What are the features of No Child Left Behind that significantly affect students with LD?

Students very understandably confuse NCLB, IDEA, the ADA, and other ‘laws’ that have been enacted regarding education. Please make sure you are referring to what you understand, checking your understanding with non-judgmental/non-political sources, and really think about the fundamental basis for IDEA – what does it look to protect?

Minimum of 150 words with in-text citation(s) and reference(s).

Shortly after NCLB’s implementation, IDEA, which was enacted 13 years prior, was reauthorized (2004) to try and align more with NCLB as NCLB had direct contradictions to IDEA. Try and locate these differences as it may help you answer this prompt.

Evaluate instructional strategies and curriculum designs for students with learning disabilities. Which strategies are most useful in your classroom with the age group you teach? What elements of curriculum development and program design will help students with LD succeed?

Minimum of 150 words with in-text citation(s) and reference(s).

H

In a separate document:

Interview a teacher of students with LD. Discuss skills necessary in organizing and planning strategies for effective classroom management, including:

Grouping

Scheduling

Lesson plans

Homework strategies

Record keeping

Selecting instructional materials

Observe the teacher’s classroom management. Discuss your observations with the teacher. In an essay of 1,500-1,750- words, summarize your learning experience and key insights gained in this visit. Be prepared to discuss your interview in class.

In a separate document:

Begin creating a reading lesson using GCU Student Class Profile provided.

For this week you are only expected to complete the standards, differentiation, objective, and assessment portions of this lesson.

Be sure to:

Use the standards from your state (common core is the default setting).

Explicitly address how to differentiate instruction for students needing extra assistance.

Address different learning styles (auditory, kinesthetic, and visual).

Make objectives observable and measurable.

Reflect upon the assessment: how will you assess students?  Why?

 

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Individual Assignment: Website Review and Summary There are many valuable web resources for researching public and community health issues or diseases. Researching some national, state, and local government health agency websites will help you become familiar with accessible information. This will help you conduct research for future assignments. •         Resource: Website Review and Summary Grading Criteria on the student website.•         Resource: Website Review Table on the student website.•         Find national, state, and local governmental health agency websites that address the issue from the Article Review assignment.•         Document your findings based on the University of Phoenix Material: Website Review.•         Write a 700- to 1,050-word summary of your findings that includes the following: o    How does the information overlap? o    What type of structure do you see between levels of government?o    What functions do you see at each level of government? o    How do the levels of government work together?o    How would you define public and community health? •         Include at least three references.•         Format your summary consistent with APA guidelines.

 

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Write a 1,050- to 1,200-word paper on personal ethics development that examines your personal ethical system and ground rules, including its origins and development.

    Incorporate the terms found in the University of

Phoenix Material: Key Terms located on the student

Web site.

Focus on the developmental aspect of your ethics

rather than on a particular position on any issue.

Define your underlying ethical system, its primary

principles, the sources that helped shape your

ethics—such as people, institutions, events, and so

forth—and the criteria and decision-making factors

you used to revise them.

Discuss the potential effect of your ethics on your

performance or use of them in your workplace using

a specific personal example.

Explain why ethics are needed in an organization

and how ethics are integrated into the organization

to achieve its direction and goals. What effect does

the application of these ethics have on individuals,

organizations, and society?

SubmitFormat your paper consistent with APA guidelines.

your paper to the Plagiarism Checker. Submit it

for review and provide a copy of the report to your

facilitator with your assignment.

 

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Imagine you are working in an early childhood setting that cares for and teaches children ages 0–5. Two families in your program share a grandmother who has been an active and loving caregiver for their children—an infant, a toddler, and a preschooler. The grandmother has recently passed away and you want to support these families by helping them understand how infants, toddlers, and preschoolers grieve in order to help the children with this loss.

Before you create your Action Plan, consider:

• What does an early childhood professional need to know in order to understand the situation and needs of these children and families?
• What ideas and advice from experts may be useful in assisting children and families?
• What can early childhood professionals do to help, either directly, by suggesting activities and advice, or by referring the family to other community resources and professionals?

As you prepare this Action Plan, keep the focus on gathering and identifying the knowledge and ideas that you can best share with parents and other key adults. Remember that working directly with children as a grief counselor is an area of expertise that you may choose to pursue. However, as an early childhood professional, you are most qualified to help young children in this area by supporting the significant adults in their lives and remaining consistent, sensitive, and caring.

Follow these steps to create your Action Plan:

1. What You Need to Know: Learning About How Children at Different Ages Respond to Death

Naturally, children respond to situations in their own ways often based on where they are developmentally; sometimes based on temperament. Keep this uniqueness in mind as you read the following articles on children and grief. Although there is some overlap, you will find that all three help to clarify how young children of different ages respond to death. As you read, take notes on important developmental information and ideas that you think are important to share with parents/family members:

• Young Children and Grief (PDF)
  
• Magical Thinking: Children May Blame Themselves for a Parent’s Illness and Death (PDF)
  

2. Ideas and Advice: Checking Resources

Think concretely about how best to help the parents/family members of an infant, a toddler, and a preschooler. Check your notes from reading the articles above. As needed, skim the articles again for key concepts about how young children perceive death and specific ways to support each age to share with parents/family members. Access these articles below as additional resources:

• Infant and Toddler Grief (PDF)
  

3. Taking Action: Supporting the Whole Family in Responding to Loss

With knowledge and ideas in hand, you’re ready to suggest ways to support young children in dealing with a family loss. Use the information and advice from the articles to make your plan. Think of it as preparing a script for meeting with the parents or other significant family adults. Include the following in your plan:

Part I: Supporting an Infant

Explain in your own words:

• Developmental information about what an infant may feel or understand about a family death
• Possible ways that an infant may respond to a family death
• Specific advice from experts on how to help an infant through a family loss

Part II: Supporting a Toddler

Explain in your own words:

• Developmental information about what a toddler may feel, believe, or understand about a family death
• Possible ways that a toddler may respond to a family death
• Specific advice from experts on how to help a toddler through a family loss

Part III: Supporting a Preschooler

Explain in your own words:

• Developmental information about what a preschooler may feel, believe, or understand about a family death
• Possible ways that a preschooler may respond to a family death
• Three specific ideas or activities the family can do at home to help a preschooler through a family loss

As you write your plan, remember the following:

• Your goal is to help parents/family members understand how infants, toddlers, and preschoolers may respond to the family loss.
• Parents/family members are most likely grieving, too. Consider their feelings in explaining their children’s needs.
• Choose language that you would feel comfortable using—language that is respectful and sensitive—to create a model presentation for talking with adult family members.

Assignment length: 2–3 pages

 

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