SPE 201 Teaching Individuals with Special Educational Needs Discussion

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SPE 201 Teaching Individuals with Special Educational Needs DiscussionSPE 201 Teaching Individuals with Special Educational Needs DiscussionORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS The questions and instructions can be found in the TMA1 pdf file. All question needs to be attempted. APA format Instructions on citations, format and guidelines indicated on the question paper. Need to prepare an excellent report with citations, references, statistical data, reviews and measures to be implemented in accordance with the given case scenario for all parts. Attached the study guide, course slides and notes for additional assistance. The paper should be plagiarism-free. Since I am looking to score excellent results, A+ for my assignment seek for assistance in delivering one. Greatly appreciate all your effortsMore files will be uploaded on subsequent chats. Feel free to enquire on parts where clarity is needed. SPE 201 Teaching Individuals with Special Educational Needs DiscussionAdopted E-textbook: SPE201 Pedagogy and Intervention IThis book is compiled from Assessment Procedures for Counselors and Helping Professionals, 9th edition by Carl Sheperis, Robert Drummond and Karyn Jones (Chapter 1). Copyright © 2020, 2016, 2010 by Pearson Education Inc. ISBN: 9780135186022 (21 pages extracted).Assessment in Special Education by Raymond H. Witte, Jane E. Bogan and Michael F. Woodin (Chapters 3, 8 and 14). Copyright © 2015 by Pearson Education Inc. ISBN: 9780132108195 (66 pages extracted).The Inclusive Classroom, 6th edition by Margo A. Mastropieri and Thomas E. Scruggs (Chapters 2 and 7). Copyright © 2018, 2014, 2010 by Pearson Education Inc. ISBN: 9780134450605 (50 pages extracted). 3 attachmentsSlide 1 of 3attachment_1attachment_1attachment_2attachment_2attachment_3attachment_3Course Development Team Head of Programme : Dr Eunice Tan Meng Yin Course Developer(s) : Dr Chua Wan Loo, Jocelyn Technical Writer : Diane Quek, ETP Video Production : Claudia Lim, ETP © 2021 Singapore University of Social Sciences. All rights reserved. No part of this material may be reproduced in any form or by any means without permission in writing from the Educational Technology & Production, Singapore University of Social Sciences. ISBN 978-981-48-7382-6 Educational Technology & Production Singapore University of Social Sciences 463 Clementi Road Singapore 599494 How to cite this Study Guide (APA): Chua, W. L. J. (2021). SPE201 Pedagogy and intervention I: Teaching individuals with special educational needs. Singapore: Singapore University of Social Sciences. Release V1.0 Build S1.0.5, T1.5.21 Table of Contents Table of Contents Course Guide 1. Welcome…………………………………………………………………………………………………… CG-2 2. Course Description and Aims…………………………………………………………………. CG-3 3. Learning Outcomes…………………………………………………………………………………. CG-5 4. Learning Material……………………………………………………………………………………. CG-6 5. Assessment Overview……………………………………………………………………………. CG-10 6. Course Schedule…………………………………………………………………………………….. CG-12 7. Learning Mode………………………………………………………………………………………. CG-13 Study Unit 1: Psycho-educational Assessment Learning Outcomes……………………………………………………………………………………. SU1-2 Overview……………………………………………………………………………………………………. SU1-3 Chapter 1: Understanding Psychological/Psycho-educational Assessment…………………………………………………………………………………………………. SU1-5 Chapter 2: Understanding Psychological/Psycho-educational Reports……. SU1-28 Chapter 3: Communicating the Assessment: Issues and Ethics………………… SU1-33 Summary………………………………………………………………………………………………….. SU1-39 Formative Assessment……………………………………………………………………………… SU1-41 References………………………………………………………………………………………………… SU1-58 i Table of Contents Study Unit 2: Instructional Programme Planning Learning Outcomes……………………………………………………………………………………. SU2-2 Overview……………………………………………………………………………………………………. SU2-3 Chapter 1: The Relationship between Assessment and Intervention………….. SU2-4 Chapter 2: Learning