Answer the following Questions. Each response to each question must be 4 Sentences long. Cite references.
1) Identify and describe one effective strategy to de-escalate a student’s acting out behavior within the inclusive classroom. How can you provide positive behavior supports to the student to prevent unwanted behavior and increase desired behaviors in school settings?
2) Students may argue about fairness and ask why a student with special education needs is treated differently in regards to behavioral discipline, accommodations, etc. Review the picture from the topic material, Chapel Hill Autism Resources and Tools “Fair vs Equal”. What do you notice? Consider the statement, fair is not always equal, how will you, as a teacher, address this issue without divulging confidential information?
3) Consider your role as a general or special education teacher. What considerations should you make when preparing, participating, and/or facilitating an IEP meeting? Imagine you have just completed an IEP meeting. What questions would you ask yourself to reflect on the meeting?
4) The university believes in carrying out our work within the public arena with compassion, justice, and concern for the common good. Using material from this topic’s readings and additional research of your own, describe three ways you can, as a general education or special education teacher, demonstrate compassion, justice and concern with parents or other IEP team members. Rationalize your choices.
5) Co-teaching is challenging in an inclusion classroom. How might co-teachers maintain a united partnership in front of students and parents when they disagree?
6) This topic’s readings offer some ideas on “educational prenuptials” to consider before co-teaching. Identify and describe three more items to add to the list. Rationalize your choices.
7)What is a Student Learning Objective (SLO)? How can SLOs improve collaboration between teachers? How are SLOs different than IEP goals? How can SLOs improve your instruction?
8) Explain why the principles prescribed for Universal Design for Learning benefit all students. How can these flexible approaches be used in planning to meet the needs of diverse students in a classroom?
9) What is the difference between alternative and augmentative communication systems and assistive technology? Provide an example of each and how you will use them in your future professional practice.
10) What types of technology might be used for whole group instruction, small group instruction, and independent work time, in order to meet the needs of all students in the classroom? Consider technology educators already use, as well as other technologies that might be appropriate
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