Humanities Homework Help

I’m working on a english discussion question and need an explanation to help me understand better.

Topic 4 DQ 1

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

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.

Read chapters 10 and 11.

URL:

http://www.gcumedia.com/digital-resources/pearson/2015/law-and-special-education-the_ebook_4e.php

Read “Examples of IEP Goals and Objectives: Suggestions for Students with Autism,” located on the National Association of Special Education Teachers website.

URL:

https://www.naset.org/fileadmin/user_upload/Autism_Series/Examples_IEP_Goals_Objectives_for_ASD.pdf

Read “Writing Measurable IEP Goals,” located on the AZ Promising Practices website.

URL:

http://www.azpromisingpractices.com/iepgoalspowerpointslides.pdf

Review “Process for Developing Individualized Education Programs,”  located on the Arizona Department of Education website (2017).

URL:

https://cms.azed.gov/home/GetDocumentFile?id=59ce6b003217e11164cae4b9

Read “Consensus,” located on the Arizona Department of Education website (2016).

URL:

http://www.azed.gov/disputeresolution/category/consensus/

Topic 5 DQ 1

It can be difficult for some students to articulate their desires for their life after high school. What are some alternative ways you can have students share this information?

Topic 5 DQ 2

Compare the changing roles of the parent and their child with disabilities between elementary school and high school. How are these changing roles reflected on the IEP and in the IEP development process? What can you conclude about these changing roles as a young person with disabilities prepares to transition from high school to adult services?

Read chapter 6 and Appendix A.

URL:

http://www.gcumedia.com/digital-resources/pearson/2015/law-and-special-education-the_ebook_4e.php

Review the “Secondary Transition,” located on the Arizona Department of Education’s website.

URL:

http://www.azed.gov/specialeducation/transition/

Review “Arizona ECAP and the IEP,” by the Arizona Department of Education, located on the AZ Promising Practices website.

URL:

http://www.azpromisingpractices.com/arizonaecapandtheiep.pdf

Read “Evidence-Based Practices and Predictors in Secondary Transition,” located on the National Technical Assistance Center on Transition website (2016).

URL:

http://transitionta.org/sites/default/files/effectivepractices/Execsummary_PPs_2013.pdf

Topic 6 DQ 1

What can educators do to be proactive in avoiding conflicts with families that may lead to due process issues? Describe two strategies to proactively resolve or prevent conflicts and thereby avoid formal due process steps when families and a school do not agree. Rationalize your choices.

Topic 6 DQ 2

Provisions for special education services can be expensive and each state government is tasked with the responsibility for funding all schools. Examine how IDEA supports your state regarding special education funding. Are there situations in which a school district can refuse services or accommodations due to expense? Provide examples.

Read chapter 12.

URL:

http://gcumedia.com/digital-resources/sage/2013/special-education-law_ebook_5e.php

Read “IDEA Special Education Due Process Complaints/Hearing Requests,” located on The Center for Appropriate Dispute Resolution in Special Education website.

URL:

https://www.cadreworks.org/sites/default/files/resources/Due%20Process%20Parent%20Guide%202014_1.pdf

Explore  “Exceptional Student Services,” located on the Arizona Department of Education website.

URL:

http://www.azed.gov/specialeducation/

Explore “Special Education Dispute Resolution,” located on the Arizona Department of Education.

URL:

http://www.azed.gov/disputeresolution/

Explore “Due Process Hearing Decisions-FY 14” and “Due Process Hearing Decisions-FY 16” to inform the topic assignment.

URL:

http://www.azed.gov/disputeresolution/due-process-hearing/

Topic 7 DQ 1

As a teacher, you will have students with a variety of religious and cultural backgrounds. How would you ensure that a family’s specific religious beliefs are respected in the IEP process? Support your response, citing the “Statement on the Integration of Faith and Work.”

Topic 7 DQ 2

Read the scenario below:            

Mrs. Peterman serves as the intervention specialist in autism spectrum disorder for a K-8 school. Mrs. Peterman was asked to focus on traveling to classrooms to provide support for her students and to work with students in her own classroom when deemed necessary.

Kris is one of Mrs. Peterman’s students this year and spends his day in Mr. Lujano’s classroom, the only general education teacher in the sixth grade.

Recently Mrs. Peterman made the decision to keep Kris with her for reading and math. Performance reports for Kris indicate he has average to low-average skills in both areas. Mrs. Peterman wants to keep Kris for these two core subjects because she does not approve of Mr. Lujano’s teaching techniques.

What is the ethical dilemma presented? How should this dilemma be dealt with in order to promote respect and success for Kris as well as the teachers involved?

Read chapters 7 and 14.

URL:

http://www.gcumedia.com/digital-resources/pearson/2015/law-and-special-education-the_ebook_4e.php

Read pages 5-9 and 44-45 of “Prior Written Notice,” by Arizona Department of Education, located on the AZ Promising Practices website.

URL:

http://www.azpromisingpractices.com/priorwrittennoticecomments3.pdf

Read “Understanding Dyscalculia,” by the Understood Team, located on the Understood website (2018).

URL:

https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dyscalculia/understanding-dyscalculia#item1

Review the CEC Ethical Principles and Professional Practice Standards.

URL:

https://exceptionalchildren.org/standards/ethical-principles-and-practice-standards

Review the “CEC Code of Ethics,” located on the Council for Exceptional Children website.

URL:

https://exceptionalchildren.org/standards/ethical-principles-and-practice-standards

Topic 8 DQ 1

What is a manifestation determination? Provide an example of a situation that requires a manifestation hearing. What must a team do when the results of the hearing determine the student’s disability may be contributing to the behavior in question?

Topic 8 DQ 2

It can be difficult to determine if a behavior is the result of a child’s disability in a manifestation determination. What type of data could be analyzed to support making this decision?

Read Chapter 13.

URL:

http://www.gcumedia.com/digital-resources/pearson/2015/law-and-special-education-the_ebook_4e.php

Read “Discipline for Children with Disabilities: Questions & Answers from OSEP,” located on the Wrightslaw website.

URL:

http://www.wrightslaw.com/advoc/articles/discipline_faqs_osep.htm

Explore the PBIS World website.

URL:

http://www.pbisworld.com/

Read pages 47-52 of “Theme E: Procedural Safeguards,” located on the Center for Parent Information & Resources website.

URL:

http://www.parentcenterhub.org/wp-content/uploads/repo_items/legacy/E-handouts.pdf

Explore the Manifestation Determination for Parents Website (2017).

URL:

https://www.manifestationdetermination.com/a-manifestation-determination-example-and-case-study/