The cognitive and educational evaluation is a main data source for MET teams to determine eligibility and placement for special education services. All team members must make decisions and advocate for educational instruction, strategies, and placement based on evaluation report results. Collaboration with parents about sharing evaluation results and seeking consent for special education services is also a required professional and legal element. Teachers should gain valuable skills and knowledge regarding analysis, decision-making, and sharing results that pertain to cognitive and educational evaluations.
Part 1: Formal and Informal Assessment
Read the “Analyzing Cognitive and Educational Evaluation Report” provided for student Adam Gallery. Based on the report, create a table with a column for each formal and informal assessment. Complete the table with the following information, labeling each column and row:
In the first row, clearly identify each assessment.
In the second row, describe how each assessment is technically sound and minimizes rater bias
In the next row, provide a summary of Adam’s results on each assessment that will help guide appropriate educational decisions. (Do not simply cut and paste the findings.)
In the last row, explain why the selected assessment tool is appropriate for diagnosing Adam’s strengths and needs.
Beneath the table, in a 500-750 word analysis, advocate for the appropriate educational decisions for this student based on the assessment results. The analysis should include:
Recommendations for any needed classroom accommodations or modifications, and placement for specific content areas.
Appropriate accommodations for Adam’s assessments or testing conditions, including the use of technology for these accommodations.
Reflection on the role of special education teachers as advocates for students to help students realize and develop their unique talents and skills.
Part 2: Parent Script
Using the “Analyzing Cognitive and Educational Evaluation Report,” compose a 250-500 word scriipt seeking consent for special education services from Adam’s parents. Your scriipt should include a hypothetical conversation (e.g., provide the actual verbiage/wording that would be exchanged) with the parents where results of the MET report are appropriately relayed and specific wording seeking consent for services is included.
Support your findings by citing the “Analyzing Cognitive and Educational Evaluation Report” where appropriate.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion
Module 08 Homework Assignment Use the information presented in the module folder
Module 08 Homework Assignment
Use the information presented in the module folder along with your readings from the textbook to answer the following questions.
What are the different portals of entry for a pathogen to enter the body?
Define the following disease categories:
Describe the difference between innate immunity and adaptive immunity. Which type of immunity is specific and typically longer lasting?
Differentiate between active and passive types of immunity. Which type of immunity is long lasting and which is short lasting?
Discuss the five (5) different classes of vaccines used in active immunity.
Define and differentiate between hypersensitivity reactions and autoimmune disease. Gives an example of hypersensitivity reaction and an example of an autoimmune disease:
Please I need question plagiarism free. Our textbook offers excellent examples of
Assessment Descriiption The cognitive and educational evaluation is a main data source for MET teams to determine eligibility and Essay Writing Assignment Help Please I need question plagiarism free.
Our textbook offers excellent examples of real time ethical dilemmas. Use Case 2 beginning on page 42 of our textbook for the content of this DT. And, use questions 4 and 5 on page 47 (at the end of the case) for discussion. For your convenience the questions are: “4. Who is ethically responsible for the rise and continuance of cyberbullying?”, and, “5. Should social-networking sites be censored in an effort to stop cyberbullying?” to guide your discussion post and your replies to your groupmates.
I need some replies also please add the replies separated
Recall that you are to post by Wednesday evening and then reply to at least five of the postings of your groupmates.
Part 1 Our Weiss textbook in Chapter 2 offers a brief summary
Our Weiss textbook in Chapter 2 offers a brief summary of Kohlberg’s three levels (six stages) of moral development. You may recollect these from your undergraduate psychology courses. The central point for business is that Kohlberg’s work offers a way to observe behavior (level of moral maturity) in our world of business transactions. Recall that developmental theorists equate growth to stages in life and that this movement is not prescribed (having a set timeline) but that movement from one stage to another is sequential (one must travel through stage A to reach stage B and so on). According to Kohlberg, few of us reach Level 3, Stage 6 (acting right according to universal principles of justice and rights). Was Kohlberg right? That is, do you agree with his stages of moral development? And, if few of us can (will) reach Level 3, Stage 6, why is this so? Dr. Lovett
Remember that there are is no right answer a DT. This is your opportunity to contribute to the collective knowledge of the class, just as you would if we were in a classroom. Your thoughts matter. Also recall that to see and respond to the posts of your classmates, you will have to first post your response.
