Week 6 SPD 500 Assignment Resources Textbook1. Special Education for All Teachers

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Week 6 SPD 500 Assignment Resources

Textbook1. Special Education for All Teachers

Read Chapter 1 of Special Education for All Teachers.

Electronic Resource1. Common Core State Standards: Application to Students with Disabilities

Read "Application to Students with Disabilities," located on the Common Core State Standards website.


2. The Promise and Peril for Students with Disabilities

Read "The Promise and Peril for Students with Disabilities," by Thurlow, from The Special Edge (2012).


3. Fewer, Clearer, Higher Common Core State Standards: Implications for Students Receiving Special Education Services

Read "Fewer, Clearer, Higher Common Core State Standards: Implications for Students Receiving Special Education Services," located on the International Center for Leadership in Education website.


Website1. Common Core State Standards

Review resources available on the Common Core State Standards website.


e-Library Resource1. F.A.T. City: A Look Back, a Look Ahead—A Conversation about Special Education

View "F.A.T. City: A Look Back, a Look Ahead-A Conversation about Special Education".







Assignments: Please Review All and Please Answer All Question, Label The Question or Bold the Question.

            F.A.T. City: A Look Back, a Look Ahead—A Conversation about Special Education Video Analysis View the video “F.A.T. City: A Look Back, a Look Ahead—A Conversation about Special Education.” In a 500-750-word video analysis, discuss:

A. How does Richard D. Lavoie define and explain fairness in the classroom?

B. What advice does he offer to parents regarding fairness?

C. What does he say about assumptions, and why does he discuss them?

D. What are three key concepts from the video that were especially meaningful to you?

E. How will they impact your professional teaching practice? 

Be sure to cite specific examples from the video in your analysis.

APA format is not required, but solid academic writing is expected.

You are required to submit this assignment to Turnitin.

Benchmark - SPD-500 Summative Examination

Part 1: Short Answer Responses

Evaluate the following case studies, identifying IDEA disability categories where applicable. In 100-250 word responses, classify the IDEA disability category that each student may fall under. Provide a rationale for your identification choice that takes into consideration each student's developmental milestones.

Tomas, Kindergarten

Tomas entered Mrs. Richards' Kindergarten classroom at the beginning of the school year with great excitement! He showed great interest in learning and being in the classroom with other students. As the school year progressed, however, Tomas' excitement quickly turned into frustration. He struggled with recognizing the letters in his name, identifying different shapes, and consistently could not follow two-part instructions. He also was dramatically less able than his peers to focus on a task. His frustrations have led to impulsive actions. Mrs. Richards has called a meeting with his parents to address her concerns.

Harper, 3rd grade

Harper attends Sunset Elementary School and has been placed in a class with 25 other 3rd graders. Harper loves her teacher Mrs. Hernandez and struggles when a substitute takes her place. She excels in math and tends to get bored when the other kids in her class struggle. Harper also loves reading about the weather, somewhat obsessively, and can share weather facts and details for hours. She enjoys going to school, but does struggle with the loud noises a school brings. In school assemblies, for instance, she becomes overly upset about the noise level and tends to rock back and forth to calm herself.


Austin, 5th grade

Austin was 9 years old when he was hit by a car while riding his bike on the sidewalk. He broke his arm and leg and also hit his head very hard. When he came home from the hospital he looked just fine, but he needed lots of help. Now back at school, there are changes in Austin that are hard to understand. It takes Austin longer to do things and he has trouble remembering. He can't always find the words he wants to use. Math is hard for him now, but it was his strongest academic area before the accident.


Part 2: Essay

Selecting one of the student scenarios in Part 1, address the following prompts in a 750-1,000-word essay:

A.    Describe how language, culture, and family background influence the learning of individuals with the selected disability.

B.     Summarize the cognitive, linguistic, social and emotional development of individuals with the selected disability and three instructional approaches that respond to the needs of individuals with the selected disability.

C.     Support your response with at least three scholarly resources. Prepare this assignment according to the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

Discussion Questions Topic 6, DQ 1-word count 200

Describe a strategy or activity that promotes the learning and well-being of others in the classroom. Why do you believe this strategy would be a success?

 Discussion Topic 6, DQ 2 – word count 200

Which of the teacher dispositions relates to the concept of fairness? How does a teacher display fairness in the classroom? Give two concrete examples.




Tutor Answer

School: New York University

Hey, there are two documents attached. The essay (part 2) and the rest of the questions. please feel free to let me know if you need anything changed. All the best

Running head: AUTISM


Institutional Affiliation



Autism can be described as a condition that occurs in children, normally characterized by
communicating problems as well as difficulties in forming inter-personal interactions with other
people. It is also characterized with challenges in language use and problems with abstract
concepts. Children diagnosed with autism are likely to find it difficult to form or maintain
friendships with their colleagues at school and at home as well. However, this issue is more
evident among strangers such as in school (Mash & Barkley, 2014).
Influences to learning
There are different influences that accompany the learning of children with this condition
and these are the determinant factors of how responsive the children are going to be in class. For
instance, the culture around, language and the background are major factors that play an
important role in the development of children with autism. This comes to play in different ways
depending on the factors that the child is more exposed to. It is important not to forget that
children with autism require special care both at home and in school so as to manage their
condition (Weitlauf, McPheeters, Peters, Sathe, Travis, Aiello & Warren, 2014). This can be
achieved through paying a keen attention to the child’s character as well as progress in
academics and socially.
These are children who are used to emotional breakdowns, illusions and uncertain
thoughts making them vulnerable to stress and depression. Therefore, the language factor comes
into play at the learning of these children. The instructors should be keen on the words they use
on such children so that they may not accelerate their condition. This means that too harsh words



or too friendly words may be interpreted differently in the mind of the student. The point is to try
and not to be too intimidating or on the other hand sound too emotional in the name of being
friendly. The tone always speaks a lot about the unsaid words which are left to the child to
absorb silently. A child with this condition does not need any extra mental baggage to deal with
as their daily routines are already too overwhelming. Therefore, adults around these children
should be keen to ensure that these special categories of children do not get subjected to
inappropriate language which would make their concentration of morale go down. They need
encouragement and motivation at all times but most of all understanding.
Culture being another factor also has a lot of effects on learners who are known to have
autism. This is because basically the culture comes in as a stereotype that limits and enforces
certain beliefs to the people hence making it hard for the acceptance and accommodation to be
realized (Dixon, Carman, Tyler, Whiting, Enoch & Daar, 2014). The culture around and the
belief that both the student and the teacher have could be a problem in the e...

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