Course Syllabus COUN 521 Individual Appraisal Course Description A survey of the appraisal methods in counseling‚ marriage and family therapy‚ and education is given. Basic psychometric properties of these are also examined along with issues related to the use and interpretation of tests. Emphasis is on the use of tests by counselors‚ marriage & family therapists‚ and educators. Rationale The purpose of this course is to help counselors become aware of psychometric theories and the
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Course Syllabus ------------------------------------------------- COUN 521 Individual Appraisal Course Description A survey of the appraisal methods in counseling‚ marriage and family therapy‚ and education is given. Basic psychometric properties of these are also examined along with issues related to the use and interpretation of tests. Emphasis is on the use of tests by counselors‚ marriage & family therapists‚ and educators. Rationale The purpose of this course is to help
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Using the list of Legally Mandated Components of the IEP on p. 169 of Making Connections‚ evaluate Jill’s IEP. Answer the following questions: What IEP components can you identify and list? 1. Present levels of performance: The present levels of performance are located on page 2 of the IEP. Each individual that worked with Jill including the medical doctor‚ the resource teacher‚ the physical therapist‚ the occupational therapist‚ and the adaptive physical educator had a specific paragraph within
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Individual Education Plan Jefferson County School District Parent Signature of Approval:__________________________________ Date:_________ NAME: Victoria Runion GRADE: 9 SCHOOL: Jefferson High School AGE: 14 ADPE TEACHER: John Lowery PROJECTED STARTING DATE: January 31‚ 2013 INSTRUCTIONAL PE ARRANGEMENT: Victoria attends 4 physical education classes a week. Three of the four classes are held at Jefferson High School‚ and one class is in the Shepherd University Wellness Center. Victoria is
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Outdoor Education Review 1. Outdoor Education Theories (Maslow‚ Inverted U‚ Weiner‚ Reversal‚ Priest’s Model) 2. Developmental issues for grades 6-12 (cognitive‚ physical‚ growth‚ and social) Obesity in Adolescence 80% of obese preadolescents grow into obese adults 96% of obese teenagers become obese adults MS Psychomotor: Rapid & uneven growth Range of motor ability levels increases Range of skill level increasingly apparent Center of gravity changes Students learning
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EDUCATIONAL SYSTEM OF UK (ENGLAND) BRIEF INTRO: England is a country that is part of the UK. Education in the UK is a devolved matter with each of the countries having separate systems under separate governments in which the UK government is responsible for England. Basically‚ there are two systems: one covering England‚ Wales and Northern Ireland and one covering Scotland. The two education systems have different emphases. Traditionally the English‚ Welsh‚ and Northern Irish system has emphasized
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To meet the IEP goals of Steven the collaborative group that is needed to have daily communication would be Steve’s Self-contain classroom teacher‚ Inclusion classroom teacher‚ one to one paraprofessional and his occupational therapist. Each of the above professional will be responsible for keeping an individual daily check list on Steven’s academic physical and social progress. The team will meet on Wednesday s and Fridays bi-weekly to evaluate the progress of Steven. During these twice a week meeting
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Mock IEP By: Ed Bell‚ Jason Freitas‚ Doel Lugo‚ Stephanie Pearson‚ and Erica Priscella University of Phoenix SPE 514: Survey of Special Populations Sharina Prince December 15‚ 2012 Mock IEP Team Meeting In this mock IEP meeting‚ we examine John Grohman from Kelsey Elementary School. John is a 2nd grade student who has Asperger’s Syndrome. He is a student who has extreme behavioral problems. John’s parents are extremely concerned about his behavior at home and at school. In this mock IEP‚ we
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IEP Report on Student EDU574 IAT Paper Melissa Amrein Summer‚ 2013 Child Background Amy Smith is a seven year old‚ Caucasian girl who attends Amity Elementary. She was born on June 10‚ 2006 in Cincinnati‚ Ohio. Amy lives with her mother and younger brother. Her father has not seen her since shortly after her birth‚ and has no role in her upbringing. Amy has been diagnosed with Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS)‚ which is an autism spectrum disorder
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Rationale Laura’s IEP team constructed four following goals and objectives: 1) Communication: During small groups and meal times‚ Laura will use 1-2 word utterances‚ spoken and/or signed for a variety of intents (i.e. to request‚ deny‚ label‚ comment‚ state wants/needs‚ and share past experiences) with peers/adults in the classroom. 2) Communication: During small group and learning center times‚ Laura will increase overall intelligibility with peers/adults by producing age-appropriate speech sounds
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