1. AED 222 TUTOR Career Path Begins/aed222tutor.com

2. CJA 234 MART The power of possibility/cja234martdotcom
AED 222 TUTOR Career Path Begins/aed222tutor.com
CJA 234 MART The power of possibility/cja234martdotcom
AED 222 Entire Course (UOP)
FOR MORE CLASSES VISIT
AED 222 Week 1 CheckPoint IDEA 2004
AED 222 Week 1 Assignment Special Education and NCLB
AED 222 Week 2 CheckPoint Final Project Matrix
AED 222 Week 2 DQ 1 and DQ 2
AED 222 Week 3 CheckPoint Classifying EBD and ADHD
AED 222 Week 3 Exercise Final Project Matrix
AED 222 Week 3 Assignment The Controversy of Medication
AED 222 Week 4 CheckPoint The Life of a Special Education

3. CJA 234 MART The power of possibility/cja234martdotcom
AED 222 TUTOR Career Path Begins/aed222tutor.com
CJA 234 MART The power of possibility/cja234martdotcom
AED 222 Week 1 Assignment Special Education and NCLB (UOP)
FOR MORE CLASSES VISIT
Assignment: Special Education and the Principles of NCLB 2001
Refer to Ch. 2 (pp ) of Special Education for Today’s Teachers.
Identify how each of the five core principles of NCLB 2001—strong accountability, expanded flexibility and control, methods based on scientific research, expanded options for parents, and highly qualified teachers—might affect diverse learners, both positively and negatively.
Write a 350- to 700-word paper, addressing the potential pros and cons of each principle.

4. CJA 234 MART The power of possibility/cja234martdotcom
AED 222 TUTOR Career Path Begins/aed222tutor.com
CJA 234 MART The power of possibility/cja234martdotcom
AED 222 Week 1 CheckPoint IDEA 2004 (UOP)
FOR MORE CLASSES VISIT
CheckPoint: IDEA 2004
Watch the Ms. Green Elementary: Professionalism—IDEA video at
Note. The video may take a few moments to download.
Refer to pp. 34–42 and 45–46 of Special Education for Today’s Teachers.
Think about what IDEA 2004 has accomplished since it was enacted in 1975.
Determine the following, explaining your answers in 200 to 300 words and citing any additional resources used in APA format:

5. CJA 234 MART The power of possibility/cja234martdotcom
AED 222 TUTOR Career Path Begins/aed222tutor.com
CJA 234 MART The power of possibility/cja234martdotcom
AED 222 Week 2 CheckPoint Final Project Matrix (UOP)
FOR MORE CLASSES VISIT
CheckPoint: Final Project Matrix
Refer to Ch. 6 & 8 of Special Education for Today’s Teachers.
Record the following information regarding learning disabilities and mild intellectual disabilities in the appropriate sections of the matrix in Appendix B:
Definition of the exceptionality
Classification criteria and characteristicsPrevalence
Associated educational practices

6. CJA 234 MART The power of possibility/cja234martdotcom
AED 222 TUTOR Career Path Begins/aed222tutor.com
CJA 234 MART The power of possibility/cja234martdotcom
AED 222 Week 2 DQ 1 and DQ 2 (UOP)
FOR MORE CLASSES VISIT
Discussion Questions
After reading Can You Help Me with This Student? on pp. 156–157, how might you, as Juan’s teacher, provide him emotional and instructional support?
Have you ever experienced a lack of success despite how much effort you put into succeeding? Do you think you would have benefited from receiving emotional support during the ordeal? Do you remember seeking comfort or help?
After reading Can You Help Me with This Student?

7. CJA 234 MART The power of possibility/cja234martdotcom
AED 222 TUTOR Career Path Begins/aed222tutor.com
CJA 234 MART The power of possibility/cja234martdotcom
AED 222 Week 3 Assignment The Controversy of Medication (UOP)
FOR MORE CLASSES VISIT
Assignment: The Controversy of Medication
Resources: Ch. 7 & 9 of Special Education for Today’s Teachers and Medicating Kids videos
Watch the Medicating Kids videos at
Determine the benefits of the medications and the concerns associated with treating EBD and ADHD with medication using the Medicating Kids videos and Ch. 7 & 9 of Special Education for Today’s Teachers as references.

8. CJA 234 MART The power of possibility/cja234martdotcom
AED 222 TUTOR Career Path Begins/aed222tutor.com
CJA 234 MART The power of possibility/cja234martdotcom
AED 222 Week 3 CheckPoint Classifying EBD and ADHD (UOP)
FOR MORE CLASSES VISIT
CheckPoint: Classifying Emotional and Behavioral Disabilities and Attention Deficit Disorders
Resource: Ch. 7 & 9 of Special Education for Today’s Teachers, Does My Child Have an Emotional or Behavioral Disorder? and Classifying EBD and ADHD at
Complete the multimedia activity, Classifying EBD and ADHD, which demonstrates the many considerations involved with identifying emotional and behavioral disabilities and attention deficit hyperactivity disorders.

