EDSP522 Complete Course Latest 2020 December

EDSP522 Special Education and Disability Law

IEP and Section 504 Team Meetings Book Summary Assignment

IEP AND SECTION 504 TEAM MEETINGS BOOK SUMMARY ASSIGNMENT INSTRUCTIONS

After reading the Freedman IEP and Section 504 TeamMeetings book, write a summary of at least 150 words for each of the sevensections. Each section must be addressed thoroughly with a descriptive and detailed entry. Each of the seven sections must be written in current APA format, includingone direct quote citation (under 40 words in length) from the Freedman text per section (in each of the 7 sections). Use the headings below to separate your sections so there is a clear distinction between your responses to each section. Your paper must follow currentAPA format throughout, must be written in the third person narrative, must include a title page and reference page, and current APA headings. Use the IEP and Section 504 Team Book Summary Grading Rubric to ensure your paper meets all standards.

Address the following sections:

Book Summary:

•             Introduction (This is your own introduction to your paper and should include what your paper will be about.)

•             Section 1: What is the purpose of an IEP meeting?

•             Section 2:What is the purpose of a 504 team meeting?

•             Section 3: 10 similarities between IEP and 504 team meetings.

•             Section 4: Differences between IEP and 504 meetings

•             Section 5: IEP team meetings: Who, when, where, why, how

•             Section 6:Section 504 team meetings

•             Section 7: Good practices for both types of meetings

•             Christian Perspective Gained

•             Conclusion (This is your own conclusion to the paper you just wrote and should be a concise summary of what your paper was about.)

 

EDSP522 Special Education and Disability Law

Article Analysis Special Education Law Assignment

ARTICLE ANALYSIS: SPECIAL EDUCATION LAW ASSIGNMENT INSTRUCTIONS

After reading and reflecting on an article centered on special education and the law, the candidate will discuss the most foundational elements of special education law that professionals in the field need to have knowledge of and the ramifications of ignorance. Article:

Couvillon, M. A., Yell, M., & Katsiyannis, A. (2018). Endrew F. v. Douglas County School

District (2017) and special education law: What teachers and administrators need to know. Preventing School Failure: Alternative Education for Children and Youth, 62(4), 289-299.

This assignment must be 800–1,000 words and requires citations from 3–4 sources in current APA formatting.Your analysis must thoroughly interpret and examine the article for perspective, validity, and significance of the findings. You should support your discussion with relevant facts, arguments, examples, and details from your review of the articles; your analysis should be well-reasoned, indicating substantial breadth and depth of thinking. There must be a clearly identified Discussion section in which you describe the practical application to the broader industry of special education law at large. You must identify relevant scriptural principles and perspectives from a biblical worldview, including at least 1 relevant Bible verse.

 

EDSP522 Special Education and Disability Law

History of Special Education Essay Assignment

HISTORY OF SPECIAL EDUCATION ESSAY ASSIGNMENT INSTRUCTIONS

The candidate will develop a 5–8-page paper discussing the history of special education and the historical perspectives, models, theories, philosophies, and trends that provide the basis for contemporary special education practice. The purpose of this paper is to synthesize the various elements discussed in this course, forming a set of 2–3principles that you could use in your particular leadership role. Organize the paper according to the principles that you have learned, using different principles for each heading.

The paper must follow current APA format, include at least 5 references (1 must be the course textbook), and follow the instructions and guidelines provided here. The 5–8-page requirement excludes the title, abstract, and reference pages.

Follow these guidelines in your paper:

1.            Organize it into topical headings (leadership principles).

a.            Each heading mustbe a leadership principle that you have learnedin the course and a guiding principle for the leader (topic) you have chosen.

b.            Under each heading, include (as citations) where the principles are found in the various assignments and how they all fit together.

c.             Be sure that all the paragraphs under each heading relate directly to the principle being discussed.

2.            Under each heading, include examples of the principle from the class textbook and the following suggested sources:

a.            Related reading assignments

b.            Course presentations

c.             Bible

3.            Format your paper in current APA style and follow scholarly writing standards.

a.            Do not use first-person perspective.

b.            Use double-spacing in the paper.

c.             Include an abstract.

d.            Use internal citations.(Any in-text citations must have corresponding references in the reference list.)

e.            Include a properly cited reference list. Some reminders:

i.              Cite references from the various materials from the course (and any other references) that support your choice of principles.

ii.             Do not use underlining.

iii.            The words in the titles of a journal article or a book are not capitalized (except for the first word, proper nouns, and the first word following a colon).

iv.           References must have corresponding in-text citations.

4.            IncorporateBloom’s Taxonomy.

a.            The content must reflect higher-level thinking skills: synthesis, analysis, and evaluation.

b.            The content must demonstrate an understanding of the principles and ethics of the Christian educational leader.

5.            Do not write less than 5 pages or more than 8 pages. Page limit does not include the title page, abstract, or references.Quality, not volume, is required.

6.            Thoroughly edit your paper for correct spelling, grammar, punctuation, clear sentence structure, and precise word choice.

 

EDSP522 Special Education and Disability Law

Presentation Laws Addressing Individuals with Disabilities and Special Populations Assignment

PRESENTATION: LAWS ADDRESSINGINDIVIDUALS WITH DISABILITIESAND SPECIAL POPULATIONS ASSIGNMENT INSTRUCTIONS

The candidate will create a comprehensive presentation that

(a)          Compares and contrasts legislative and judicial mandates related to education and special education, including the Individuals with Disabilities Education Act (IDEA), § 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA), and federal education legislation (i.e., reauthorizations of the Elementary and Secondary Act (ESEA) of 1965), and The Strengthening Career and Technical Education for the 21st Century Act (Perkins V, 2018), and the Workforce Innovation and Opportunity Act (2014).

