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SPD 320 All Discussions GCU
SPD 320 Topic 1 DQ 1
Which of
IDEA’s eligibility categories do you feel is most difficult to assess via
mandated eligibility assessment procedures? Why?
SPD 320 Topic 1 DQ 2
Have
mandated changes in special education eligibility assessment practices had a
positive affect for individuals with disabilities and other stakeholders? Why
or why not? Cite specific examples.
SPD 320 Topic 2 DQ 1
Consider the
various informal assessment types commonly used in classroom instruction and
identify three you might use regularly in your professional practice. What
would those assessments tell you as an educator? Rationalize your choices.
SPD 320 Topic 2 DQ 2
Why is
understanding basic principles of statistics important as an educator? If you
struggle with understanding statistics, what are some problems you might
encounter in your professional practice? Describe one strategy to improve your
knowledge.
SPD 320 Topic 3 DQ 1
Alexander is
a second grade student. His teacher, having administered a universal screening
measure, has identified Alexander as a struggling reader. Explain the first
step in the RTI approach to consider when trying to help Alexander. What data
collection, intervention, and progress monitoring steps would you recommend be
taken and why?
SPD 320 Topic 3 DQ 2
Compare and
contrast Response to Intervention (RTI) to Multi-Tier Systems of Supports
(MTSS). Does one model benefit struggling students in a schoolwide programming more
than the other? Why?
SPD 320 Topic 4 DQ 1
Research a
school district in your area. How does the district conduct IDEA-required
evaluations and referrals for infants, toddlers, and preschoolers? Who is
involved in the referral process? Do you think these processes are effective?
Why or why not?
SPD 320 Topic 4 DQ 2
Identify
factors that could lead to over-referrals to the Child Study Team. As a special
educator, how could you prevent over-referrals? Describe two recommended
strategies and rationalize your choices.
SPD 320 Topic 5 DQ 1
How do the
purposes of academic, psychological, and speech-language evaluations differ?
Cite specific examples of such assessments. What are some student concerns
teachers may have that could warrant implementing such assessments?
SPD 320 Topic 5 DQ 2
What are
main areas of concern that should be addressed in an initial family meeting?
Identify and describe helpful guidelines when conducting an initial family
meeting to cover these main areas. How will you gather information in a
respectful and compassionate manner while addressing all the needed concerns
including both school and family perspectives?
SPD 320 Topic 6 DQ 1
What assessments can be used to assess problematic social
behaviors of children? For at least one assessment, describe the age groups it
is used with and what the results are intended to demonstrate. Should academic
achievement and intelligence be formally assessed at the same time social
behaviors are assessed? Why or why not?
SPD 320 Topic 6 DQ 2
Writing behavioral goals for students must be meaningful
and teach the desired replacement behavior to help the student reduce
misbehavior or disruptive behaviors.
Consider the following scenario:
Jimmy is a
five-year-old student in a kindergarten class who has been diagnosed with ADHD.
He is often impulsive and shouts out during instruction. When you, the special
education teacher, is in the classroom he pulls on your shirt for attention,
changes learning stations before time and without permission, and is often off
task due to easily being distracted, forgetting that there are classroom rules
in place. You have decided to write one measurable behavioral goal for Jimmy to
help with classroom behavior. Justify how your goal will help him by including
a desired replacement behavior in the goal.
SPD 320 Topic 7 DQ 1
Social and emotional well-being is important for students
to be confident in the school environment. If a student is struggling socially
and/or emotionally, often little to no learning occurs. Writing specific and
measurable social/emotional goals can assist students with replacement
behaviors that provide them with strategies to enhance their social
interactions and improve emotional health.
Consider the following scenario:
Marissa is a
six-year-old student in a first grade classroom. She is a very withdrawn
student and does not initiate interaction with her peers. When her peers try to
interact with Marissa, she does not reciprocate conversation or engage in play.
Marissa appears to be socially awkward and has a fear of larger groups. Write
one specific and measurable goal that includes the target behavior with a
replacement behavior to improve Marissa’s social interactions. Justify your
goal.
SPD 320 Topic 7 DQ 2
How are a
special educator’s interactions with families who have children with
disabilities affected by a Christian worldview? Provide examples, citing the
“Statement on the Integration of Faith and Work” where applicable.
SPD 320 Topic 8 DQ 1
Describe
three requirements that reevaluation shares with the initial evaluation.
Provide examples and support your response with references to specific
provisions of the IDEA. Why are these provisions essential to understanding the
similarities between these two evaluation processes?
SPD 320 Topic 8 DQ 2
What are
some of the intended purposes of limiting reevaluations? Provide specific
examples.
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