300 words<\/p>\n
Discussion Post #6<\/p>\n
Respond to the following questions. Please remember to post twice (to original question AND on another student’s post).<\/p>\n
Remember to use information learned during this module when posting and responding. Reference your source(s) throughout your post and include the full reference in APA 7 at the bottom of your post.<\/p>\n
Review the U.S. Department of Education English Learner Tool Kit for State and Local Education Agencies (SEAs & LEAs) (Links to an external site.), Chapter 6, Tools and Resources for Addressing English Learners with Disabilities (pages 85-103). Please focus on Tool #5 Selecting Appropriate Accommodations for Students with Disabilities (pg. 96). Identify 1 Do’s and 1 Dont’s when selecting accommodations and elaborate how you will handle at an IEP meeting. Remember as a General Education Teacher, you are a required member of an IEP team meeting and a valuable source and advocate for your student.<\/p>\n
——–<\/p>\n
300-word limit<\/p>\n
#6 Discussion Post<\/p>\n
Answer the following questions honestly. Remember to reply to both the original question and another student’s post.<\/p>\n
When posting and responding, keep in mind what you learned in this module. Your source(s) should be cited throughout your post, and the full APA 7 reference should be included at the end.<\/p>\n
Review Chapter 6, Tools and Resources for Addressing English Learners with Disabilities, in the U.S. Department of Education English Learner Tool Kit for State and Local Education Agencies (SEAs & LEAs) (Links to an external site). (pages 85-103). Please concentrate on Tool #5: Choosing Appropriate Accommodations for Disabled Students (pg. 96). When choosing accommodations, make a list of one do and one don’ts, and explain how you’ll handle them at an IEP meeting. Remember<\/p>\n","protected":false},"excerpt":{"rendered":"
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