Profiles…………………………………………………………………….. SU2-23 Chapter 3: Differentiation…………………………………………………………………………. SU2-34 Summary………………………………………………………………………………………………….. SU2-38 Formative Assessment……………………………………………………………………………… SU2-40 References………………………………………………………………………………………………… SU2-58 Study Unit 3: The Referral Process and Theoretical Models and Approaches to Intervention Learning Outcomes……………………………………………………………………………………. SU3-2 Overview……………………………………………………………………………………………………. SU3-3 Chapter 1: The Referral Process…………………………………………………………………. SU3-4 Chapter 2: Theoretical Models and Approaches…………………………………………. SU3-9 Summary………………………………………………………………………………………………….. SU3-48 Formative Assessment……………………………………………………………………………… SU3-50 References………………………………………………………………………………………………… SU3-67 Study Unit 4: Theoretical Models and Approaches to Intervention and the Note-Keeping Practice Learning Outcomes……………………………………………………………………………………. SU4-2 ii Table of Contents Overview……………………………………………………………………………………………………. SPE 201 Teaching Individuals with Special Educational Needs DiscussionSU4-3 Chapter 1: Theoretical Models and Approaches…………………………………………. SU4-5 Chapter 2: Note-keeping…………………………………………………………………………… SU4-37 Summary………………………………………………………………………………………………….. SU4-42 Formative Assessment……………………………………………………………………………… SU4-44 References………………………………………………………………………………………………… SU4-62 Study Unit 5: Monitoring and Evaluation and Record-keeping Learning Outcomes……………………………………………………………………………………. SU5-2 Overview……………………………………………………………………………………………………. SU5-3 Chapter 1: Record-keeping and Documentation………………………………………… SU5-4 Chapter 2: Monitoring and Evaluation…………………………………………………….. SU5-21 Summary………………………………………………………………………………………………….. SU5-44 Formative Assessment……………………………………………………………………………… SU5-46 References………………………………………………………………………………………………… SU5-58 Study Unit 6: Case Conferences and Collaboration Learning Outcomes……………………………………………………………………………………. SU6-2 Overview……………………………………………………………………………………………………. SU6-3 Chapter 1: Case Conferences………………………………………………………………………. SU6-4 Chapter 2: Collaboration in Special Educational Needs……………………………. SU6-16 Summary………………………………………………………………………………………………….. SU6-22 Formative Assessment……………………………………………………………………………… SU6-23 References………………………………………………………………………………………………… SU6-35 iii Table of Contents iv List of Tables List of Tables Table 1.1 Shared Features between Assessment and Testing…………………………… SU1-6 Table 1.2 Key Differences between Assessment and Testing…………………………… SU1-6 Table 1.3 Examples of Screening Measures…………………………………………………….. SU1-9 Table 1.4 Categories of Access Arrangements………………………………………………. SU1-12 Table 1.5 Examples of Formal and Informal Assessment Instruments and Strategies……………………………………………………………………………………………………….. SU1-18 Table 1.6 Areas of Psycho-educational Assessment………………………………………. SU1-20 Table 1.7 Key Sections and Content of a Psycho-educational Report…………….. SU1-28 Table 2.1 Three Types of Skills Deficit……………………………………………………………. SU2-7 Table 2.2 Bloom’s Cognitive Domain Taxonomy: Six Skills Level (Original vs Revised)………………………………………………………………………………………………………… SU2-10 Table 2.3 : Bloom’s revised cognitive domain taxonomy: The taxonomy table………………………………………………………………………………………………………………. SU2-11 Table 2.4 : Dave’s Psychomotor Domain Taxonomy……………………………………… SPE 201 Teaching Individuals with Special Educational Needs DiscussionSU2-14 Table 2.5 Affective Domain Taxonomy…………………………………………………………. SU2-16 Table 2.6 Theoretical Models by Category of Need………………………………………. SU2-17 Table 2.7 VARK Model…………………………………………………………………………………. SU2-24 Table 2.8 Four Learning Styles……………………………………………………………………… SU2-27 Table 2.9 Honey and Mumford Learning Styles……………………………………………. SU2-30 v List of Tables Table 2.10 Dunn and Dunn’s (1979) Learning Style Dimensions…………………… SU2-31 Table 2.11 The What of Differentiation…………………………………………………………. SU2-34 Table 3.1 Managing Referral Questions: Considerations and Guiding Questions………………………………………………………………………………………………………… SU3-5 Table 3.2 Three-tiered Instructional Process………………………………………………….. SU3-10 