Category: Education

General education teachers, special education teachers, and the rest of the spec

General education teachers, special education teachers, and the rest of the special education team work together to address eligibility for special education services according to legal requirements defined by the Individuals with Disabilities Education Act (IDEA). Understanding the assessment and eligibility process required by law is a professional responsibility for all educators on an IEP team. Teams must understand typical development and consider the effects of culture, language, and environment on achievement when identifying assessments for the psychoeducational evaluation, administering assessments, and determining eligibility as a member of the multidisciplinary team.
Create a 3-5 minute video presentation that addresses the following:
Describe the process for referral and eligibility determination for special education services. Explain the timeline including the typical number of days from referral to evaluation, eligibility determination, and IEP development.
Describe the roles of general education teachers and special education teachers participating on a multidisciplinary team that determines eligibility.
Address the importance of understanding typical development when evaluating students to determine eligibility of special education services.
Identify one formal and one informal assessment special education teachers may use for their portion of a psychoeducational evaluation report. Describe the effects of language, culture, academic experiences, and family background that influence testing results when teams evaluate to determine eligibility.
Support your video with a minimum of two scholarly resources.
Remember, video and audio quality are important and should be taken into consideration. Ensure your video is filmed with sufficient lighting and the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.
Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video. Ensure that others can access and view your linked video prior to submitting to the LMS. If you upload your video to YouTube, select the “unlisted” option.
APA format is required for essays only. Solid academic writing is expected for all presentation formats, and in-text citations and references should be presented using guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

I have attached a lesson plan I had created for a previous course. To this lesso

I have attached a lesson plan I had created for a previous course. To this lesson plan you will add accomodations to ELL students. I will also attach a powerpoint presentation that highlights the process for ELL students in Texas.
Additionally, you will find the assignment instructions and grading rubric in a seperate attachment. Please feel free to reach out if you have any questions.

This assignment will help you gain a better understanding of your family dynamic

This assignment will help you gain a better understanding of your family dynamics by completing a genogram. A genogram is like a road map to your family history. This assignment will involve several steps.
First you will complete research on family genograms. This is a good place to start https://genopro.com/genogram/ https://genopro.com/articles/ will also help you. (Hint – there are several articles on that website that will help you with this section and the next one.)
Another resource that you can use for creating a genogram is How to Make a Genogram Online | EdrawMax Online.
Write a summary (in a Word doc) on your research. Any information you use from any source needs to be cited! Here are a few examples of topics you need to discuss: Requirement – Minimum of 1 page.
The history of genograms
How genograms are used
How genograms are completed
What are the benefits and/or challenges of developing a genogram
Any other information you’d like to share from your research
For the second part of this assignment you will “map out” your immediate family. You may need to contact extended family members for help. If that’s not possible, no problem, do the best you can with the information you have. You’ll start with you and your significant other as well as your children. (wife and 2 boys and a girl)Then, if possible, please go back two generations. Remember, a genogram is more than a family tree. You need to identify relationships and their status (strong, weak, abusive, etc.), behavioral patterns (teen pregnancy, divorce, substance abuse, etc.), health issues and/or any other issues that you know of or become aware of during your research. Don’t forget to include a key that explains what the lines, shapes, colors, etc. mean.
Please complete your genogram using genopro.com, as a Word doc using whatever shapes, symbols, colors, etc. you want, or you can draw your genogram by hand, scan it, and upload it as an attachment. PLEASE keep in mind that this is not an art class – I’m not looking for a masterpiece. The purpose of this assignment is for you to see what patterns emerge within your family. After you’ve completed your genogram please write a summary (add to the Word doc you’ve started), that includes the answers to the following questions (as well as anything else you’d like to share): Requirement: Minimum of 1.5 pages.
What did you learn about your family history? (Please share as much as you are comfortable with. This assignment is very personal and your instructor is the only person who will read it.)
What was the experience of collecting information like for you?
Are there any patterns that emerged that surprised you? (For example communication, addiction, teen pregnancy, mental healthy issues, etc.) Why or why not?
How could a genogram help a couple strengthen (in general) their relationship?
How could parents (in general) use a genogram to educate their children?
Conclude your paper by summarizing what you learned from this assignment and how you can apply it to your family.
Your summaries should be written in 1 Word document, in APA format with factual information from the lesson and genopro.com to support your thoughts and ideas.

Sexual behavior in adolescence can have a wide variety of consequences. In estim

Sexual behavior in adolescence can have a wide variety of consequences. In estimation, nearly half of all U.S. high school students have had sexual intercourse; the average age of first intercourse for boys and girls is 15. According to the U.S. Centers for Disease Control and Prevention (CDC), an average of 40,000-80,000 new cases of HIV are reported each year; approximately half of the new infections are among people younger than 25. On average, 12 million new cases of sexually transmitted diseases (STD’s) being reported each year and adolescents have among the highest-reported rates of gonorrhea and Chlamydia.
Drawing on material from the course, respond to the following questions:
What cognitive and social factors contribute to high-risk sexual behavior in some adolescents?
Some schools teach outdated sex education programs. Explain why these programs are still implemented, regardless of research.
In addition to your own search, this source and the other readings may help guide your discussion.
ttps://www.cdc.gov/youth-behavior/risk-behaviors/sexual-risk-behaviors.html

Interview a principal of a school about special education policies and procedure

Interview a principal of a school about special education policies and procedures and write a short reflective essay on how you, as an administrator, would ensure your faculty and staff do not violate any of the case law and/or legislation researched in Module 1 Assignment. Incorporate the answers the principal gave you in the interview.
Please assign Writer #373962448 to this short essay as writer is currently working on the Assignment 1 [15 questions- Special Education (SPED) Questions].
The paper should be formatted per current APA and 3-5 pages in length, excluding the title, abstract, and reference page.

