Category Archives: Education

Family To Family Network


Family to Family Network

The stated mission of the Family to Family Network is to “help families of children with disabilities by providing information, training, referral, and support.” The organization’s website gives access to lists of helpful tools and resources as well as links to local, regional, and state-wide support programs. Track group events with the online calendar and stay on top of new developments by signing up for the Family to Family E-Digest and quarterly newsletter.

Texas Project First

Texas Project First was developed to help parents of children with special needs find the information, services, and resources they need to educate themselves and manage day to day life. Visit the group’s website to find resources sorted and organized by age and subject. All information on the site is available in both English and Spanish.

Get the support you need by connecting to these organizations. They’ll help you become a better advocate for your child while introducing you to other parents and professionals in the field of special education.

Special Education


Final Project Template

   Comments Points

  Cover sheet format: Center Text Vertically and Horizontally,

1. Title of the notebook Career and Technical

Education Foundation Resource

2. Title and course number – CTE 532,

Understanding the identification, assessment, counseling, and planning process for special needs populations in career and technical education.

3. Date submitted Project Due Date

4. Instructors name Vaughn E. Croft, Ed.D.

Northern Arizona University

5. Your name


   2. Introduction

3. Table of Contents

4. Mission of the Institution

5. Mission of the Special Education/Services for special needs populations Department

           6. Individual Education Plan (IEP) process explain, the steps for you the teacher, and insert parts of an IEP form. Note this can be a large document in its entirety, so just include the first 2 or 3 pages. See #10 below, this example in #6 may not be the same as #10.

          7. Institutions must comply with CTE Federal, State, and local funding requirements to serve the needs of Special Population students. Using the Institution for this final project, explain the steps they require for you the teacher to best serve those students in a CTE program. d4dd8103217e11450ecd01e

       8. Copies of federal and state language that requires providing education and services to CTE Special Education/Needs students.

          9. Copies of information/resourceful information on how to best instruct Special Education/Needs students (IEP students), for each definition/classification, using those in the American Disabilities Act (ADA). Sample+Lessons+and+Activities

       10. Using an IEP template and examples of Goals and Objectives, write an IEP for one student. This is just the teacher/instructor section.


  11. Section 504 of the Rehabilitation Act of 1973, was amended, 29 U.S.C. 794 (Section 504). What are the changes and how does Section 504 affect a classroom teacher, including a CTE teacher?

About IDEA

        12. Based on Section 504 of the Rehabilitation Act, give 3 examples of technical skills in a programs curriculum that a CTE teacher would have to modify.

        13. Using the IEP from #11, write one-lesson plan that can include 3 of the populations listed in the ADA.

  14. Develop a grading scale for the IEP student in #11 and explain each part of the scale how it might be different when compared to non-IEP students.

         15. Interview: Special Education teacher/Certified Support Personnel for Special Population students, 10 questions – use the following 5 and write 5 additional questions

1. Is a students classifications identified on the student cumulative information folder/high school diploma?

2. Is there a difference between the GPA for a special education student and a regular student and does this affect class ranking.

3. How effective is this school system in identifying students with less severe learning disabilities who need special services to succeed in school?

4. To what extent are juvenile special education students protected under the law from arrest/prosecution for illegal offenses on the school campus.

5. What information and services are available for teachers on teaching methods and learning styles


   17. Appendix

for mainstreamed special education students?

  16. A summary page that explains your feelings and opinions on how well you feel you are prepared to instruct classes in your subject area with Special Education/Needs and IEP CTE STUDENT students enrolled in your classes.