Table 3.3 Critical Components of the RTI Model………………………………………….. SU3-11 Table 3.4 Five Steps of Functional Behavioural Assessment…………………………. SU3-19 Table 3.5 Four Functions of Behaviour…………………………………………………………. SU3-23 Table 3.6 Steps in Direct Instruction……………………………………………………………… SU3-28 Table 3.7 Five Components of Precision Teaching………………………………………… SU3-33 Table 3.8 Eleven Common Cognitive Distortions or Errors…………………………… SU3-38 Table 3.9 Sample Reflective Questions to Promote Student Metacognitive Skills Applied to the Learning of Biology………………………………………………………………. SU3-46 Table 4.1 Characteristics of Scaffolding………………………………………………………… SU4-10 Table 4.2 Three Key Conditions for Mediated Learning Experiences (MLE)……………………………………………………………………………………………………………. SU4-14 Table 4.3 Eight Non-Key Conditions for Mediated Learning Experiences (MLE)……………………………………………………………………………………………………………. SU4-18 Table 4.4 Guiding Principles of Universal Design for Learning…………………….. SU4-23 Table 4.5 School-Wide Three-tiered PBIS Framework…………………………………… SU4-29 Table 4.6 Components of the School-wide PBIS……………………………………………. SU4-32 Table 4.7 S.O.A.P. (Subjective, Objective, Assessment, Plan) Components…….. SU4-39 vi List of Tables Table 4.8 G.I.R.P (Goal, Intervention, Response, Plan) Components……………… SU4-40 Table 5.1 Components of the IEP……………………………………………………………………. SU5-9 Table 5.2 Action Words for Measurable Goals………………………………………………. SU5-15 Table 5.3 SMART Goals………………………………………………………………………………… SU5-15 Table 5.4 ABCD Method……………………………………………………………………………….. SU5-16 Table 5.5 Important aspects of progress monitoring……………………………………… SU5-22 Table 5.6 Examples of CBM Tasks………………………………………………………………… SU5-27 Table 5.7 Example of a Goal Attainment Scaling Rubric……………………………….. SU5-36 Table 5.8 Instructional Decision in View of the Relation between Implementation Fidelity and Student Progress…………………………………………….. SU5-40 Table 6.1 Guidelines for Effective Case Conferences………………………………………. SU6-7 Table 6.2 Key Features of Reports and Presentations tabled at Case Conferences…………………………………………………………………………………………………… SU6-10 Table 6.3 Parameters for Effective Collaboration………………………………………….. SU6-19 vii List of Tables viii List of Figures List of Figures Figure 1.1 Assessment Tasks from Pre- to Post-intervention…………………………. SU1-17 Figure 1.2 The Three Corners of Triangulation……………………………………………… SU1-18 Figure 2.1 Process Flow from Student Referral to Programme Monitoring and Evaluation………………………………………………………………………………………………………. SU2-5 Figure 2.2 Translating Assessment Information into Intervention Programme……………………………………………………………………………………………………. SPE 201 Teaching Individuals with Special Educational Needs DiscussionSU2-22 Figure 2.3 Four Learning Styles……………………………………………………………………. SU2-26 Figure 3.1 Referral Process: Managing Referral Questions……………………………… SU3-8 Figure 3.2 Tiered Approach to Intervention (often referred to as Response to Intervention [RTI])………………………………………………………………………………………… SU3-14 Figure 3.3 Behavioural Approach: Antecedent-Behaviour-Consequence………. SU3-18 Figure 3.4 Cognitive-Behavioural Approach: Antecedent-BeliefConsequence…………………………………………………………………………………………………. SU3-19 Figure 3.5 Using Direct Instruction and Precision Teaching in the Teaching of Number Bonds……………………………………………………………………………………………… SU3-32 Figure 3.6 Viewing Precision Teaching in Relation to the Learning Hierarchy………………………………………………………………………………………………………. SU3-33 Figure 4.1 Zone of Proximal Development Horizontal with Increasing Task Difficulty…………………………………………………………………………………………………………. SU4-7 Figure 4.2 Conceptual Model of Scaffolding…………………………………………………… SU4-9 Figure 5.1 Graph with a Goal and Goal Line………………………………………………… SU5-30 ix List of Figures Figure 5.2 Graph with a Goal and Goal Line………………………………………………… SU5-31 Figure 5.3 Graph with Student Scores, a Goal Line, a Trend Line and a Decision Point……………………………………………………………………………………………………………… SU5-32 Figure 5.4 Example of Data Collection Using Event Recording…………………….. SU5-34 Figure 5.5 Example of Data Collection Using Interval