Describe the example/resource explored explaining how it works

/in /by

This discussion is an opportunity to further demonstrate your ability to apply the principles of Universal Design for Learning (UDL) to the design of instruction and assessment. As you learned last week from reading Edyburn (2013) Chapter 5 and viewing the CAST (2010) video UDL at a glance, the three main principles supporting UDL are to Provide Multiple Means of (a) Representation (the “what of learning), (b) Action and Expression (the “how” of learning), and (c) Engagement (the “why” of learning). For this discussion you will review technology checkpoints as they relate to the three main principles of UDL. IT may be helpful to review the Week Three Instructor Guidance page where UDL is explored in the intellectual elaboration and to take time now to review your feedback from the Week Three assessments as well. Then, to prepare for this discussion, read the Week Four Instructor Guidance and then visit the UDL guidelines – version 2.0: Examples and resources (2014) website. At the website, select the principle you have been assigned based on your last name using the list below. You will then choose one checkpoint from the principle you have been assigned to review.

  • If your last name begins with A-J: Choose one checkpoint from any of the three guidelines from Principle 1. Provide Multiple Means of Representation.

Within the checkpoint there are several examples and/or resources that support the principle and checkpoint. Next, choose one example/resource that interests you to explore, interact with, and evaluate. You may also choose to consider examples geared toward the grade level you are currently teaching, have experience in, or intend to teach.


Initial Post: Create a Jing tutorial or other multimedia-based presentation with software such as Present.me to showcase the specific UDL checkpoint example selected. Include the link to your Jing tutorial or presentation featuring the example/resource selected as well as written responses to the discussion points below. Your written response needs to be between one and two paragraphs in length. One of the ways to make your discussion engaging and effective is by including audio of your voice alongside a presentation of the information you have investigated. You can talk through these points during your tutorial. Keep in mind, the maximum length of a Jing video is five minutes so it will help to create a presentation in PowerPoint first that is five slides long with each slide covering one of the five points below. If for some reason you are unable to complete this discussion using the recommended technology, please contact your instructor for an alternative way to respond.

    1. State the principle and checkpoint (number and description) analyzed.

 

    1. Describe the specific example or resource selected (title given), the age group intended for, and the content area it covers.

 

    1. Describe the example/resource explored explaining how it works

 

    1. Address each of the “Key Considerations” for the checkpoint.

 

  1. Share an idea you have for how this resource might be used effectively during instruction or assessment opportunities in your current classroom or your future practice.


Guided Response: Respond to two peers by first choosing two peers with a different last name grouping then your own. View their multimedia presentation and reflect on how their example relates to the three principles of UDL. Provide specific feedback for the “Key Considerations” as well as their idea of how the example/resource featured could be effectively used for instruction. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you to further the conversation. The continued conversation also gives you further opportunities to demonstrate your content expertise, critical thinking, and real world experiences with the topic of UDL

Describe two to three strategies to address this nutrition, health, or safety concern.

/in /by
Child Care Facility Analysis

Take a video tour of Little Angels Learning Academy in Missouri.  As you watch the video, analyze various aspects of the facility and how it is designed, organized, used, and maintained.  Support your analysis by referencing the philosophy, vision, and mission statement that you created in Week One.  Facility aspects include:  safety, welcoming environment, indoor space, outdoor space, health and well-being, philosophy of learning, staff, developmentally appropriate practice, parent communication, etc.

In your post, assess one aspect that you feel is commendable with support from Chapter 5 of the textbook.  Then, evaluate one aspect that you feel could be improved with support from the text (these may include aspects of the facility that were not addressed in the video).  Lastly, offer specific ideas for improving these aspects.  Your discussion post should be at least 200 words in length.

Nutrition, Health, and Safety

One of the most important responsibilities of early childhood administrators is to ensure that children’s nutrition, health, and safety needs are met.  For this discussion, select one of the following nutrition, health, or safety concerns to research:

  1. Meal planning:  A child who is on a gluten-free diet
  2. Playground safety:  A child who repeatedly breaks the rules at the playground
  3. Immunizations:  Parents who choose not to immunize their child
  4. Childhood obesity:  Parents who send their overweight child to school with unhealthy snacks
  5. Food safety and sanitation:  A food service worker at the center who doesn’t use a hairnet or gloves
  6. Communicable disease prevention:  A teacher who does not wash her hands after helping children in the bathroom

Describe two to three strategies to address this nutrition, health, or safety concern.  Support your ideas with a reference to at least one outside source and be sure to cite that source.  Your discussion post should be at least 200 words in length.

