Reference no: EM132287879

Part 1

Discussion 1 : Evidence-Based Strategies

Now that you have a solid understanding of what an inclusive environment is, it is time to look at some evidence-based strategies that you can implement in order to be able to meet the needs of the exceptional learners you will be working with.

Creating environments that are engaging and cognitively stimulating for children while at the same time meeting each and every child's needs is the ultimate goal. Using evidence-based strategies will assist you in making this goal a reality.

To prepare for this discussion,

• Please refer to the Week Three Guidance for further tips and examples that will support your success on this discussion.

• Review textbook Chapter 2: Teaching Students in Special Education.

• Choose one of the evidence-based strategies groups below that is interesting to you and review the provided resources.

In your post,

• Put the names of the two evidence-based strategies you chose from the table above in the subject line of your post.

• Compare and contrast the two evidence-based strategies you were assigned.

• Explain the importance of using evidence-based strategies to assist all children's success in an inclusive learning environment.

• Synthesize how you could use the two evidence-based strategies together in order to meet the needs of diverse learners in your learning environment.

Discussion 2 : Universal Design for Learning

Along with the evidence-based strategies you learned about in the first discussion forum this week, one of the most widely regarded strategies for meeting the needs of the children you work with is Universal Design for Learning or UDL.

According to the National Center on Universal Design for Learning, "UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone-not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs" (2014, para. 2). After completing this discussion you will have a solid understanding of UDL.

To prepare for this discussion,

• Please refer to the Week Three Guidance for further tips and examples that will support your success on this discussion.

• Complete the Iris Center module: Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students .
In your post,

• Describe, in your own words, Universal Design for Learning. Make sure to explain each of the three principles of UDL.

• Summarize, based on the age of children you plan to work with, the three main considerations you will need to be mindful of when implementing the principles of UDL in your work.

• Explain one challenge that you see when implementing UDL in your future educational setting. Be sure to include one possible solution to that challenge, and explain how collaboration with others will factor into the solution.

Part 2

Discussion 1 : Supporting Children with Specific Learning Disabilities (SLD) and Speech and Language Impairments

Now that you have a solid understanding of inclusion, collaboration, and the evidence-based strategies you can use to support children with exceptionalities, it is time to take that knowledge and begin to apply it.

Doing this will help you to solidify your understanding of how to meet the needs of the children that you will work with. For this discussion you will focus on applying evidence-based strategies to meet the needs of children with Specific Learning Disabilities (SLD) and/or Speech and Language Impairments (SLI).

To prepare for this discussion,

• Please refer to the Week Four Guidance for further tips and examples that will support your success on this discussion.

• Read Chapter 3: Students with Specific Learning Disabilities.

• Read Chapter 6: Students with Speech and Language Impairments.

• Choose one child with a Specific Learning Disability and one child with a Speech and Language Impairment from the interactive ECD 310

Week 4 Discussion 1: Application of Key Learning for Diverse Learners in Inclusive Environments Disability Impairment Image .

In your post,

• Put the names of the two children you chose to write about in the subject line of your post.

• Summarize the delay/disability/disorder that was diagnosed for the two children you have chosen. In your summary include a brief description of the delay/disability/disorder, the developmental milestones the child would be struggling to meet, and the characteristics the child would be displaying.

• Explain, for each child, one developmentally appropriate evidence-based strategy that you would use with the child to maximize development and why you chose it. You can pull a strategy from the Week Three discussions, your course text, or another scholarly source.

• Describe how you would collaborate with other stakeholders (colleagues, families, etc.) about the implementation and effectiveness of the strategy you chose.

Discussion 2 : Attention Deficit Hyperactivity Disorder, Emotional Disturbance, and Behavioral Disorders

As you can see from the interactivity above you are likely to work with a child who has Attention Deficit Hyperactivity Disorder (ADHD), an Emotional Disorder (ED), or a Behavioral Disorders (BD). Understanding these different types of exceptionalities and how to support children with them will be a crucial part of your work.

To prepare for this discussion,

• Please refer to the Week Four Guidance for further tips and examples that will support your success on this discussion.

• Read Chapter 4: Children with Emotional Disturbance or Behavioral Disorder.

• Read Chapter 5: Students with Attention-Deficit/Hyperactivity Disorder.

In your post,

• Describe the unique educational needs that you will need to anticipate in order to create an inclusive environment for children with ADHD, ED and BD.

• Explain at least three strategies that you will use to support children with ADHD, ED, and BD. You can pull a strategy from the Week Three discussions, your course text, or another scholarly source.

• Summarize how the strategies you have shared align with your philosophy of inclusion.

Part 3

Reflective Journal

As you know, reflection is an important part of growing as an educator. In this journal, you will have the opportunity to reflect upon your learning in this course. It is appropriate to write your journal entries in first person. The journal prompts will have two parts. Refer to the First vs. Third Person  web page created by the Ashford Writing Center.

Part 1: Course/Program Reflection

• How do the concepts of exceptional learning and inclusion connect to what you have learned in other courses in your degree program?

• How has collaborating with students from various programs helped you to grow as an educator?

Part 2: Career/Personal Reflection

• How has your view of how you will advocate for the needs of exceptional learners changed based on the content acquired in this course?

• In what way will you use the information in this class to build collaborative relationships that will help you throughout your future career?

Journal Options:

• Written reflection journal

• PowerPoint

• Create a Voki .

o If you need help creating your Voki, use the Voki Classroom: Getting Started Guide .

Suggested Journal Length:

• One to two double-spaced pages (not including title and reference pages).
Integrative and Critical Thinking Expectations (demonstrated within the content of the journal):

• Connections to Experience: Meaningfully synthesizes connections among experiences both within and outside of coursework to deepen understanding of fields of study and to broaden own points of view.

• Reflection and Self-Assessment: Envisions a future self (and possibly makes plans that build on past experiences) that have occurred across multiple and diverse contexts.

Research and Resource Expectations:

• Sources are not required for your journal assignments. However, if you need to cite information, you must cite in APA format and include a reference page. For further assistance refer to the In-Text Citation Helper  and the APA References List

Writing and Formatting Expectations:

• Professional Reflective Voice: Journals may be written in a less formal but still professional voice (avoids casual language). Refer to the Differences Between First and Third Person guide created by the writing center.

• Organization: Demonstrates logical progression of ideas.

• Syntax and Mechanics: Writing displays meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar, and punctuation.

• APA Formatting: Papers are formatted properly, and all sources (if used) are cited and referenced in APA style as outlined