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4 pages/≈1100 words
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Education
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Coursework
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English (U.S.)
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Special education Education Coursework Research Paper

Coursework Instructions:

The paper about special education. The question of the paper will be sent today October 15 it will be sent at 5 pm, eastern and it needs to be submitted at 7 pm .. please confirm if you can write it .. No citations are required for the exam. the question will be in two or three parts. Respond to every element of the question in sequential order. page limit, 4-6 pages.
Deadline will be adjusted to 2 hours from the moment when client will have the question

 

Live Exam Component

 

Fall, 2020 (Oct. 15)

 

Question A - MANDATORY

 

Instructions:

You must address Question A. Your prepared response to this question must address key components of the question and support your position. Please use 12-point font, 1.5 spacing, and 1” margins. Please DO NOT single or double space. Also, create a running header for each page that includes Question A, area of exam (ECSE, Mild-Mod OR Mod-Int), and the page #.

In addition, create a “minis COVER sheet” which includes: your name, ID or Rocket #, focus of exam (ECSE, Mild-Mod OR Mod-Int), semester of exam (Fall, 2020), and the question to which you are responding (Ques A). Finally, as you are doing the exam at home, you must include a Safe Assign report.

Your response to Question A should be a minimum of 4-6 pages. The COVER sheet is NOT included in the minimum page requirement. Also, you are not required to cite references in your response as rating of your response will be based on the quality of your discussion/analysis.

 

 

Mild-Moderate Live Exam

 

Question A - Mandatory

 

         Student with Mild to Moderate disabilities (e.g. Cognitive Impairment, LD, mild Emotional Disturbance, higher functioning ASD, etc.) exhibit a variety of characteristics that affect their ability to learn. Currently, parents, administrators, and policy makers are focusing their attention on student progress in the general education curriculum, particularly for students with mild to moderate disabilities. Respond to these key questions, citing relevant research findings:

 

1. Describe differences in the skills of students with Mild to Moderate disabilities versus students in general education. Provide basic information on established differences in skills or function of students with Mild to Moderate disabilities in the areas of:

 

• Language/Communication

• Basic cognitive and information processing skills (or intelligence)

• Social interaction skills with peers

• Mastery of basic academic skills (e.g. math and reading)

 

2. Describe the role of assessment of students with MILD-MODERATE impairments in establishing eligibility for special education services.

1) Provide a description of the ASSESSMENT process that occurs before ELIGIBILITY for SPED services is established

2) Provide a brief overview of the RTI approach to assessment of student response to instruction

 

3. Explain the use of accommodations, modification, adaptations, and assistive technology devices in providing instructional services for student with mild to moderate disabilities. Provide an example of the use of EACH (e.g. an accommodation, a modification, and an adaptation) for a student with mild to moderate learning needs. Select an ELEMENTARY (K-Grade 6) OR MIDDLE /HIGH SCHOOL level student (Grades 7-12), but NOT both, in providing several examples of an accommodation, a modification, and an adaptation of instruction and/or instructional materials. You may specify the disability condition of the student (e.g. SLD, ED, Mild Autism, Mild to Moderate CD/MR) in suggesting these SPED approaches to instruction.

 

Coursework Sample Content Preview:
Question A
Part 1
Many students experience mild to moderate disabilities while in the classroom. There several kinds of disabilities that these individuals experience, which include particular learning struggles, challenges in reading or mathematics, impairment of speech, and other intellectual problems. There are several aspects that children with disabilities experience difficulties, which include communication or language deficits. It has been established that students with mild to moderate disabilities have challenges with language and communication. These issues manifest in the form of mechanical and social utilization of linguistic abilities. There are three core areas that communication or language difficulties can manifest: syntax, semantics, and phonology. Other communication problems include oral language problems, listening and comprehension, and challenges with pragmatics.
Another major problem with students with Mild to Moderate disabilities is cognitive and information processing skills. Because of the poor ability to process information, the students experienced challenges with reading comprehension, inferential comprehension, as well as critical comprehension. Cognitive challenges also manifest as problems with handling intellectual problems such as mathematics and word recognition. Social interaction is another major challenge for individuals experiencing mild to moderate disabilities. They struggle to cooperate, share, and offer effective information to users. There is a lack of positive interaction with their peers.
These individuals' key characteristics, such as misreading social cues, misinterpretation of feelings, never understanding when they are bothering other people, lack of awareness of how their behaviors affect other people, and struggling to take others' perspective people. These differences in skills and abilities affirm special education approaches to ensure that they benefit from the learning activities. Teachers must be able to understand the particular needs of these students and develop solutions that enhance inclusivity, collaboration, and teamwork. Moreover, the severity and occurrence of these aspects differ among students. In this regard, there are differences in each student's coping abilities, which requires personalization of the approaches to warrant success.
Part 2
Students with mild to moderate disabilities have differing levels of comprehension. In this regard, the eligibility to receive special education is established when certain aspects are identified in the individual. Students who have mild and moderate disabilities are never taken out of the regular education system. This is because they are deemed to have the ability to cope with normal teaching methods, and there is no need to have a special treatment to enhance learning effectiveness. Therefore, the assessment is important because they help establish whether the severity of certain learning impairments and differences warrant special education. Special education's legibility can only be considered when the child or student arrives at a certain tier in the assessment scale.
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