WEEK 4 SPECIAL EDUCATION

This assignment has two parts. Both parts will be compiled and submitted in one document.
Part I:
Based on an analysis of students with emotional, behavioral, and communication disorders, briefly indicate your understanding of the following:

The definition of: 

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emotional disorders
communication disorders

The prevalence of: 

emotional disorders
communication disorders

Potential causes of: 

emotional disorders
communication disorders

Characteristics of students with: 

emotional disorders
communication disorders

IDEA identification requirements of students with: 

emotional disorders
communication disorders

Best-practice instructional strategies for students with: 

emotional disorders
communication disorders

Part II:

As an education professional, develop a description of a student with an emotional and behavioral disorder, then describe what this student might experience instructionally during a typical school day, involving both special education and inclusionary placement. Describe what types of additional educational supports this student may need during and after the school day.
As an education professional, develop a description of a student with a communication disorder, then describe what this student might experience instructionally during a typical school day, involving both special education and inclusionary placement. Describe what types of additional educational supports this student may need during and after the school day.
 

Length: 5-7 pages, not including title and reference pages.
References: Minimum of 5 scholarly resources.
Your paper should demonstrate thoughtful consideration of the ideas and concepts presented by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards. Review APA Form and Style.
Be sure to adhere to Northcentral University’s Academic Integrity Policy. Review NCU’s Academic Integrity Tutorial, to refresh your knowledge of how to achieve academic integrity.

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