Supporting staff
Choose one of the following questions that were asked of Ria Palet, from the National School District, in Chapter 7 of your textbook.

  1. How might you support and mentor a staff member who was struggling to meet the expectations of the job?  What would you do to support him/her?  Address at least two different issues in your post.  (Examples: issues with time management, maintaining confidentiality, and/or handling misbehavior.  You may use these or your own choices.)
  2. How might you challenge a staff member to continue to grow if she has been in the position successfully for a long time?  What would you do to support him/her?  Address at least two different issues in your post.  (Example: teaching in the same classroom/ same age for a number of years, has not explored the idea of varying curriculum, and/or has not explored professional development opportunities.)

Based on the question you choose, create a four-week plan to support your staff member.  The following must be included in your four-week plan:

  1. At least one resource and an explanation of why you included this resource to benefit your staff member.
  2. A reflection focus/question piece.  What is your end goal?
  3. Two face-to-face meetings with a predetermined focus question for both meetings.
  4. An evaluation component for the final meeting that will prove that this intervention was successful.  How will you know that your plan was successful?
  5. Complete your plan in a Word document to include the days you plan on meeting.
Collaborating with Families

According to the National Association for the Education of Young Children (NAEYC), in the position statement on developmentally appropriate practice (2009), “Practitioners work in collaborative partnerships with families, establishing and maintaining regular, frequent two-way communication with them” (p. 23).  Trust between home and school is built over time, starting with the very first phone call or visit to the program.  It is crucial to begin a positive relationship with your students’ families in order to best support your students.

For this discussion, you will outline a program that you can implement at your center and with your teachers to foster a strong home-school relationship throughout the school year.

Include the following:

  1. One detailed strategy that you can implement the first week of school.
  2. A monthly strategy/theme from September to June (10 months/10 strategies)
  3. One benefit you expect to see from your focus

 

Case Management Unit 4 Quiz

/in /by

Unit 4 : Unit 4: DSM-5: Substance Use and Mental Health – Quiz

 

Top of Form

 

   

 

 

Question 1. 1. Clients who are in treatment for cocaine use disorder and who are court ordered for treatment and have children, usually have immediate case management needs for: (Points : 2)

Vocational training, clothing, and housing        Transportation, child care, and financial support        Transportation, vocational rehabilitation, and medication        Clothing, long-term housing, and GED/college education

 

Question 2. 2. What is the definition of a mental disorder? (Points : 2)

Mental disorder means that a person has some syndrome that creates a clinically significant disturbance to a client’s cognitive, behavioral, or emotional state        Mental disorder means that a client suffers from high levels of anxiety that can cause depression, mania, or other emotional states        Mental disorder means that a person shows signs of early inability to follow directions or fit into society creating serious life problems for them later        Mental disorder means that a client demonstrates patterns of inability to live in society that makes them less able to understand societal boundaries and beliefs

 

 

Question 3. 3. Dual diagnosis clients often have greater case management needs than those with only one condition. Why? (Points : 2)

Dual diagnosis clients usually are involved in the court system through court order treatment        Dual diagnosis clients have more complicated treatment needs and often suffer from severe symptoms requiring longer treatment periods        Dual diagnosis clients have a mental health and also at least one chronic health condition so they have to see doctors more often        None of the above

 

 

Question 4. 4. Why do case managers have to know and understand how to use the DSM-5? (Points : 2)

They will be diagnosing clients when counselors do not have time to do so        They need to be able to explain the diagnoses to the client’s family members        They need to know the symptoms and characteristics of disorders to communicate and understand their clients’ needs        They will make referrals based solely on the client’s clinical diagnosis

 

 

Question 5. 5. Why do professionals use the DSM to diagnose clients? (Points : 2)

The DSM features many helpful tips for working with clients        The DSM contains a listing of symptoms that help professionals decide whether a client needs help or not        The DSM categorizes disorders by type making it easier to compare symptoms and diagnoses        The DSM provides case histories for clinicians to use in diagnosing symptoms

 

 

Question 6. 6. What is the process for revising the DSM? (Points : 2)