I need atleast 5 Respond also just some randomly
Remember to post by Wednesday evening and reply to five groupmates postings by Sunday evening.
DT: Proposed research topic/rough outline – EMB612-I03 Fall 2022 4 From EMB-612-I03
DT: Proposed research topic/rough outline – EMB612-I03 Fall 2022 4
Use this discussion forum to post your proposed research topic and rough outline and to get and give feedback to and from your classmates and me and Britton. Remember that this is a proposed research topic; you may change your mind later but I want you to begin parsing options and sketching out your research. Ask yourself: 1. What question do I seek to address with my research? And, 2. How will my work contribute to the conversation? Remember that this is a research project. You do not want to submit an op/ed piece or a mere review of literature.
When you read the proposed topics and rough outlines, be candid in your feedback; something more useful than “good topic”, “I look forward to reading your paper”, or whatever. Help your classmates avoid pitfalls that you see in their selection of a topic, gaps in their rough outlines, etc. Considered, frank comments are an obligation that we each have to the members of your EMB 612 group.
This discussion forum is set so that you can attach your topic and outline. Naturally, posting your proposed topic and draft outline early tends to generate more and better feedback than waiting until late in the week.
not want to submit an op/ed piece or a mere review of literature
N3352 Family Interview Plan Assignment Module 1: Family Interview Plan Name: Date:
N3352 Family Interview Plan
Assignment Module 1: Family Interview Plan
Overview: Family Interview Plan
The major assignment for this course is an interview of a Family and an assessment of Family characteristics which is due in Module 5/Week 5. You must schedule an interview to perform a family assessment during Module 1/Week 1. This interview will gather information for all of the weekly assignments. This family cannot be yours.
You may use any resources from week two through five. The Friedman Family Assessment Short Form will be very helpful to create your interview. Please schedule an interview to perform a family assessment during Module 1/Week 1. It is strongly recommended that you conduct this interview by Module 2/week 2. This does not need to be face to face.
Complete this assignment to describe which family you plan to interview and reflect on the interview by answering the questions below. Post the date you have scheduled the interview with the family.
Explain how nurses begin family assessment from the moment of contact.
Compare and contrast characteristics of families.
Apply trends, issues, theories, and evidence as guidelines for family assessment.
Family Interview Plan
In the space below, document the date of your scheduled interview to performed a Family Assessment.
First, schedule an interview with the chosen family (This cannot be your family. Use any resources from Weeks 2 to 5 to help you)
Record the date and time of the scheduled interview
In two to three sentences answer the following questions:
Explain the types of things you will look for in the family.
Provide a detailed plan with three areas of family assessment you will perform.
What resources do you plan to use to complete the Family Assessment?
What will be your greatest challenge in performing this interview?
NOTE: All assignments must be submitted on time. Assignments submitted after the deadline will be accepted up to 48 hours with 5 late points off per day. Assignments will receive a grade of zero after 48 hours.
Use this rubric to guide your work on the Module 1 Family Interview Plan.
Family Interview Plan
(max 75 points)
Schedule and prepare an interview with a family who is not your relative.
The date of your scheduled interview listed
(25 – 24 points)
Schedule an interview with a family who is not your relative.
The date of your scheduled interview is vague or too general
No interview scheduled.
No date of your scheduled interview listed
Detailed plan with at least three areas of family assessment to be performed
(50- 49 points)
Outline of plan using two areas family assessment to discuss
(48– 10 points)
General family using one or zero areas of family assessment to discuss
(0 – 9 points)
(max 25 points)
Described resources used and what was the greatest challenge.
Resources and greatest learning information partial or insufficient
Minimal or missing information
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