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Appendix B Final MAtrix

Appendix B Final MAtrix

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Published by mfdwjr
AED/222 Final Matrix
AED/222 Final Matrix

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Categories:Topics, Art & Design
Published by: mfdwjr on Jan 31, 2011
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10/22/2013

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AED 222
 Axia College Material 
Final Project Matrix
Using
 
information
 
from
 
the
c
orrelating
c
hapters
 
in
 
Special Education for Today¶s Teachers: An Introduction
,
c
omplete
 
the
 
appropriate
 
se
c
tions
 
of 
 
the
 
matrix
 
as
y
ou
 
pro
c
eed
 
through
 
the
c
ourse.
 
E
xceptionality DefinitionClassification criteria andcharacteristicsPrevalenceAssociatededucational practicesAdditionalinformationLearning Disability
(W
eek
Tw
o
 C
he
c
kPoint)
  A
disorder 
 
in
 
one
 
or 
 
more
 
of 
 
the
b
asi
c
ph
y
siologi
c
al
 
pro
c
ess
 
involved
 
in
 
understanding
 
or 
 
in
 
using
 
language
,
 
spoken
 
or 
w
ritten
 w
hi
c
h
 
disorder 
 
might
 
manifest
 
itself 
 
in
 
the
 
imperfe
c
t
 
a
b
ilit
y
to
 
listen
,
 
think
,
 
speak
,
 
read
,
w
rite
,
 
spell
 
or 
 
do
 
math.
 L
o
w
a
c
hievement
 I
nattention/distra
c
ti
b
ilit
yI
nformation-pro
c
essing
 
defi
c
its
 S
o
c
ial-skills
 
defi
c
its
 
Poor 
 
motivation
  A
heterogeneous
c
ategor 
yT
here
 
are
4 c
riteria
 
used
 
to
 
identif 
y
students
w
ith
 
disa
b
ilities
,
 
severe
 
dis
c
repan
cy
,
 
ex
c
lusion
 c
lause
,
 
response
 
to
 
intervention
,
 
and
 
the
 
demonstration
 
of 
 
the
 
student
w
ho
 
needs
 
the
 
spe
c
ial
 
edu
c
ation.
 C
ontrovers
y
has
 
surrounded
 
the
 
identifi
c
ation
 
of 
 
students
w
ith
 
learning
 
disa
b
ilities
 b
e
c
ause
 
man
y
professionals
 c
ontend
 
that
 
the
 
primar 
y c
riterion
 
used
 
to
 
identif 
y
these
 
students
 
(
i.e.
,
 
the
 
severe
 
dis
c
repan
cy
)
 
is
 
not
 
edu
c
ationall
y
meaningful
 
and
 
that
 C
hildren
 
must
w
ait
 
to
 
fail
b
efore
b
eing
 
identified.
  A
n
 
alternative
 
approa
c
h
 
to
 
the
 
identifi
c
ation
 
of 
 
students
w
ith
 
learning
 
disa
b
ilities
,
 c
alled
 
response-to
 
intervention
,
 
is
b
eing
 
used
 
in
 S
ervi
c
e
 
deliver 
yE
arl
y
intervention
 C
lassroom
 
interventions
 M
an
y
students
w
ith
 
learning
 
disa
b
ilities
 
also
 
have
 
diffi
c
ult
y w
ith
 
oral
 
expression
,
w
ritten
 
expression
,
  A
nd
 
mathemati
c
s.
 S
tudents
w
ith
 
learning
 
disa
b
ilities
 
also
 
often
 
have
 c
ognitive
 
diffi
c
ulties
 
in
 
areas
 
su
c
h
 
as
 
memor 
y
,
 
attention
,
 
and
 
met
 c
ognitive
 
skills
 
and
 
pro
b
lems
w
ith
 S
o
c
ial
 
skills.
 
 
AED 222
several
 
states
 
and
 
offers
 
mu
c
h
 
promise
 
for 
 
improving
 
identifi
c
ation
 
pra
c
ti
c
es
 F
or 
 
students
w
ith
 
learning
 
disa
b
ilities.
 C
ontrovers
y
exists
 
regarding
 
the
 
extent
 
to
w
hi
c
h
 
students
w
ith
 
learning
 
disa
b
ilities
 
should
b
e
 
in
c
luded
 
in
 
general
 
edu
c
ation
 c
lassrooms.
  A
vaila
b
le
 
eviden
c
e
 
suggests
 
that
 
most
 
students
w
ith
 
learning
 
disa
b
ilities
 
should
 
spend
 
most
 
of 
 
the
 
s
c
hool
 
da
y
in
 
general
 
edu
c
ation
 c
lassrooms
w
ith
 
appropriate
 S
upport.
 
Mild IntellectualDisability
(W
eek
Tw
o
 C
he
c
kPoint))
 Tw
o
 
major 
 
definitions
 
are
 
used
 
for 
 
intelle
c
tual
 
disa
b
ilities
,
 
one
 
from
 IDEA 2004
and
 
the
 
other 
 
from
 
the
A
meri
c
an
  A
sso
c
iation
 
on
 I
ntelle
c
tual
 
and
 D
evelopmental
 T
he
 
primar 
y c
hara
c
teristi
c
s
 
of 
 
students
w
ith
 
mild
 
intelle
c
tual
 
disa
b
ilities
 
relate
 
to
 
signifi
c
ant
 
dela
y
s
 
in
 
the
 
development
 
of 
 
a
c
ademi
c
,
 c
ognitive
,
 
and
 
so
c
ial
 S
kills.
  A
ll
 
a
c
ademi
c
skills
 
tend
 
to
 b
e
 
dela
y
ed.
C
ognitive
 
skills
 
that
 
are
 
dela
y
ed
 
in
c
lude
 
attention
,
 
memor 
y
,
 
and
  A
pproximatel
y0
.71%
 
of 
 
the
 
s
c
hool-age
 
population
,
 
or 
 
one
 
student
 
in
 
ever 
y
six
 
general
 
edu
c
ation
 c
lassrooms
,
 
is
 
identified
w
ith
 
a
 
mild
 
intelle
c
tual
 D
isa
b
ilit
y
.
 S
tudents
w
ith
 
mild
 
intelle
c
tual
 
disa
b
ilities
 b
enefit
 
from
b
eing
 
taught
 
using
 
dire
c
t
,
 
expli
c
it
,
 
tea
c
herdire
c
ted
 
instru
c
tion.
  A
n
 
instru
c
tional
 
approa
c
h
 
that
 
has
 
proven
 
to
b
e
 
highl
y
effe
c
tive
 
for 
 
 
Formatted:
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