ESE 315 Innovative Education-- snaptutorial.com

ESE 315 Week 1 DQ 1 Inclusion For more classes visit Inclusion. In Chapter 2 of your text, the concept of inclusion is discussed. As Powell and Driver (2013) state, “In an inclusion setting, students with disabilities are instructed alongside peers without disabilities for some or all of the school day” (Section 2.1). Complete the Inclusion Chart (available in your online course) and view the article, “Regular Educators on the IEP Team.”

ESE 315 Innovative Education-- snaptutorial.com ESE 315 Week 1 DQ 2 Teaching Approaches Debate For more classes visit Teaching Approaches Debate. According to the text, when students with disabilities are placed in the general education classroom, there are three widely used teaching approaches that provide a starting point for helping students participate in the general curriculum (Section 2.2). While there are many other approaches, the three most widely used teaching approaches are: explicit instruction, differentiation, and universal design for learning (UDL). For this post, you will provide support for one of these approaches outlined below and explain why it is a valuable approach and should be used in the teaching of students with disabilities.

ESE 315 Innovative Education-- snaptutorial.com ESE 315 Week 2 DQ 1 Response to Intervention For more classes visit Response to Intervention. Mary Quest, an early childhood teacher of 15 years, has shared two narratives of her experiences with response to intervention (RTI). After reading Chapter 3, Chapter 4, and the two case narratives below, describe what you see as both the strengths and challenges of RTI. How do you see children getting the support and services they may need through RTI? As you read the following case studies what would you like to learn more about? If RTI is new to you, what have you learned? If you have experience with RTI, what can you share about your experience with RTI?

ESE 315 Innovative Education-- snaptutorial.com ESE 315 Week 2 DQ 2 Environment For more classes visit Environment. Read the article on creating supportive environments, “Including Children With Special Needs: Are You and Your Early Childhood Program Ready?” Often in early childhood programs, the environment is seen as the third teacher as it guides and invites children to interact in various ways. As you reflect on this idea of the environment supporting children's play, list and describe in your discussion three ideas that you would implement from the reading into your classroom that will support all children (e.g., smooth and predictable transitions).

ESE 315 Innovative Education-- snaptutorial.com ESE 315 Week 2 Interview For more classes visit Interview. Parent involvement and the relationship parents have with their child’s teacher/school are important for all children. This is especially true for children with disabilities. For this assignment, you will be asked to contact a local preschool, Head Start, or Early Head Start program. You will interview a director, teacher, or parent coordinator to find out how they collaborate and communicate with families who have children with learning differences. Be sure to describe the type of program you gathered information from and the role of the practitioner that you interviewed. Find out the following information:

ESE 315 Innovative Education-- snaptutorial.com ESE 315 Week 3 ADHD Presentation For more classes visit ADHD Presentation. Using what you have learned so far about ADHD and inclusion, you will create a PowerPoint presentation that addresses the following scenario: You have been asked by your administrator or director to give a 10-minute presentation to the school board regarding inclusion and ADHD. The board wants to know specifically how this ever-increasing population of students is assisted and supported in an inclusive setting in your school or center. Your administrator has asked that the following be included:

ESE 315 Innovative Education-- snaptutorial.com ESE 315 Week 3 DQ 1 ADHD For more classes visit All three types of ADHD The possible causes (you must include information regarding each possible cause: biology, genetics and environment) The importance of a medical diagnosis and why Possible signs and symptoms The IDEA category it fits under

ESE 315 Innovative Education-- snaptutorial.com ESE 315 Week 3 DQ 2 Speech & Language Impairments For more classes visit Speech & Language Impairments. As Chapter 6 states, “students with SLI should receive speech and language services from trained professionals. The role of the classroom teacher is supportive and collaborative” (Powell & Driver, 2013, Section 6.7). As a classroom teacher, explain how you can support students with speech and language impairments by including each of the following: Identify which special education law(s) impacts students with SLI. Explain how you will collaborate with the child’s speech and language pathologist (SLP) and why this collaboration is important.

ESE 315 Innovative Education-- snaptutorial.com ESE 315 Week 4 DQ 1 Gifted Students For more classes visit Gifted Students. Chapter 7 of our text discusses the characteristics of gifted children and a variety of effective instructional methods. Imagine you spent the day observing either a preschool, elementary, or secondary classroom. During your observation, one child exhibits behaviors typical of gifted children. Write a vignette that describes the child and explains why you believe this child may be gifted. Your vignette should include: The child’s name, age, and grade level A brief description of the learning environment

ESE 315 Innovative Education-- snaptutorial.com ESE 315 Week 4 DQ 2 Intellectual Disabilities For more classes visit Intellectual Disabilities. An important part of your job when working with children with intellectual disabilities is the ability to modify instruction in order to best meet their educational needs. Chapter 8 of our textbook offers many teaching ideas and strategies for meeting the academic and social needs of students with a variety of intellectual disabilities. For this discussion you will have the opportunity to put those ideas into practice.

ESE 315 Innovative Education-- snaptutorial.com ESE 315 Week 5 DQ 1 Autism Spectrum Disorder (ASD) For more classes visit Autism Spectrum Disorder (ASD). As Chapter 9 of your text states “the number of students identified with ASD has increase dover the last few decades. Some people even call ASDan‘epidemic’” (Powell & Driver, 2013, Chapter 9 Introduction). This increase specifically affects you in the classroom or daycare center because it shows a high likelihood of your encountering children with ASD. Therefore you must understand the disorder as well as the strategies that will support children with ASD in the classroom or center. For this discussion, imagine you are new teacher just learning about ASD

ESE 315 Innovative Education-- snaptutorial.com ESE 315 Week 5 DQ 2 IFSP and Early Intervention For more classes visit IFSP and Early Intervention. You have just taken a position as a teacher in an Early Head Start program. A 6-month-old child has been referred to a doctor for strabismus. In the toddler room, the director and head teacher are talking to a parent about their observations of a 2-year-old, who does not attend or make eye contact when his name is called, and is cognitively and socially assessed at the 12-month-old level. This is a 12-month delay for a 24-month- old child. You have heard them talking about early intervention and a possible individual family service plan (IFSP).

ESE 315 Innovative Education-- snaptutorial.com