Lesson Plan


please create a lesson plan related to the unit of history of education in middle east 

lesson plan 1  history of education in Saudi Arabia

lesson 2 history of education in Egypt

lesson 3 history of education in Jordan

follow the templet

UDL Modules And Reflection

Access and do Modules and write 300-500 word reflection


1.  Login to Learning Designed.

2. Click here: .

3. Choose the “Interactive” tab and then click on the “Start Interactive Content” button to launch the mini-course.

4. Enter the mini-course and choose the “Go To Learning” green tile to proceed to the submodules.

5. Access all five submodules by clicking on each of the five tiles and going through the contents.

6.  Go to the Pre-Assessment tile and do the Pre-Assessment.

Write 300-500 Having gone through the UDL Associate – Level 1 learning, what stood out to you?  Possible prompts to get started: Did you learn something about UDL you didn’t know before?  Are there any practices you will change or emphasize more after the learning?

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Part 1: Assessment

In the previous field experience, you designed and implemented a lesson that provided additional learning support to the selected group of students. In the final piece of the assessment process, you will conduct a final assessment for the group of students. Your assessment should be designed to determine mastery of identified standards. Prior to completing the assessment, review the pre-assessment to determine appropriate concepts are measured in the final assessment. Once your assessment is complete, ask your mentor teacher to review it for approval.

Administer the assessment to the group of students. You can provide multiple assessment methods (oral, written, technology driven, etc.), and differentiate assessment based on the needs of the group of students.

Part 2: Provide Feedback

Individually, meet with each student to review his or her assessment results. During each conference, ask the following questions to engage each student:

  • How do you feel about the material?
  • What was challenging?
  • What was easy?

During this time, begin with a positive strength of each student. Provide effective, descriptive feedback by identifying instructional goals for the student to continue working on. End on a positive note that shows compassion, justice, and concern.

Part 3: Reflection

In 250-500 words, reflect on the overall field experiences of pre-assessing, implementing instruction, assessment, and feedback. What gaps did you notice in the process? How can this be done on the whole classroom level? Explain how you will use your findings in your future classroom.

Support your reflection with 3-5 scholarly resources.

REL- Assign. 3


Choose just one of the two options below to complete this assignment.

Option A

Identify any historical purpose(s) behind the writing of Luke’s Gospel, Acts of the Apostles, and John’s Gospel. Include a reference to any historical factor mentioned in the recommended sources that may have triggered the writing of Luke’s Gospel, Acts of the Apostles, and John’s Gospel as well as references to statements within those three. Class lesson material can be used in addition to the recommended sources. Include at least one historical factor and at least one reference to each Gospel studied. Restrict your resources to those below as well as any information within the course modules. Be sure to distinguish between paraphrase and direct quotes. Type a 350-750 word paper using MLA formatting. Submit the completed assignment to the appropriate Assignment box by no later than Sunday 11:59 PM EST/EDT.

Resources for this paper:

See the ebook via SLU library: by Stanton (2002), pp. 116-118.

See the link:

See the ebook via SLU library: by Carroll and Balentine (2014), Chapter “Luke-Acts.”

See the ebook via SLU library: by Carroll (2012), pp.398-404


Won-Ha Hwang & JG vander Watt.   HTS: Theological Studies, v63 n2 (June2007): 683-698.

Option B

Explain how and why Luke may have edited Mark’s Gospel. Use the following two sets of passages to support your claim.

According to course materials (Bible, textbook, digital materials linked below, etc.):

1. How and why would Luke have edited Mark 14:3-9 contrasted with Luke 7:36-50?

2. How and why would Luke have edited Mark 3:31-35 contrasted with Luke 8:19-21?

Be sure to distinguish between paraphrase and direct quotes. Type a 350-750 word paper using MLA formatting. Submit the completed assignment to the appropriate Assignment box by no later than Sunday 11:59 PM EST/EDT.

Resources for this paper:

See the ebook via SLU library:  by Barton and Muddiman (2010), pp. 153-154.

See the ebook via SLU library:  by Barton and Muddiman (2010), p. 257.

Grading Rubric
  • Accurate use of English including careful documentation (including ability to paraphrase and use quotations) and good organizational plan. 40 pts
  • Adequate research. 20 pts
  • Accurate and complete reflection of material read for assignment. 40 pt



In planning and instructing math content, it is important to be able to create a cohesive unit that encompasses multiple areas in math, as well as other content areas, including literacy.

