Gace early childhood special education 004 /
Teacher Certification Study guide in Early Childhood Special Education for the state of Georgia.
Saved in:
| Main Author: | |
|---|---|
| Format: | Electronic eBook |
| Language: | English |
| Published: |
Boston, Mass. :
Xamonline Inc.,
©2010.
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| Edition: | 1st ed. |
| Subjects: | |
| Online Access: | CONNECT |
MARC
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| 100 | 1 | |a Wynne, Sharon A. | |
| 245 | 1 | 0 | |a Gace early childhood special education 004 / |c by Sharon Wynne. |
| 250 | |a 1st ed. | ||
| 260 | |a Boston, Mass. : |b Xamonline Inc., |c ©2010. | ||
| 300 | |a 1 online resource (xiv, 352 pages) | ||
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| 505 | 0 | |a Cover13; -- Title Page -- Copyright Page -- Table of Contents -- SUBAREA I. UNDERSTANDING AND ASSESSING STUDENTS WITH DISABILITIES -- OBJECTIVE 1 UNDERSTAND HUMAN DEVELOPMENT -- Skill 1.1 Demonstrating knowledge of typical and atypical human growth and development (e.g., cognitive, linguistic, physical, social, emotional) . -- Skill 1.2 Demonstrating knowledge of the effects of various disabilities on physical, sensory, motor, cognitive, language, social, and emotional development and functioning -- Skill 1.3 Recognizing the similarities and differences between individuals with and without disabilities in regard to growth and development. -- Skill 1.4 Recognizing the roles families and environment play in the development and learning of individuals with and without disabilities -- OBJECTIVE 2 UNDERSTAND THE VARIOUS CHARACTERISTICS AND NEEDS OF STUDENTS WITH DISABILITIES -- Skill 2.1 Demonstrating knowledge of types, prevalence, etiologies, and characteristics of high incidence disabilities -- Skill 2.2 Demonstrating knowledge of causes and effects of common medical conditions and health impairments (e.g., diabetes, asthma, seizures) affecting students with disabilities -- Skill 2.3 Recognizing the educational implications of various types of disabilities (e.g., emotional/behavioral disorders, learning disabilities, physical disabilities, mental retardation) -- Skill 2.4 Recognizing the uses and possible effects of various types of medications (e.g., stimulant, antidepressant, seizure) in relation to students8217; learning, development, and functioning -- OBJECTIVE 3 UNDERSTAND FACTORS AFFECTING THE LEARNING AND DEVELOPMENT OF STUDENTS WITH DISABILITIES -- Skill 3.1 Demonstrating knowledge of the effects (e.g., on education, recreation) of various disabilities on learning and behavior -- Skill 3.2 Recognizing the impact of physical and health-related disabilities on individuals, their families, and society -- Skill 3.3 Demonstrating knowledge of the effects of different learning environments, classroom management strategies, and intervention techniques on students8217; development and learning -- Skill 3.4 Demonstrating knowledge of the effects of cultural, linguistic, and socioeconomic differences on learning and development and strategies for addressing such differences -- Skill 3.5 Recognizing the impact of language development and listening comprehension on students' learning -- Skill 3.6 Recognizing the impact of various disabilities on information-processing skills and on expressive/receptive language skills -- OBJECTIVE 4 UNDERSTAND TYPES AND CHARACTERISTICS OF VARIOUS ASSESSMENTS -- Skill 4.1 Recognizing basic concepts and terminology used in assessment (e.g., reliability, validity, basal, ceiling) -- Skill 4.2 Recognizing the uses and limitations of various formal and informal assessments -- Skill 4.3 Demonstrating knowledge of assessment instruments used to evaluate students with disabilities -- Skill 4.4 Demonstrating knowledge of how to collaborate with classroom teachers, parents/guardians, related service providers, and others to gather background information on students' academic, medical, and family history -- OBJECTIVE 5 UNDERSTAND PROCEDURES FOR CONDUCTING ASSESSMENT ACTIVITIES TO ADDRESS THE INDIVIDUAL NEEDS OF STUDENTS WITH DISABILITIES . -- Skill 5.1 Demonstrating knowledge of screening, prereferral, (e.g., pyramids of intervention, response-to-intervention), referral, and eligibility determination, including early identification of young children who may be at risk for disabilities -- Skill 5.2 Demonstrating knowledge of how to develop, select, adapt, and modify assessment instruments and strategies for students with diverse characteristics and needs (e.g., re. | |
| 520 | |a Teacher Certification Study guide in Early Childhood Special Education for the state of Georgia. | ||
| 588 | 0 | |a Print version record. | |
| 500 | |a EBSCO eBook Academic Comprehensive Collection North America |5 TMurS | ||
| 650 | 0 | |a Early childhood education |x Examinations |v Study guides. | |
| 650 | 0 | |a Early childhood teachers |x Certification |z Georgia. | |
| 650 | 0 | |a Early childhood teachers |z Georgia |x Examinations |v Study guides. | |
| 650 | 0 | |a Educational tests and measurements |z Georgia |v Study guides. | |
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