(b)          Details the rights and responsibilities of parents, students, teachers, and schools as they relate to individuals with special needs and disability issues.

The presentation must address the points above but may be tailored to an audience of the candidate’s choosing (i.e., a secondary student transitioning into post-secondary education or employment, a parent of a child with a disability, or a professional development session for teachers). The candidate will prepare a 20–25-slide PowerPoint presentation, include at least 5 sources, and follow current APA format.

 

 

 

 

EDSP522 Special Education and Disability Law

Discussion Thread: Research-Based Practices and Decision Making

As a teacher in special education, share how you and/or the administration at your organization (or desired professional role upon completing your doctorate) use research to inform your decision-making process. Are evidence-based practices encouraged? If so, how? Do you think this is effective? Why or why not? What are the challenges teachers and administrators face with ensuring they are utilizing evidence-based best practices in the classroom? What recommendations do you have (based on research or observation in your professional setting) for educators to help close the perennial research-to-practice gap in the field of education?

 

EDSP522 Special Education and Disability Law

Discussion Thread: Course Reflection

Please reflect on your experience in the course. The reflection should address the following questions:

How has your understanding of special education changed through this course?

What are three practical lessons you have learned through this course?

How has your biblical understanding of special education been changed through this course?

 

Quiz Early Childhood Education and Bullying Prevention

Question 1As a classroom teacher or school staff member, what are two interventions that can be used with all students in the building or classroom?

Question 2How can bully prevention efforts be situated within a multitiered educational framework?

Question 3What does the research suggest are evidence-based practices for supporting a linguistically and culturally diverse student population?

Question 4What are the three major trends currently faced by the field of ECSE?

Question 5What subpopulation of students is at escalated risk for bullying involvement? What are two interventions that can benefit this population?

Question 6How might you get connected with the larger ECSE community and stay informed in the use of evidence-based practices?

Question 7What are the steps of implementing an effective social skills lesson?

Question 8What are two of the interventions that educators can use when it comes to intervening in or preventing bullying among school-age youth?

Question 9What are two contributing factors to high rates of suspension and expulsion in ECSE?

Question 10What role might trauma play in challenging behavior? How can we address these mental health concerns?

 

Quiz Free Appropriate Public Education and Response to Intervention

Question 1Examine the evolving standards of what constitutes a FAPE from the Rowley decision through IDEA 2004 to Endrew F. How has the concept of FAPE changed since the EAHCA was passed in 1975? Is there a new FAPE standard?

Question 2What is peer-reviewed research? How can peer-reviewed research be used to help ensure a FAPE is delivered to students in special education?  Describe the decision in Ridley School District v. M. R. (2012).

Question 3Explain the controversy over FAPE and educational methodology.

Question 4Describe how placement decisions are related to FAPE.

Question 5Describe the primary components of a FAPE.

Question 6What is the definition of family-school partnerships?

Question 7Describe one or two principles of family-school partnerships and related practices.

Question 8Name two or three barriers to family-school partnerships.

Question 9Identify two or three practices to improve family-school partnerships.

Question 10Name two or three resources about family-school partnerships.

 

Quiz IDEA for Transition-Age Youth and Disciplining Students with Disabilities

Question 1Why is postsecondary transition planning important?

Question 2What are the three major requirements in transition service planning and implementation specified in IDEA?

Question 3What are the federal requirements for transition assessment?

Question 4When should outside agencies be invited to an IEP meeting?

Question 5List and describe the three components that must be included in the summary of performance.

Question 6List and describe the protections for students with disabilities under federal law when they have an alleged behavioral infraction.

Question 7In addition to sanctioned disciplinary actions, what are two additional consequences many students-particularly students with disabilities from racially diverse backgrounds-experience as a result of multiple disciplinary actions?

Question 8Why are zero-tolerance policies enacted? Are they effective? Why or why not?

Question 9What are the current best practices in preventing and addressing student behavioral infractions? Describe the features of each practice.

Question 10What are the steps in functional behavior assessment? What elements must be considered in behavioral intervention plans?

 

Quiz School Mental Health and Preparing General Education Teachers

Question 1What pressure is on general education teachers for students to make progress?

Question 2In what ways should general and special education work together?

Question 3Why is general education important for special education service?

Question 4What results can be associated with successfully implementing positive behavioral interventions and supports?

Question 5What are two of the various components of multitiered systems of support?

Question 6What is universal design for learning?

Question 7What are multitiered systems of support?

Question 8What is the prevalence of serious mental illness in children, and what percentage typically receive treatment?

Question 9What are two specific school mental health interventions?

Question 10What are three challenges to advancing expanded school mental health services?

 

Quiz The Individualized Education Program, The Elementary and Secondary Education Act and Accountability

Question 1How can teachers use progress monitoring and data-based decision making to help bridge the research-to-practice gap?

Question 2What are two primary causes of the research-to-practice gap?

Question 3How has the focus of accountability provision under the Individuals with Disabilities Education Act changed over time?

Question 4Briefly describe the "paradigm shift" in approaches that has occurred with respect to including students with disabilities in meaningful instruction and assessment related to the general curriculum.

Question 5How can one access trustworthy syntheses of research to identify research-based practices?

Question 6What are State-Identified Measurable Results, and how are they used in accountability systems?

Question 7How can coaching and practice-based evidence help bridge the research-to-practice gap?

Question 8What are the three main "levels" of accountability, and what is an example of each one?

Question 9How can teachers balance implementing research-based practices with fidelity while also adapting instruction to meet unique learner needs?

Question 10How are students with significant cognitive disabilities included in accountability systems under the Every Student Succeeds Act?