Part 1: Unit Plan

For this benchmark, you will choose one of the three lesson plans you created in this course to build a weeklong unit plan. Use the Math Unit Plan to prepare your weeklong math unit plan. Utilize any feedback from your instructor modify and adjust instruction to meet the diverse needs of students.

For the unit plan, include the following components: lesson title, math standards, learning objectives, instructional strategies, summary of instruction, differentiation, materials, resources, and technology, and formative and summative assessments.

As you are creating your unit plan, focus on integrating the following elements:

  • Major math concepts including number and operations, algebra, geometry, measurement, data analysis, problem solving, reason, communication, connections, and representation. 
  • A variety of teaching strategies, media, resources, and technology that encourage development in critical thinking and problem solving across content areas, with a focus on literacy.
  • Effective verbal, nonverbal, and media communication techniques to create opportunities for active inquiry, collaboration, and supportive interaction.
  • Differentiate instruction based on the diverse needs of students in the Class Profile.

Part 2: Rationale

In 250-500 words, provide a rationale that explains your reasoning behind your chosen instructional strategies. How do the formative assessments provide opportunities to modify instruction that promotes continuous intellectual, social, emotional, and physical development? Explain the value of utilizing knowledge from professionals in other content areas to enhance instruction and learning experiences for students.

Support your findings with a minimum of three scholarly resources.

Assignment Due Tomorrow Before 11:59 Pm

Student Discipline and Due Process 

Review the school board policy and student handbook of your local public school site or district for information regarding their policies on short- and long-term suspensions of students. You may also obtain this information by interviewing an administrator at your chosen site.

Based on the information that you gather, write a 500-750-word essay summarizing:

  • The due process requirements prior to a short-term and a long-term suspension of a student at your local site or district.
  • Are the due process procedures for a short-term and a long-term suspension of a student the same or different?
  • Are these requirements consistent with Goss v. Lopez? Support your position with examples from case law, the U.S. Constitution, or other readings.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite.



a Work Product that is divided in to two parts. In Part I, you will describe the NAEYC Early Childhood Program Standards and Accreditation Criteria (Document #3) and NAEYC Engaging Diverse Families Project Program Self-Assessment Checklist (Document #4), and explain how these tools can be used in assessment, and in the case of the Accreditation Criteria, to support program quality.

In order to complete Part II, in which you evaluate an early childhood program, you will need to arrange a visit to a NAEYC-accredited program and interview the director. The Walden University Letter (Document #1) is a letter you can provide to the director explaining the purpose of your visit. You can find a list of accredited programs in your community .

Explain that you are learning about program standards and practices supporting families and how to evaluate early childhood programs. Share the NAEYC Early Childhood Program Standards and Accreditation Criteria Overview (Document #2), the NAEYC Engaging Diverse Families Project Program Self-Assessment Checklist, (Document #4), and explain that you will be looking for evidence of Standard 7 and two additional standards you choose. Ask the director to meet with you to review the documents and to explain why s/he believes the accreditation process helps to ensure quality in early childhood settings. Obtain permission to spend a day at the school, visiting in classrooms and observing children and teachers in action. Explain that you will not identify the program or any personnel or children by name, nor will you take any pictures. As you conduct your observations, take notes about what you observe and mark your findings on the NAEYC Early Childhood Program Standards and Accreditation Criteria (Document #3) and the NAEYCs Engaging Diverse Families Self-Assessment Checklist (Document #4).

Remember, early childhood programs are not evaluated based on a single visit. You will not be able to observe evidence of all criteria during your observation. The goal of this assessment is to provide you with practice in identifying evidence related to program quality. Please keep this in mind as you conduct your observation and complete this Assessment.

Structure Of Georgia Government

Hide Folder InformationInstructions

Based on your readings this week, please provide a brief (250 word) overview of the Georgia General Assembly and review one piece of legislation currently in front of the assembly. Current legislation can be found at  ,