Instructions Write a 1 1/2 to 2 page response to the TED Talk by Linda Cliatt-Wa

Instructions Write a 1 1/2 to 2 page response to the TED Talk by Linda Cliatt-Wayman. See instructions for guidance as well as a template to follow. You will need to cite at least three different references. Also, be sure to review the rubric for this assignment before you start so you will know how your paper will be assessed.

For this assignment, you are to create an end of the unit assessment. Even thoug

For this assignment, you are to create an end of the unit assessment. Even though it is good to have choices for the students on assessments, for this assignment, you are only required to construct one assessment. This can be a traditional test, project, presentation, etc. The lesson should include clear directions for successfully completing the assessment, clearly defined expectations and a scoring rubric.

You will turn in the assessment you created (one you have already created for a class is also fine) and a one-page paper explaining what type of unit the test is for, why you chose this particular type of assessment, and what learning goals you have for that unit.
Review the attached rubric for how you will be graded on this assignment.
Please create a unit assessment covering ELA 3rd grade standards for this assignment. The assessment can be a simple 10-question quiz.

Independent and dependent t tests are similar, but comparing two different group

Independent and dependent t tests are similar, but comparing two different groups and two groups with repeated measures (i.e., pre- or post-testing) serve very different purposes.
For this discussion, develop an original response proposing two hypothetical scenarios, as follows:
Name a dependent variable you could compare, for both an independent and dependent t test. (Do not use the variables in the Sample Dataset you are using for assignments.)
The independent t test should compare the dependent variable between two groups (i.e., divided by race, gender, socioeconomic class, or some other factor).
The dependent t test should be conducted on the same group (same sample, same data) where the dependent variable is measured twice (pre- and posttest).

Visually examining distributions and reading the output of descriiptive statist

Visually examining distributions and reading the output of descriiptive statistics is an important skill for determining which statistical procedures are appropriate. For this discussion, you will need to complete the assignment before posting your original response.
After generating descriiptive statistics and a histogram from your data, share a screenshot of the sheet in your post and develop an original response guided by these questions:
How does the histogram look? Does it look skewed one way or another? Can you visualize its kurtosis – is it flat or peaked?
How does the visual of the histogram chart compare to the values that were calculated in the descriiptive statistics?
Does the histogram, at least visually, look like a normal distribution (bell curve)?
Note that each student’s histogram and descriiptive statistics should be unique because the data were randomly generated.
In this open-ended discussion, designed to generate a free flow of ideas, no APA citations are required. Comment on the original responses of at least two classmates.

Generate a solution to an instructional problem represented in your chosen case

Generate a solution to an instructional problem represented in your chosen case study, found in the Web Links section, by doing the following:
Note: The tasks in LXD Foundations I and LXD Foundations II are designed to be completed in order, using the same case study throughout, to simulate the design thinking process from start to finish.
A. Include the following sections of your passing submission from LXD Foundations I to provide context for your identified instructional problem and learner population:
• the target audience analysis from Task 2, parts A1–A3 (LXD Foundations I)
• the problem statement from Task 2, part A4 (LXD Foundations I)
• the learning goal and learning objectives from Task 2, parts B and C (LXD Foundations I)
Note: The sections from the previously completed task should be copied and pasted within one document along with the submission for the rest of this task. The previously evaluated sections will not be reevaluated for quality, but they are necessary to include to provide context as you work through each phase of the design process.
B. Using design thinking methods, ideate potential original e-learning solutions to address the instructional problem from LXD Foundations I by doing the following:
1. Explain your experience engaging in the ideation process, including how your experience exemplifies divergent thinking.
2. Provide an artifact related to your ideation experience (e.g., diagram, outline, graphic organizer, or any other medium that displays your work).
3. Identify three distinct ideas generated from your ideation process and explain how each idea addresses the instructional problem.
C. Explain how you could develop one of your ideas in part B into an original one-hour e-learning module by doing the following:
Note: You will prototype this idea as a one-hour e-learning module in Tasks 2 and 3.
1. Provide one observable learning objective aligned to the learning goal in part A that your one-hour e-learning module will address.
Note: Your learning objective may be one of the learning objectives you submitted in LXD Foundations I Task 2, or you may revise or refine a learning objective so it is better suited for a one-hour e-learning module and will better meet the requirements of this task. The learning objective should still align to the learning goal.
2. Describe how you could develop one idea—either from part B3 or a new idea—into an original one-hour e-learning module to solve the instructional problem.
3. Explain how learners will learn the concepts and skills to achieve the learning objective in part C1.
Note: The explanation should focus on the learners’ experience of learning important concepts and skills. It may include tools, resources, and instructional components, but the focus should be on how learners interact and engage with these components to learn.
4. Explain how a specific learning theory could support the learning process within the e-learning module.
5. Explain how learning could be measured (i.e., assessed) within the e-learning module.
6. Explain how the e-learning module will meet the needs of the target learners.
D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
E. Demonstrate professional communication in the content and presentation of your submission.