Educating Students with Severe Disabilities Homework

Educating Students with Severe Disabilities Homework

Educating Students with Severe Disabilities Homework

Chapter 1 of the Brown et al. text, Educating Students with Severe Disabilities, provides an introduction to issues in serving students with intense intervention needs. The purpose of the chapter is to prepare future teachers to (a) explain important aspects of any credible definition of students with severe disabilities; (b) identify and explain areas of concern and optimism in the field; and (c) discuss the basic principles of supporting students with intense needs. With these learning outcomes in mind, address the following points in your essay (2-3 doubled-spaced pages): •Identify at least two important concepts that should be included in a contemporary definition of severe disabilities. Why are these concepts important? How do they represent a change in the way we conceptualize diagnostic labels or classifications? How can changes in defining disability have an impact on how we serve students? •In addition to positive changes in how we conceptualize disability, discuss at least one other area where we have made progress in serving students with severe disabilities. Compare what you’ve experienced at your school to at least one issue that the chapter’s authors have identified as an area of concern. Provide one or more examples to illustrate the concern and explain how the situation might be improved. •Much of Chapter 1 is devoted to the fundamental principles of serving students with severe disabilities. For each of the three major principles (i.e., providing access to inclusive education, providing access to individualized curriculum; and providing access to purposeful instruction), list and describe one fundamental concept that is new to you or that has made you think differently about education for this population. •End your essay with a brief statement about how the authors have broadened your intellectual and/or affective perspective about teaching students with severe disabilities. PDF File : Chapter 1 of the Brown et al, text, Educating Students with Severe Disabilities-

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

 

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