9. CJA 234 MART The power of possibility/cja234martdotcom
AED 222 TUTOR Career Path Begins/aed222tutor.com
CJA 234 MART The power of possibility/cja234martdotcom
AED 222 Week 3 Exercise Final Project Matrix (UOP)
FOR MORE CLASSES VISIT
. Exercise: Final Project Matrix
Resource: Ch. 7 and 9 of Special Education for Today’s Teachers.
Record the following information regarding EBD and ADHD in the appropriate sections of the matrix in Appendix B:
Definition of the exceptionality
Classification criteria and characteristics
Prevalence
Associated educational practices
Any additional relevant information

10. CJA 234 MART The power of possibility/cja234martdotcom
AED 222 TUTOR Career Path Begins/aed222tutor.com
CJA 234 MART The power of possibility/cja234martdotcom
AED 222 Week 4 CheckPoint The Life of a Special Education (UOP)
FOR MORE CLASSES VISIT
CheckPoint: The Life of a Special Education Teacher
Watch the Students to Students: Classroom Application – Severe and Sensory video at and review My Profession, My Story: Pat Mims on pp. 321–322.
Explain in a 200- to 300-word response the different ways that the reading and video portrayed special education teachers interacting with severely disabled students and classify the types of intellectual disabilities that these teachers may encounter in their work.

11. CJA 234 MART The power of possibility/cja234martdotcom
AED 222 TUTOR Career Path Begins/aed222tutor.com
CJA 234 MART The power of possibility/cja234martdotcom
AED 222 Week 4 DQ 1 and DQ 2 (UOP)
FOR MORE CLASSES VISIT
Discussion Questions
After watching both the Reading and Writingand the Social Skills video clips at what characteristics of ASD do Ayah and Ally display? Under which classifications of ASD might the girls be identified? How do the teachers respond to each child? Explain why.
 After watching both the Who Is George? and the Communication Disorders—George’s Support video clips at do you think that George’s communication disorder is a speech or language disorder, or a combination of both? Differentiate between them and support your answer with information from the text.

12. CJA 234 MART The power of possibility/cja234martdotcom
AED 222 TUTOR Career Path Begins/aed222tutor.com
CJA 234 MART The power of possibility/cja234martdotcom
AED 222 Week 5 Assignment Supports for TBI Physical Disabilities and Health Impairments (UOP)
FOR MORE CLASSES VISIT
Assignment: Supports for TBI, Physical Disabilities, and Health Impairments
Read about the special supports on pp. 401–403 of Special Education for Today’s Teachers that have been designed to help students with medical and physical conditions in the classroom.
Research several available supports.

13. CJA 234 MART The power of possibility/cja234martdotcom
AED 222 TUTOR Career Path Begins/aed222tutor.com
CJA 234 MART The power of possibility/cja234martdotcom
AED 222 Week 5 CheckPoint Devices and Practices for Sensory Impairments (UOP)
FOR MORE CLASSES VISIT
CheckPoint: Devices and Practices for Sensory Impairments
Refer to Ch. 13 & 14 of Special Education for Today’s Teachers.
Research two devices and associated teaching practices that may aid students with sensory impairments in the classroom. One of the devices must assist with hearing impairments and one with visual impairments. Some examples include the following: hearing aids, computer assisted real-time transcription (CART), video magnifiers or closed-circuit televisions (CCTV), Braille embossers, or alternate format materials.

14. CJA 234 MART The power of possibility/cja234martdotcom
AED 222 TUTOR Career Path Begins/aed222tutor.com
CJA 234 MART The power of possibility/cja234martdotcom
AED 222 Week 5 Exercise Final Project Matrix (UOP)
FOR MORE CLASSES VISIT
Exercise: Final Project Matrix
Record the following information regarding the exceptionalities discussed in Weeks Four and Five in the appropriate sections of the matrix in Appendix B using Ch. 13 & 14 of Special Education for Today’s Teachers as references:
Definition of the exceptionality
Classification criteria and characteristics

15. CJA 234 MART The power of possibility/cja234martdotcom
AED 222 TUTOR Career Path Begins/aed222tutor.com
CJA 234 MART The power of possibility/cja234martdotcom
AED 222 Week 6 CheckPointChanneling Students into a Gifted Program (UOP)
FOR MORE CLASSES VISIT
CheckPoint: Channeling Students into a Gifted Program
Refer to Acceleration Program Options at and pp. 419–425 of Special Education for Today’s Teachers.
Develop a protocol for channeling students into a gifted program. In 200 to 300 words, include the following:
Early interventions that might be used

16. CJA 234 MART The power of possibility/cja234martdotcom
AED 222 TUTOR Career Path Begins/aed222tutor.com
CJA 234 MART The power of possibility/cja234martdotcom
AED 222 Week 6 DQ 1 and DQ 2 (UOP)
FOR MORE CLASSES VISIT
Discussion Questions
After comparing Renzulli’s three-ring conception of giftedness to the Marland definition on pp. 412–413 of Special Education for Today’s Teachers, which model do you think has greater significance for educators and why?
 After completing Reflective Exercise 4 found on p. 415 of Special Education for Today’s Teachers, how much influence do you think IQ test scores should have in determining giftedness? What other factors should be part of the classification system?

