Assessing and Supporting Social Skill Needs for Students With High…

Part A: Author names, year published, title, volume number, issue number, and page numbers Part B- provide a summary of article including the purpose and…

Part A: Author names, year published, title, volume number, issue number, and page numbers

Part B- provide a summary of article including the purpose and two examples of provided strategies, guidelines, and resources(Please be sure the summary is at least 200 words, minimum)

Part C- List a minimum of 2 course objectives relavant to the article, including the number of the course objective(please use the exact wording of the course objective(below) and state how it relates)Course objectives:

Students will explain key legal, legislative and historical events which have shaped services for students with disabilities and guide, eligibility determination, service delivery, and use of positive behavior supportsStudents will compare and contrast the roles and responsibilities of professionals providing services to students with disabilities and their families Students will review and reflect on the range of needs of and challenges facing students with disabilities including assistive technology, behavioral needs, learning difficulties, and transitions points including home-based early intervention programs, to post secondary adult lifeStudents will appraise the diversity of students educated in publishing school classrooms (Pre-K to 21) including culturally diverse students with disabilities and students in rural settings Students will describe the commonalities across categories of exceptionality covered under IDEA as related to definition, etiology, characteristic, and effective assessment and interventionsStudents will describe and apply learning and behavioral characteristics beyond the parameters associated with traditional disability categories for a strengths based, cross-categorical perspective Students will analyze environmental, medical, and instructional interventions to meet the academic, intellectual, social, emotional and behavioral needs of students with disabilities and their families Students will describe assessment procedures, progress monitoring for RTI and MTSS, and referral, placement and evaluation process that reflect evidence-based practices and legal guidelines for students in grades PreK -12Students will articulate the ethical principles and standards guiding special education teachers for professional practice with parents, families and related services professionals Students will critically examine the field of Special Education and its linkages ti related disciplines including speech and language pathologists, social workers and school counselors

Part D- List a minimum of 3 Illinois Professional Teaching Standards which are addressed in the article.. refer to https://www.isbe.net/Documents/IL_prof_teaching_stds.pdf) (Please list the standard number and the full text associated with standard, I.e 8N)

Part E- Describe a minimum of two ways information can be used in future work with students with disabilities, their families and/or related professionals

Sample Solution
Moreover, Marxism has apparently filled a vast gap in the domains of hypothesis, with respect to modern free enterprise. Pre Marxist communism apparently was without a hypothesis, moving social change through reclassifying monetary class relations. Early communist authors of whom concentrated on the perspective on a post-socialist world drove “Engels to portray Owen, Fourier and others as ‘Idealistic’ journalists, not logical communists” (Swingewood, 1984, p.29). Be that as it may, Marx himself invests next to no energy portraying the highlights and qualities of his socialist ideal world. He “will not compose plans for the kitchens of things to come” (Ritzer, 2000, p.47) close by Engels he likewise censures the previously mentioned scholars, of whom enough depict their concept of communist perfect world. Marx accepted a comprehensive investigation of society would end up being increasingly compelling, and help “make the conditions for the ascent of another communist world”. He keeps, noticing socialism’s arrangement would occur post transformation (Ritzer, 2000, p.47). With Marx’s introduction of class battle, the unmistakable stages he examinations, “light up some pivotal periods in current history” (Hook, 1955, p.39). Snare keeps, taking note of how generally utilized these ideas are utilized today, having been adjusted into regular talk. Nonetheless, Hook additionally notes it is a critical jump to expect these classes are constantly associated with a “superseding criticalness comparable to different classes” (Hook, 1955, p.39). It can’t be said that each inconsistency in history was brought about by class battle, nor that each class battle is identified with monetary elements (Hook, 1955, p.39). Taking a gander at recorded injuries, for example, Crusades or “patriot developments, for example, Hitlerism” (Hook, 1955, p.40). a minor level of these horrendous occasions might be financially represented. Decisively, Marx’s energy for destroying disparity is emphatically depicted all through his work. We see Marx’s respect for social equity through his aims to abrogate distance in the public arena, and his longing to “make conditions in which all people could build up their abilities and gifts without limit” (Aarons, 2009, p.100). This basically accomplishes what he decides to demonstrate against Hegelian way of thinking in delivering a hypothesis of progress; drained of deliberation. Refreshingly, Marx’s work fundamentally centers around human instinct seeing man as “a normally creative creature” (Hook, 1955, p.21) put inside a prohibitive entrepreneur setting. Mankind is choked by its social outside, though inside socialism the remittance of self-articulation, access to cognizance and inventiveness (Ritzer, 2000, p.71) permits it to flourish. In spite of this solid diversion for mankind, the counter utopianism of Marx’s work further reinforces his hypothesis as he precluded the creation from claiming “a fanciful state” (Webb, 2000, p.2), establishing his hypothesis in “genuine inclinations” (Webb, 2000, p.8). In this manner, maintaining a strategic distance from the absence of an “authentic association among means and closures” (Webb, 2000, p.8). I acknowledge Marxism as the hypothesis it was planned to be and not just ‘hypothetical practice’ or an ‘idealistic dream’. I trust Marx enough encouraged the move from philosophical optimism to recorded realism on grounds of experimental assessment and reality, giving a hypothesis of which effectively connects with history, and remains progressively important in the present society, as it was during the 1800’s. About Essay Sauce …(download the remainder of the article above)>GET ANSWER Let’s block ads! (Why?)

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