Recording…………………. SU5-35 Figure 5.6 Example Graph of Goal Attainment Scaling – Out of Seat Behaviour……………………………………………………………………………………………………… SU5-37 Figure 6.1 Supporting Individuals with Special Educational Needs: A Reiterative Cycle…………………………………………………………………………………………… SU6-15 Figure 6.2 Supporting Individuals with Special Educational Needs: A Journey of Collaboration………………………………………………………………………………………………… SU6-18 x List of Lesson Recordings List of Lesson Recordings Psycho-educational Assessment in Special Education…………………………………….. SU1-4 Translating Assessment into Intervention………………………………………………………. SU2-3 Referral and Intervention in Special Education………………………………………………. SU3-3 Intervention and Note-keeping in Special Education……………………………………… SU4-4 Monitoring and Evaluation and Record-keeping……………………………………………. SU5-3 Case Conferences and Collaboration in Special Education……………………………… SU6-3 xi List of Lesson Recordings xii Course Guide Pedagogy and Intervention I: Teaching Individuals with Special Educational Needs SPE201 Course Guide 1. Welcome Presenter: Dr Jocelyn Chua This streaming video requires Internet connection. Access it via Wi-Fi to avoid incurring data charges on your personal mobile plan. Click here to watch the video. i Click here for the transcript. Welcome to the course SPE201 Pedagogy and Intervention I: Teaching Individuals with Special Educational Needs, a 5 credit unit (CU) course. SPE 201 Teaching Individuals with Special Educational Needs DiscussionThis Study Guide will be your personal learning resource to take you through the course learning journey. The guide is divided into two main sections – the Course Guide and Study Units. The Course Guide describes the structure for the entire course and provides you with an overview of the Study Units. It serves as a roadmap of the different learning components within the course. This Course Guide contains important information regarding the course learning outcomes, learning materials and resources, assessment breakdown and additional course information. i https://d2jifwt31jjehd.cloudfront.net/SPE201/IntroVideo/SPE201_Intro_Video.mp4 CG-2 SPE201 Course Guide 2. Course Description and Aims This course provides you with fundamental knowledge on the process of psychoeducational assessment, and procedures such as the identifying of strengths and weakness, understanding the learning and developmental concerns and the educational planning related to learning profiles. The assessment procedures, in response to referral questions, are examined and placed in the context of communication and collaboration with parents and professionals from multiple disciplines working with the child with Special Educational Needs. Critically related to this is the different approaches taken to link findings from the assessment to intervention and teaching. Course Structure This course is a 5-credit unit course presented over 6 weeks. There are six Study Units in this course. The following provides an overview of each Study Unit. Study Unit 1 – Psycho-educational Assessment This unit helps you understand psychological/psycho-educational assessment and the presentation of its findings in the form of a psychological/psycho-educational report. Study Unit 2 – Instructional Programme Planning This unit will focus on how assessment information could be used to inform and guide intervention or instructional planning for individuals with special educational needs. CG-3 SPE201 Course Guide Study Unit 3 – The Referral Process and Theoretical Models and Approaches to Intervention This unit will look at how referral questions are managed as part of the referral process an… Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10 Order NowjQuery(document).ready(function($) { $.post(‘https://nursingpaperessays.com/wp-admin/admin-ajax.php’, {action: ‘wpt_view_count’, id: ‘61887’});});jQuery(document).ready(function($) { $.post(‘https://nursingpaperessays.com/wp-admin/admin-ajax.php’, {action: ‘mts_view_count’, id: ‘61887’});});

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