17. CJA 234 MART The power of possibility/cja234martdotcom
AED 222 TUTOR Career Path Begins/aed222tutor.com
CJA 234 MART The power of possibility/cja234martdotcom
AED 222 Week 7 Assignment Channeling Students into Special Services (UOP)
FOR MORE CLASSES VISIT
Assignment: Channeling Students into Special Services
Read pp. 93–105 of Special Education for Today’s Teachers before reading Can You Help Me with This Student? on p. 99. At the end of the initial evaluation, assume that Jeffrey will need special services when he enters school.
Describe in 350 to 700 words which processes and procedures would be followed after the identification and how services would be planned.

18. CJA 234 MART The power of possibility/cja234martdotcom
AED 222 TUTOR Career Path Begins/aed222tutor.com
CJA 234 MART The power of possibility/cja234martdotcom
AED 222 Week 7 Exercise Creating a Student Profile for a Mock Case Study (UOP)
FOR MORE CLASSES VISIT
Exercise: Creating a Student Profile for a Mock Case Study
Complete Appendix C to begin the first step of the Final Project, using the information you compiled in Appendix B. This exercise consists of creating a profile for a special-needs student. Specific information requirements are listed in Appendix C.
Refer to the All Kinds of Minds Case Studies at for examples.

19. CJA 234 MART The power of possibility/cja234martdotcom
AED 222 TUTOR Career Path Begins/aed222tutor.com
CJA 234 MART The power of possibility/cja234martdotcom
AED 222 Week 8 CheckPoint Blooms Taxonomy Planning Pyramids and Systematic Strategies (UOP)
FOR MORE CLASSES VISIT
CheckPoint: Bloom’s Taxonomy Within a Planning Pyramid
Identify, using the planning pyramid on p. 115 of Special Education for Today’s Teachers, which goals in the boxes on the left side of the form (in Figure 5.1 on p. 113) contain a verb from Bloom’s taxonomy.
Assign a verb to each of the others to clarify each goal.
Locate additional resources as references, if needed.
Read pp. 115–11 of Special Education for Today’s Teachers.

20. CJA 234 MART The power of possibility/cja234martdotcom
AED 222 TUTOR Career Path Begins/aed222tutor.com
CJA 234 MART The power of possibility/cja234martdotcom
AED 222 Week 8 DQ 1 and DQ 2 (UOP)
FOR MORE CLASSES VISIT
Discussion Questions
Post the highlighted portions of the Appendix C matrix. Only post the highlighted portions to avoid revealing the exceptionality you are addressing in your profile to your classmates. What exceptionalities are addressed in your classmates’ mock case study? What additional information could they have included to clarify the exceptionality or the student’s needs? What information was particularly useful for you in the identification process? Provide feedback to help them improve their student profiles and use their comments and feedback to improve your student profile.

21. CJA 234 MART The power of possibility/cja234martdotcom
AED 222 TUTOR Career Path Begins/aed222tutor.com
CJA 234 MART The power of possibility/cja234martdotcom
AED 222 Week 9 Capstone CheckPoint (UOP)
FOR MORE CLASSES VISIT
Use the information you gathered throughout the course to distinguish what you think is the greatest strength and the greatest weakness of the current special educational system in America.
Write a 200- to 300-word reflection that explains your opinion.

22. CJA 234 MART The power of possibility/cja234martdotcom
AED 222 TUTOR Career Path Begins/aed222tutor.com
CJA 234 MART The power of possibility/cja234martdotcom
AED 222 Week 9 Final Project Student Profile (UOP)
FOR MORE CLASSES VISIT
Final Project: Student Profile
Resources: Appendixes A, B, and C
Create a profile of a student for a mock-IEP meeting that will convene to help identify exceptionality in that student. In this scenario, you are an aide in the child’s homeroom class and will present the following information at the meeting:
o A detailed description of the student, including observed conduct at school and reported conduct at home
o The strengths, interests, needed areas of improvement, and special needs of the student
A definition of the perceived exceptionality and its prevalence

23. AED 222 TUTOR Career Path Begins/aed222tutor.com