What types of accommodations or modifications were implemented for high incidence disabilities?

What types of students with high incidence disabilities were in these classrooms?
2. What types of accommodations or modifications were implemented for high incidence disabilities?

Your school is continuing its professional development activities to increase an understanding of students with special needs and how to provide support for them in general education classrooms; as part of this process, you have been assigned to create a handout to support the workshop activities. You will use Microsoft Word to desktop publish your handout. In addition to your information, the layout should be visually pleasing; a graphic is recommended. You may find it helpful to use a two-column format and/or choose one of the free templates available through Microsoft Office. If you choose to use another program, the final product that is uploaded must be either in Microsoft Word or in a PDF format so that everyone can view your handout.

In continuing the professional development activities in your school, you will prepare a handout that will be shared with other workshop participants. This handout will focus on high incidence disabilities and students with other special needs. Choose one category of high incidence disability and one other area of diverse needs (i.e., culturally or linguistically diverse, or economically diverse) to research for your handout.

In this handout you will do the following:
1. Identify the characteristics of your high incidence category (i.e., learning disabilities, emotional disabilities, etc.).
2. Identify the characteristics of one group of students with special needs other than disabilities (i.e., students who are culturally or linguistically diverse, students from lower socio-economic backgrounds).
3. Suggest at least two strategies that could be used to support these learners in general education classrooms.
4. Post your handout to the Discussion Board by Sunday.
5. Be sure to include references to support your handout in APA format.
6. Use Microsoft Word to create your handout or export it as a PDF from another program in a visually appealing format; a graphic is suggested.

The prior postings need to be completed and posted by Sunday.

In the last two units, you have been learning about the characteristics and needs of high and low incidence disabilities and other diverse learners. In the Team Activity, each team investigated low incidence disabilities. Before responding to this part of the Discussion, you will need to review the PowerPoint presentations from other teams that have been posted to this Discussion Board as well as the handouts that your classmates have posted for Unit 4. For this part of the Discussion you will:
1. Compare and contrast the strategies that you learned about for low and high incidence disabilities. How are they similar and how are they different?
2. Can you identify any strategies that can be implemented with all diverse populations;
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Added on 05.12.2015 19:46
Meeting the Needs of Students with High Incidence Disabilities and Other Diverse Learners

The Discussions in this course include several components. You may not be able to address all of these questions in a single post. You will need to plan to return to the Discussion several times during the week to weigh in on the questions. Please make sure you do so as part of both original posts as well as in replies to your classmates. Remember that your grade for the Discussion Board comprises both original postings and your contributions through replies. Both are great places to introduce new information, opinions, links, etc.; and both are equally important to your grade.

Attention Students!

Each team will need to upload their final PowerPoint team presentation to this Discussion Board by Sunday.

In the prior unit, you learned about students with low incidence disabilities. As you know, Friend and Bursuck (2015) define low incidence disabilities as those disabilities that are less common that are outlined in IDEA, such as deaf blindness or multiple disabilities. As you enter your classrooms, it is likely that most of the students with disabilities will be identified as high incidence. Before turning to our scenario, think about general education classrooms that you have observed or where you have taught.
1. What types of students with high incidence disabilities were in these classrooms?
2. What types of accommodations or modifications were implemented for high incidence disabilities?

Your school is continuing its professional development activities to increase an understanding of students with special needs and how to provide support for them in general education classrooms; as part of this process, you have been assigned to create a handout to support the workshop activities. You will use Microsoft Word to desktop publish your handout. In addition to your information, the layout should be visually pleasing; a graphic is recommended. You may find it helpful to use a two-column format and/or choose one of the free templates available through Microsoft Office. If you choose to use another program, the final product that is uploaded must be either in Microsoft Word or in a PDF format so that everyone can view your handout.

In continuing the professional development activities in your school, you will prepare a handout that will be shared with other workshop participants. This handout will focus on high incidence disabilities and students with other special needs. Choose one category of high incidence disability and one other area of diverse needs (i.e., culturally or linguistically diverse, or economically diverse) to research for your handout.

In this handout you will do the following:
1. Identify the characteristics of your high incidence category (i.e., learning disabilities, emotional disabilities, etc.).
2. Identify the characteristics of one group of students with special needs other than disabilities (i.e., students who are culturally or linguistically diverse, students from lower socio-economic backgrounds).
3. Suggest at least two strategies that could be used to support these learners in general education classrooms.
4. Post your handout to the Discussion Board by Sunday.
5. Be sure to include references to support your handout in APA format.
6. Use Microsoft Word to create your handout or export it as a PDF from another program in a visually appealing format; a graphic is suggested.

The prior postings need to be completed and posted by Sunday.

In the last two units, you have been learning about the characteristics and needs of high and low incidence disabilities and other diverse learners. In the Team Activity, each team investigated low incidence disabilities. Before responding to this part of the Discussion, you will need to review the PowerPoint presentations from other teams that have been posted to this Discussion Board as well as the handouts that your classmates have posted for Unit 4. For this part of the Discussion you will:
1. Compare and contrast the strategies that you learned about for low and high incidence disabilities. How are they similar and how are they different?
2. Can you identify any strategies that can be implemented with all diverse populations; either high or low incidence disabilities?

Be sure to support your responses with resources and research that supports best practice.

This Discussion addresses the following unit learning outcomes:

Describe the key elements of the federal definitions for each of the high incidence categories.

Describe the characteristics and needs of students with high incidence disabilities and the instructional accommodations and modifications needed in the classroom setting.

It also addresses the following course outcomes:
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Added on 05.12.2015 19:51
An effective teacher is able to articulate a solid rationale for his, or her, teaching practices and professional actions. This rationale needs be based on research. This is especially important when providing instruction and assessment to students with disabilities and other diverse learners. The professional teacher draws upon knowledg

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