Present your approved intervention to the patient, family, or group. Plan to spend at least 3 practicum hours exploring these aspects of the problem with the patient, family, or group. During this time, you may also consult with subject matter and industry experts of your choice. The assessment requirements, outlined below, correspond to the scoring […]

A teacher’s ability to identify the students’ needs and intervene quickly is a vital component of ensuring all students receive the support they need. Much like a unit plan, intervention plans contain targeted learning objectives aligned to state standards and determine how the content will be taught and assessed over a span of several days. […]

The special education teacher collaborates with the student, and often the family, prior to writing the postsecondary transition plan included in IEPs for students in high school. The Individuals with Disabilities Education Act (IDEA) prescribes age-appropriate assessment, collaboration with the student, and completion of many components of a postsecondary transition plan for all students with […]

Special education teachers usually write the Present Levels of Academic Achievement and Functional Performance (PLAAFP) academic goals and transition goals for the IEP. Information from the psychoeducational evaluation report, age-appropriate assessments, artifacts, and interviews with team members, the student, the student’s family are used to write the postsecondary transition plan included in the student’s IEP. […]

It is important for educators to understand all areas of assessment, eligibility, and transitional planning for students who have been identified with specific learning needs. Perhaps equally as important is having the ability to share information with others who will be interacting with the student. Using the “Class Profile” or your field experience classroom, select […]

Reading Assignment: (Galvin, Braithwaite, & Bylund) Chapter 9 Communication and Family Conflict Discussion Activity Observe a couple interacting and pay attention to their communication style. The couple may be one that you know or one that you observe on television or the movies. Answer the following questions: 1. What does the couple’s communication style say […]

The materials for this discussion board include the Reading Guide sections associated with our reading of John’s Gospel. This module is the second reading of a Gospel and focuses on the similarities and differences between John and Matthew Question 1 Initial posts: Identify an aspect of John’s Gospel which indicates Jesus’ knowledge or control beyond […]

Overview To effectively address a global ethical issue, it is essential to involve people across the globe. Climate change, for example, cannot be adequately addressed by only one or two nations. The more nations that work together to address climate change, the more likely we are to achieve positive outcomes for our planet. Directions For […]

Read the Case Study entitled “Good Sport?” located at the end of Chapter 12. Argue for or against the legality of the adverse employment decision affecting Coach Barnhart. Cite legal principles of First Amendment rights to support your argument. Argue for or against the recommendation based on ethical principles. Detail a way the Superintendent and […]

Review Table 11-2 in Chapter 11 entitled “Key Federal Legislation Affecting Educator Employment”. Select one of the laws that you have a ‘story’ worthy of relating and share the story with the class. Specify how the person in question benefitted from the existence of the law.