SPD 320 All Discussions GCU

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SPD 320 All Discussions GCU

SPD 320 Topic 1 DQ 1

Which of IDEA’s eligibility categories do you feel is most difficult to assess via mandated eligibility assessment procedures? Why?

SPD 320 Topic 1 DQ 2

Have mandated changes in special education eligibility assessment practices had a positive affect for individuals with disabilities and other stakeholders? Why or why not? Cite specific examples.

SPD 320 Topic 2 DQ 1

Consider the various informal assessment types commonly used in classroom instruction and identify three you might use regularly in your professional practice. What would those assessments tell you as an educator? Rationalize your choices.

SPD 320 Topic 2 DQ 2

Why is understanding basic principles of statistics important as an educator? If you struggle with understanding statistics, what are some problems you might encounter in your professional practice? Describe one strategy to improve your knowledge.

SPD 320 Topic 3 DQ 1

Alexander is a second grade student. His teacher, having administered a universal screening measure, has identified Alexander as a struggling reader. Explain the first step in the RTI approach to consider when trying to help Alexander. What data collection, intervention, and progress monitoring steps would you recommend be taken and why?

SPD 320 Topic 3 DQ 2

Compare and contrast Response to Intervention (RTI) to Multi-Tier Systems of Supports (MTSS). Does one model benefit struggling students in a schoolwide programming more than the other? Why?

SPD 320 Topic 4 DQ 1

Research a school district in your area. How does the district conduct IDEA-required evaluations and referrals for infants, toddlers, and preschoolers? Who is involved in the referral process? Do you think these processes are effective? Why or why not?

SPD 320 Topic 4 DQ 2

Identify factors that could lead to over-referrals to the Child Study Team. As a special educator, how could you prevent over-referrals? Describe two recommended strategies and rationalize your choices.

SPD 320 Topic 5 DQ 1

How do the purposes of academic, psychological, and speech-language evaluations differ? Cite specific examples of such assessments. What are some student concerns teachers may have that could warrant implementing such assessments?

SPD 320 Topic 5 DQ 2

What are main areas of concern that should be addressed in an initial family meeting? Identify and describe helpful guidelines when conducting an initial family meeting to cover these main areas. How will you gather information in a respectful and compassionate manner while addressing all the needed concerns including both school and family perspectives?

SPD 320 Topic 6 DQ 1

What assessments can be used to assess problematic social behaviors of children? For at least one assessment, describe the age groups it is used with and what the results are intended to demonstrate. Should academic achievement and intelligence be formally assessed at the same time social behaviors are assessed? Why or why not?

SPD 320 Topic 6 DQ 2

Writing behavioral goals for students must be meaningful and teach the desired replacement behavior to help the student reduce misbehavior or disruptive behaviors.

Consider the following scenario:

Jimmy is a five-year-old student in a kindergarten class who has been diagnosed with ADHD. He is often impulsive and shouts out during instruction. When you, the special education teacher, is in the classroom he pulls on your shirt for attention, changes learning stations before time and without permission, and is often off task due to easily being distracted, forgetting that there are classroom rules in place. You have decided to write one measurable behavioral goal for Jimmy to help with classroom behavior. Justify how your goal will help him by including a desired replacement behavior in the goal.

SPD 320 Topic 7 DQ 1

Social and emotional well-being is important for students to be confident in the school environment. If a student is struggling socially and/or emotionally, often little to no learning occurs. Writing specific and measurable social/emotional goals can assist students with replacement behaviors that provide them with strategies to enhance their social interactions and improve emotional health.

Consider the following scenario:

Marissa is a six-year-old student in a first grade classroom. She is a very withdrawn student and does not initiate interaction with her peers. When her peers try to interact with Marissa, she does not reciprocate conversation or engage in play. Marissa appears to be socially awkward and has a fear of larger groups. Write one specific and measurable goal that includes the target behavior with a replacement behavior to improve Marissa’s social interactions. Justify your goal.

SPD 320 Topic 7 DQ 2

How are a special educator’s interactions with families who have children with disabilities affected by a Christian worldview? Provide examples, citing the “Statement on the Integration of Faith and Work” where applicable.

SPD 320 Topic 8 DQ 1

Describe three requirements that reevaluation shares with the initial evaluation. Provide examples and support your response with references to specific provisions of the IDEA. Why are these provisions essential to understanding the similarities between these two evaluation processes?

SPD 320 Topic 8 DQ 2

What are some of the intended purposes of limiting reevaluations? Provide specific examples.

 

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SPD 320 All Discussions GCU

Best SPD 320 All Discussions GCU

SPD 320 All Discussions GCU

ACCT 553 DeVryBIAM 500 DeVryCIS 500 STRCIS 558 STRENG 105 GCUFIN 390 DeVryFIN 504 GCUHCA 545 GCUHCA 699 GCUHLT 306 GCUHLT 362 GCUHLT 555 GCUHLT 610 GCUHLT 665 GCUHOSP 594 DeVryHRM 600 DeVryMAT 144 GCUMGMT 600MGT 599 STRMGT 655 GCUMKT 373 GCUPSY 362 GCUPSY 565 GCUPSY 575 GCUPSY 665 GCUSOC 102 GCUSOC 320 GCUSOC 372 GCUSOC 412 GCUNSG 6440 SUHIM 515 GCUNSG 4029 SUHIM 615 GCUNSG 3029 SUNSG 4055 SUNSG 6630 SUNSG 6005 SUCRMJ 310PSY 510 GCUCRMJ 300 DevryCRMJ 425SPD 200 GCU, HLT 490 GCU ,ECH 340 GCU , ECH 440 GCU , ECH 355 GCU ,ECH 350 GCU ,LDR 461 GCU ,ECH 425 GCU ,REL 212 STR ,SCI 115 STR ,CIS 505 STR ,JUS 652 GCUMGT 640 GCUCIS 527 STRSOC 436 GCU,ACC 502 GCUFIN 504 GCU ,MATH 260 DeVry ,ETHC 445 DeVry ,ECET 220 DeVry , CARD 405 DeVryNETW 203 DeVryNETW 205 DeVryECET 365 DeVry ,MATH 270 DeVry ,PHYS 310 DeVry, BIB 106 GCU ,CIS 512 STR ,SYM 506 GCU ,ECN 601 GCU  ,BIAM 570 DeVryPSY 402 GCU , SOC 480 GCU , HUM 112 STR , PHI 210 STR,  ACC 667 GCU,  ACC 622 GCU,  ACC 623 GCU,  ENTR 510 DeVryDNP 840 GCU , BIO 550 GCU , HRM 420 DeVry , ACC 690 GCU  , HCA 807 GCU , ACC 650 GCU , REET 420 DeVry , MIS 605 GCU , ECET 350 DeVry , ENTR 530 DeVry , PSY 102 GCU , MIS 600 GCU , TCH 539 GCU , SPD 300 GCU , SPD 320 GCU

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