Special Education Special education teachers often consult and train staff members. Consideration of typical development and achievement of developmental m

Special Education Special education teachers often consult and train staff members. Consideration of typical development and achievement of developmental m

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Special education teachers often consult and train staff members. Consideration of typical development and achievement of developmental milestones can help staff determine if a student needs a referral for a special education evaluation. This information is often used to select assessments and identify the effects of a possible disability. If eligibility is determined, an Individualized Education Plan (IEP) is developed. IEP teams describe an individual’s strengths, interests, preferences, and needs, while considering the characteristics of a given disability and its effect on a student. The IEP defines the specially designed instruction, accommodations, related services, and supplementary aids and services that will best support a student in accessing and achieving goals aligned with the general education curriculum. When teachers understand the effect of a disability on learning, they are able to prepare the classroom environment and use specially designed instructions to support students with disabilities.

Imagine that your principal has asked you to conduct a professional development session for staff members about developmental milestones for students. Referring to the topic Resources and your research, use the “Developmental Milestones In-Service Template” to create a 15-20 slide digital presentation that describes the typical cognitive, linguistic, physical, social, and emotional developmental milestones of children in the grade levels associated with your field of study.

The presentation should address the following:

  • Describe      developmental milestones and explain why they are important.
  • For each      disability category, describe typical cognitive, linguistic, physical,      social, and emotional development and the atypical development of a      student with the specified disability. Include examples of how the      milestones may present differently for students with and without each      disability.
  • For each      disability category, explain at least one specially designed instructional      strategy that could be used to enhance academic achievement.
  • For each      disability category, explain at least one environmental strategy (how you      would change the classroom environment) to increase success in the      classroom setting.
  • Title      slide, reference slide, and speaker notes.

Support the assignment with a minimum of three scholarly resources.

Refer to “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style. 

While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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 LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Developmental Milestones In-Service

< Student Name>

<Date>

What are Developmental Milestones?

What they are

Why they are important

Specific Learning Disability (SLD) with Dyslexia

Typical Development

Development of a student with SLD and Dyslexia

Specially Designed Instruction for Students with SLD and Dyslexia

Academic

Environmental

Intellectual Disability (ID)

Typical Development

Development of a Student with ID

Specially Designed Instruction for Students with ID

Academic

Environmental

Emotional Behavior Disorders (EBD)

Typical Development

Development of a Student with EBD

Specially Designed Instruction for Students with EBD

Academic

Environmental

Autism Spectrum Disorder (ASD)

Typical Development

Development of a Student with ASD

Specially Designed Instruction for Students with ASD

Academic

Environmental

Traumatic Brain Injury (TBI)

Typical Development

Development of a Student with TBI

Specially Designed Instruction for Students with TBI

Academic

Environmental

Orthopedic Impairment (OI)

Typical Development

Development of a Student with OI

Specially Designed Instruction for Students with OI

Academic

Environmental

References

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