ESE 315 Week 3 Journal Talking With Parents

 In this pack of ESE 315 Entire Course you will find the next docs:


 ESE 315 Week 1 DQ 1 Inclusion.doc

 ESE 315 Week 1 DQ 2 Teaching Approaches Debate.doc

 ESE 315 Week 1 Journal Reflection and Preparation.doc

 ESE 315 Week 2 DQ 1 Response to Intervention.doc

 ESE 315 Week 2 DQ 2 Environment.doc

 ESE 315 Week 2 Interview.doc

 ESE 315 Week 2 Journal Choice Topic.doc

 ESE 315 Week 3 ADHD Presentation.ppt

 ESE 315 Week 3 DQ 1 ADHD.doc

 ESE 315 Week 3 DQ 2 Speech Language Impairments.doc

 ESE 315 Week 3 Journal Talking With Parents.doc

 ESE 315 Week 4 DQ 1 Gifted Students.doc

 ESE 315 Week 4 DQ 2 Intellectual Disabilities.doc

 ESE 315 Week 4 Journal Course Reflection.doc

 ESE 315 Week 5 DQ 1 Autism Spectrum Disorder (ASD).doc

 ESE 315 Week 5 DQ 2 IFSP and Early Intervention.doc

 ESE 315 Week 5 Final Project.ppt

 ESE 315 Week 5 Journal Position Statement.doc

Business - General Business
 ESE 315 Week 1 DQ 1 Inclusion

 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.”

 Imagine you are a teacher getting ready for your first IEP/504 meeting for one of your students who has a mild hearing disability (you can choose any age range from the Inclusion Chart you completed).

 As an integral part of the IEP/504 team, how will you prepare yourself for this meeting?

 What are three important items to consider about this student before making any recommendations to the committee (e.g., what needs might this child have)?

 What are two accommodations that might be beneficial for this student and why (see table 2.1 in your course text)?

 What is one modification that might help this student and why?

 Lastly, what are the differences between accommodations and modifications?

 Please also include your completed Inclusion Chart as an attachment.

 c. What information is important to know about a mild hearing disability and how will that information affect performance/learning/behavior in the classroom?





 ESE 315 Week 1 DQ 2 Teaching Approaches Debate

 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.

 Find your assigned debate group below (by first letter of last name):

 A-H: Explicit Instruction

 I-Q: Differentiation

 R-Z: Universal Design for Learning (UDL)

 Develop a cohesive and research-based argument for the position you have been assigned. Be sure to include the principles that guide each approach and set it apart from the others, as well as in-text research that supports this approach.

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When studying for exams, try setting goals. Like anything else that has time-restraints, setting goals can keep you focused. In this case, your main goal would be to pass the exam. To accomplish that, try listing small goals of what you want to accomplish at certain times in order to be ready in time for the test.