Professionals evaluate the strengths and weaknesses of the current manual and then submit proposals for revising it        Professionals submit their treatment data to a national data base that is used to analyze the data, revisions are made, and doctors/psychologists vote on revisions        Proposals for revisions are made by workgroups, field trials are conducted, and revisions are reviewed by professionals        The President of the APA reviews treatment data from around the country and creates revisions for APA members to vote on

 

 

Question 7. 7. A client who suffers from Opioid Use Disorder is likely to have the following immediate case management needs (assume the client has just entered court mandated treatment): (Points : 2)

Immediate employment assistance, transportation, and GED classes        Transportation, medication, and vocational training        Medication, vocational training, and childcare        Medical check-up, food, and financial assistance

 

 

Question 8. 8. Why did the developers of the DSM-5 use the International Classification of Disorders-11 (ICD-11) as a guide for revisions? (Points : 2)

They tried to make the guide be more useful for all psychologists in the world to use (e.g., in case a client travels between countries and needs care)        They wanted to allow medical doctors to be able to make psychological diagnoses to save patients money        They wanted to allow substance abuse professionals to make simple medical diagnoses to save money for clients        They wanted to make it easier to dual diagnosis and treatment easier between psychological and medical professionals

 

 

Question 9. 9. Why are the neurodevelopmental disorders listed first in the DSM-5? (Points : 2)

The developers thought that it was important to explain how the brain works first since most disorders relate to a neural disturbance        The developers organized the disorders developmentally beginning with the disorders that begin early in life        The developers wanted to emphasize the many new neural disorders that have been added since the DSM-IV-TR        The developers wanted to make it easy for medical professionals to find the medical diagnoses of autism and Alzheimer’s

 

 

Question 10. 10. Why is AD/HD over-diagnosed? (Points : 2)

AD/HD is over-diagnosed because teachers and other school staff are allowed to diagnose it in students        AD/HD is over-diagnosed because general doctors and teachers are allowed to diagnose it        AD/HD is over-diagnosed because there are no other good explanations for why children are so active        AD/HD is over-diagnosed because, until recently, there has been no consistent way to diagnose the disorder

 

 

 

  

 

Bottom of Form

 

 

1188960980

 

10

 

 

1188960981

 

3

 

1188960982

 

4

 

1188960983

 

14

 

135678678

 

76198483

 

1

 

False

 

rldbqn=1

 

MultipleSections

 

NavigateFreely

 

/main/CourseMod

 

0

 

en-US

 

1188960974

 

MultipleChoice

 

12

 

1188960975

 

7

 

12120625

 

1188960976

 

11

 

1188960977

 

8

 

http://takeexam.n

 

1188960978

 

13

 

1188960979

 

2

Discuss traumatic effects and responses and many of its related difficulties as well as recommended treatment options,

/in /by

Write a research paper of 10–12 pages of body text (not counting your title page, abstract, and works cited pages) discussing, in APA format, some major aspect of spirituality/Christianity and some aspect of trauma, as described below. Please don’t provide just a secular viewpoint or just a spiritual perspective. Integrate them using journal articles or book chapters on the topics as sources. Cite everything. Balance the paper with both a biblical worldview and theoretical perspectives.

 

 

 

Choose one of the options.

 

 

 

  1. Discuss traumatic effects and responses and many of its related difficulties as well as recommended treatment options, together with spirituality in general. Incorporate a biblical worldview throughout. Use current (8 years or less) research and the Bible to support your approach.

    or

  2. Choose one or several types of traumatic event (natural disaster, domestic violence, sexual assault or abuse, motor vehicle accidents, etc.) and discuss appropriate assessment and treatment options. Use current research and the Bible to support your discussion.

     

    The two options are similar with the exception that one is a general approach and the other applies your examination to a specific area.

     

 

  • Length of paper: 10–12 pages – Points will be deducted if the paper is less than 10 pages or exceeds 12 pages.  (Excluding title page, abstract and references.)
  • Include at least 10 current references (within the last 8 years) – points will be deducted for each missing current reference.
  • Follow APA style.  Review rubric for guidance.
  • Paper will be graded on thoroughness, content, and use of theoretical material and integration of biblical perspective.
  • Plagiarism – Using or passing off someone else’s work as your own is a serious academic offense. Papers will be submitted through SafeAssign to check for the proper treatment of sources. You may submit a draft version to check your score and then redo and submit.
  • Plagiarizing your paper will result minimally in failure of the assignment. Plagiarizing can also result in automatic failure of the course and academic discipline. Please make sure that all work is your own or is cited appropriately.