Historical developments that led to the policies regarding the role of English in their children’s classrooms.

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Based on key legislation pertaining to English language learners (ELLs) from Florida and from your readings, create a brochure, newsletter, or Glogster to be used to inform parents in your community about English immersion policies and programs. Include the following:

  1. Historical developments that led to the policies regarding the role of English in their children’s classrooms.
  2. Pros for the English immersion program in the community or school you have chosen.
  3. At least two websites that enable parents to get additional information about the English immersion programs that parents would need to know about.
  4. A description of the characteristics of a relevant English immersion program in terms of instructional strategies, time spent in the classroom with other ELL students, and time spent in regular classrooms with native speakers. You can find this information on the Arizona Department of Education website or from the Department of Education website of your state.
  5. Definitions for any terms that parents would need to know.

Write a measureable IEP goal for Gabriella that includes the use of augmentative and alternative communication systems, and assistive technology in the classroom to facilitate communication with peers and aid in comprehension of content.

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Case Study: Gabriella

Grade:  4th

Age:  9

Gabriella is a fourth grade student with a language disorder and mild intellectual delays.  She is nine years old and spends a large portion of her day in self-contained settings. She receives speech and language services from a speech pathologist for a minimum of 40 minutes three days a week. The rest of the time, her language needs are supported by the special education teacher. She does attend a general education fourth grade classroom daily for 90 minutes for language arts instruction. An instructional assistant accompanies Gabriella to class. Gabriella’s oral expression skills are in the low to average range. She struggles with figurative speech, sarcasm, and multiple meanings of words. Her speech is literal and she usually has poor decoding and reading comprehension skills. Her reading level is at a low first grade level, reading simple stories with a Lexile level of 300-450. Her favorite books are the Frog and Toad  books by Arnold Lobel. She is writing simple sentences with a subject and a predicate, but relies on picture cues and rewriting strategies to plan her sentences.

Gabriella attends the fourth grade Language Arts class for exposure to more appropriate grade level content. She requires frequent breaks and one-on-one support from an assistant when participating in the general education setting. The special education teacher and assistant work with the general education teacher to modify the assignments in class.

Gabriella is exempt from the district course assessment at this time, and her grade is based on participation, reduced and modified assignments, and an alternative individual project instead of a final exam.  When working in groups, Gabriella will participate by making choices, with visual cues prompted by the assistant. Gabriella has been integrated into language arts instruction since the second grade. Students enjoy having her in class and are helpful.  She also attends art, music, PE, recess, and lunch with the same fourth grade class.

Assignment:

Part 1: Goal Writing

Write a measureable IEP goal for Gabriella that includes the use of augmentative and alternative communication systems, and assistive technology in the classroom to facilitate communication with peers and aid in comprehension of content.

Part 2: Mini Unit

Utilizing the COE Lesson Plan Template, compose a mini-unit of three formal ELA lesson plans that build upon the following:

Current Instruction and Content in the Fourth Grade Classroom:
•Currently, students are reading about the Underground Railroad.
•Current instruction must be aligned to Common Core Standards:CCSS.ELA-Literacy.RI.4.1-RI.4.6
•Completed lesson activity and learning target includes students working individually to complete a graphic organizer to identify the setting, main idea, and key details.
•For each lesson plan, differentiate activities for Gabriella that address Gabriella’s measureable IEP goal and include assistive technologies. In addition, for each lesson plan, create a pre- and post-assessment, using a low or high tech based accommodation, to evaluate whether Gabriella’s measurable IEP goal are met.

Part 3: Rationale

Provide a 250-500-word rationale that supports your instructional choices for Gabriella’s IEP goal, the differentiated activities in the mini-unit, and the alignment between the two. Support your rationale with 2-3 scholarly resources on best practices regarding semantics disorders and the use of assistive technology.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please 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 Turnitin.

Number of Pages: 4 Pages

Treatment of Neurocognitive Disorders

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Treatment of Neurocognitive Disorders

Neurocognitive disorders (NCD) such as delirium, dementia, and amnestic disorders are more prevalent in older adults. As the population ages and as life expectancy in the United States continues to increase, the incidence of these disorders will continue to increase. Cognitive functioning such as memory, language, orientation, judgment, and problem solving are affected in clients with NCDs. Caring for someone with a neurocognitive disorder is not only challenging for the clinician, but also stressful for the family. The PMHNP needs to consider not only the client but also the “family as client.” Collaboration with primary care providers and specialty providers is essential. Anticipatory guidance also becomes extremely important.

In this Discussion, you will integrate several sources of knowledge specific to NCDs as you discuss evidenced-based therapies used to treat these disorders.

Learning Objectives

  • Explain the diagnostic criteria for Frontotemporal Neurocognitive Disorder
  • Explain the evidenced-based psychotherapy and psychopharmacologic treatment for your Frontotemporal neurocognitive disorder.
  • Identify the risks of different types of therapy and explain how the benefits of the therapy that might be achieved might outweigh the risks.
  • Support your rationale with  references to the Learning Resources or other academic resource.

  Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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Read the following scenario to inform the assignment that follows.

Mr. Santiago’s sixth grade classroom is next to Ms. Lujano’s classroom and on some days the walls seem too thin. Ms. Lujano has shared with you, the special education teacher and consultant, her concerns with the tone Mr. Santiago is using in his classroom to redirect Joey, who has been diagnosed with an emotional disability. Joey struggles with getting to class on time, controlling his emotions, and understanding personal boundaries.

Mr. Santiago often raises his voice to Joey which frequently creates a power struggle between the two of them. Ms. Lujano does not feel that this is an effective approach and has noticed that even after re-directing Joey, Mr. Santiago seems to continue to yell at him, sometimes for the entire class period, or until he has removed Joey from his classroom.

Mr. Santiago has not shared any concerns with you and up until this conversation with Ms. Lujano, you were unaware that anything was going on.

In a 1,000-1,250 word analysis, evaluate how you, as a special education consultant, would approach this scenario in a collaborative manner with Mr. Santiago. Identify and describe 4-5 steps intended to resolve the issues between Mr. Santiago and Joey.

In addition, provide one resource to foster positive communication between Mr. Santiago and Ms. Lujano and provide a rationale for your choice.

Support your choices with a minimum of three scholarly resources.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.