Disabilities in the General Education Classroom

Disabilities in the General Education Classroom

ORDER NOW ORIGINAL PAPER: Disabilities in the General Education Classroom

Disabilities in the General Education Classroom

SPD 300 Topic 1 DQ 1

IDEA emphasizes the value of inclusion for students with disabilities in the general education classroom. What are some positive effects of inclusion for both students with and without disabilities?

SPD 300 Topic 1 DQ 2

Review your state’s department of education website. Identify and describe three resources from the website that are available to schools and teachers in your state regarding compliance with IDEA. How do these resources specifically support students with disabilities and their families? What is your opinion of the site? Was it easy to find? Is it easy to navigate? Do you think families will find it helpful? Why or why not?

SPD 300 Topic 2 DQ 1

Under IDEA, consider the rights afforded to students with disabilities who attend private schools and who are eligible for special education services. How do they compare to those who attend public schools? Describe the related obstacles for students who receive services in private school settings.

SPD 300 Topic 2 DQ 2

The special education referral process involves a variety of stakeholders. Who are the stakeholders, and what unique information should be offered to each during the process? Sometimes it can be overwhelming for parents to go through the special education process and attend meetings with multiple professionals. How can a teacher help to alleviate this?

SPD 300 Topic 3 DQ 1

When conflicts relating to special education services lead to due process hearings or go to court, teachers may be asked to submit data regarding the student involved. What types of data should you, as the teacher, be collecting continuously on all students? What are some ways to organize that data so that it can quickly be submitted when requested?

SPD 300 Topic 3 DQ 2

Consider the following scenario:

Francisco is a fifth-grade student who meets the eligibility requirements for an emotional behavioral disorder. While his testing indicates no cognitive deficiencies, he consistently performs in the average to below-average range in most subjects. He has current IEP goals to work on requesting assistance, anger and stress management, and completing requested tasks.

In the past two weeks, Francisco has had five referrals for behaviors such as yelling at the teacher, tossing paper and books on the floor, refusing to comply with requested tasks, and pushing another student while on the way to the office.

The IEP team has been working with Francisco on his goals and an FBA has already been completed. The function of the behavior has been determined as task avoidance. His work has already been reduced and modified to make sure it is at the correct level of difficulty and prompts and frequent breaks have been offered.

Positive behavior supports have also been put in place to help Francisco in meeting his goals (i.e., cue card to remind him of his options when he is frustrated, praise reinforcement, and earned breaks to work or play on the computer before returning to work when a task is finished).

Despite the interventions, the team feels Francisco’s disruptive behavior is escalating. On two recent occasions, the class had to be moved away from him because of his outbursts when he refused to go to the office.

What additional steps might the team take to assist Francisco? How should they determine whether a different placement is needed? How might FAPE and LRE affect this decision-making? Rationalize your choices.

SPD 300 Topic 4 DQ 1

Why is it important to relate student goals and services to the information in the student’s PLAAFP? What are the possible ramifications of goals and services not being aligned to the PLAAFP?

SPD 300 Topic 4 DQ 2

Why do you think families of students with disabilities hire advocates? What is the role of an educational advocate in the school setting? Describe a scenario when an advocate can be a useful member of the IEP team during a meeting.
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