Graduate Education Assistance

**Please answer each questions using 150 words. Must use citation and must be APA formatted.

**This is due within 12 hours!**

My state is Florida, USA

1.Demographics and needs vary from state to state and district to district. Research the trends and prevalence of disability categories being served in your state and describe them to the class. Explain where you located this information and discuss what you can conclude about the needs of students in your state based upon this information. Explain how knowing this type of information can help you plan instruction to maximize the learning of all students. In replies to peers, discuss trends, or lack of trends, in the types of disability prevalence and explain why you think these similarities/differences occur from state to state.

2. Each state department of education provides resources intended for parent training and information. These organizations provide advocacy services and community resources and supports. The contact information for these centers are located in a document, Procedural Safeguards, given to parents/guardians annually, and when there is a critical change in services or placement.

Locate the parent training and information resource center in your state and review the site. Provide the link to your state’s parent information and training center and describe at least three different services this organization provides. Include discussion of how this tool can be used to support families and individuals with disabilities in your future special education settings. In replies to peers, discuss additional ways these resources could be utilized by teachers and families.

3. Why do you think it is so important we inform the parents of their rights when they have a child receiving special education services?

Please add a response to questions 4-5 in 150 words

4. Allecia Kruser Wrote: The Wisconsin Department of Education website offers an “IDEA Child Count” annually. The most recent numbers are from the 2016-2017 school year, and can be viewed all the way back to the 2012-2013 school year. The interactive chart breaks down disabilities into 12 categories: Autism, Deaf-Blind, Emotional Behavioral Disability, Hearing Impairment, Intellectual Disability, Specific Learning Disability, Other Health Impairment, Orthopedic Impairment, Significant Development Delay, Speech or Language Impairment, Traumatic Brain Injury, and Visual Impairment. Each disability is then further broken down into age groups: 3-5, 6-11, 12-17, 18-21, and then the entire 3-21 population (IDEA Child Count 2016-2017). Looking at the entire population of children from ages 3-21, Specific Learning Disabilities and Speech or Language Impairments have the highest numbers. Looking at these numbers, I can understand which disabilities are likely to be present in my classroom and better plan to support these students. Additionally, I can see which disabilities are continuing to be diagnosed in the secondary years to watch for potential indicators in students.

Looking at the data, some disability categories start out with low numbers in the early years and show an increase in reported numbers in the older age groups, such as for OHI and SLD. Conversely, some disability categories show high numbers of reporting in the younger age categories and decreasing reported numbers in the older categories, such as SDD and SL.

5. Krystin Huber Wrote : I did research for North Carolina. When looking I googled key terms then found several sites that I had already known about along with some new ones that I’m glad I found. One on the sites it gave a breakdown of each disability category for within the state. I enjoyed reading and seeing what categories surround me. “North Carolina recognizes fourteen specific disability categories that qualify a child for Special Education services. In North Carolina we refer to these services as Exceptional Children services (EC).” (Exceptional Children / Disability Categories, n.d.). Along with reading this information I decided to look further into my district which is Rowan- Salisbury School District. Although some of the information was a bit more vague, I did find a section that was very interesting to me and I had never seen before even though I had EC students. It talked about the different “settings” and what each one means and the time frame for the student in terms of being pulled from class and receiving help. For example “Resource Setting - Students with disabilities who spend 40% -79% of the day with non-disabled peers” (Exceptional Children - Rowan-Salisbury Schools, 2020) I think this is important as well as knowing what each students plan consists of because it allows the teacher to plan work for those students as well as for other students. Although this sounds horrible a teacher knowing when students are being pulled, for what they are being pulled for, as well as the disability can help teachers plan lessons within the class that reaches to that particular student but then possibly to the other students in a different way when the child is out of the room. Take for instance a teacher wants to use task cards for an assignment. Well if they have a student with a vision impairment, they would need to make the task cards either really big for all the cards or a different set for that student. What if the teacher has a student with Cerebral Palsy in their class this may be an activity that is a bit harder for this student as it involves them to move around the room and write a lot? Well a teacher can think of ways to include and modify this assignment for both students. To make them feel not excluded the teacher can have the other students do the regular task but continue the activity while those students are out of the room while allowing the students with the disabilities access and time to do activity with their modifications and possibly together. Knowing each student is also important to know what is too much for a student and what tools may be too can be used to help throughout the day. If a student who is ADHD and on grade level may need a different tool than a student who has behavioral issues and is two grade levels behind.