxxxxxxxxxx schedule periods xxxxxxxx in xxxxxxx xxxxxxx from xxxxx routines as x strategy to xxxxxx emotional xxxxxxxx xxxxxxx 2014) xxxxxxxx strategies to xxxxxxxxx with students xxxx brain xxxxxxxx xxx the xxx of daily xxxxxxxxx to help xxxx memory xxxxxxxxx xxxxx providing xxxxxxxxxx time for xxxx completion will xxxxx students xx xxxxxxx maximally” xxxxxxxxx 2001, p xx Nurturing Self-esteem xxx Self-determination xxx xxxxxxxxx the xxxxxxxxxxxxx SkillsStudents with xxx and physical xxxxxxxxxxxx also xxxxxxx xxxx strategies xxxx nurture their xxxxxxxxxxx and Self-determination xxx Enhancing xxx xxxxxxxxxxxxx Skills xxxxx the strategies xx use are xx allow xxxxxxxx xx take xxxxxxxxxxxxxx for their xxxxxxxx as this xxxxxxxx will xxxx xxxxxxxx improve xxxxx self determination xxxxxxxxxxxx reinforcement is xxxxxxxxxxx as xxxxxxxx xxxxxxxx for xxxxx behaviors will xxxxxxx their self xxxxxx Students xxxx xx be xxxxxxxx with additional xxxxxxxxxxxxx during class xx volunteer xxxxx xxxxxxx as x form of xxxxxxxx their self xxxxxxx and xxxxxxx xxxxx self xxxxxxxxxxxxx Teaching students xx be responsible xxx their xxxxxxxx xxxx make xxxxxxxx feel there xxx parts of xxx class xxx xxxxxxx that xxxx feel isolated xxxx the rest xx the xxxxxxxx xxxxxxxxxxx students xx the mainstream xxxxxxxxx is recommended xx prevent xxxx xxxxxxxx feel xxxx are being xxxx of the xxxxxx Students xxx xxxx more xxxxxxxxxxx due to xxxxx behaviors should xx provided xxxx xxxxxxxxxx support xxx them to xxxxxxx integration to xxx classroom xxxxxxxxx xxxxxxxx from xxx rest of xxx school could xxxxx that xxxxxxxx xxxx under-motivated xx attend school xxx dislike learning xxx all xxxxxxxx xx feel xxxxxxxx teachers are xx take measures xxxx provide xxxxxxxx xxxx support, xxxxxxxxxx and inspiration xx they are xxxx of xxx xxxxxxxx process xxxxxxx to all xxxxxxx in the xxxxxx In xxxx xxxxxxxxxxxx practices xxxx enable all xxxxxxxx to follow xxxxxxxxx routines, xxx xxxxxxx opportunities xxx integration as xxxxxxxx can discover xxx many xxxxxxxxxxxx xxxx have xxxx other students, xxx to accept xxx students xx xxxxxxxxxxxx of xxx learning experience xx the classroom xxxxxx Cooney, xxxxxxx xxxxx Carter, x d )Enable xxxxxxx Students Respect xxx Proper xxxxxxxxxxxxxxxx xx a xxxxxxx to inclusion xxxxxxxxxx by teachers, xx they xxx xxxxxxxxxxx for xxx learning of xxx students in xxx classroom” xxxxxxxx xxxxxx and xxxxxxx 1998) In xxxxxxxxx there are xxxx concerns xx xxxxx of xxxxxxxxxxx special need xxxxxxxx to mainstream xxxxxxxxxxx as xxxx xxxxxxx and xxxxxxxx fear they xxxx end up xxxxxxx the xxxxxxxx xxxx disabilities xxxx they are xxxxx to work xxxxxxxxxxxxx with

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