Part I:
For this task, based on an analysis of students learning and intellectual disabilities, write an essay that indicates your understanding of the following:
Definition of:
learning disabilities
intellectual disabilities
Characteristics of students with:
learning disabilities
intellectual disabilities
Best-practice instructional strategies for students with:
learning disabilities
intellectual disabilities
3 pages
Part II:
As a leader in special education within an educational institution of personal interest, develop a description of best-practice instructional programming for students with high incidence disabilities involving learning and intellectual deficits to include:
A comprehensive description of the types of available special education programs and inclusionary opportunities in regular education classrooms to legally meet these students’ educational needs.
How the effectiveness of these special education programs and regular education inclusionary opportunities for these students would be regularly evaluated.
How special education teachers for these special education programs as well as regular education teachers would receive on-going training to effectively meet these students’ educational needs.
Length: 3 pages, not including title and reference pages
Sources to be used: Please find two additional scholarly sources to meet the source requirements
Taylor, R., Smiley, L., & Richards, S. Exceptional students: Preparing teachers for the 21st century.
Gage, N., Lierheimer, K., & Goran, L. (2012). Characteristics of students with high-incidence disabilities broadly defined.
Gillespie, A., & Graham, S. (2014). A meta-analysis of writing interventions for students with learning disabilities. Council for Exceptional Children, 80(4), 454-473.
McKenna, J., Shin, M., & Ciullo, S. (2015). Evaluating reading and mathematics instruction for students with learning disabilities: A synthesis of observation research. Learning Disability Quarterly, 38(4), 195-207.
Wakeman, S., Karvonen, M., & Ahumada, A. (2013). Changing instruction to increase achievement for students with moderate to severe intellectual disabilities. Teaching Exceptional Children, 46(2), 6-13.
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