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SPD 200 Topic 3 DQ 1 and 2

SPD 200 Topic 3 DQ 1 and 2

SPD 200 Topic 3 DQ 1 and 2

Topic 3 DQ 1

Identify and describe one effective strategy to de-escalate acting out behavior within the inclusion classroom. How can you provide positive behavior supports to prevent unwanted behavior and increase desired behaviors in school settings?

Topic 3 DQ 2

Students may argue about fairness and ask why a student with special education needs is treated differently in regards to behavioral discipline, accommodations, etc. How will you, as a teacher, address this issue without divulging confidential information?

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Research and identify five causes of misbehavior or disruptive behavior in the inclusion classroom. For each cause, describe two strategies for addressing and managing the misbehavior or disruptive behavior.  Present your findings in the  Classroom Management Matrix.” Support your findings with a minimum of five scholarly resources.

In addition, compose a 250-500 word reflection exploring the connection between classroom management strategies and collaboration (with both students and colleagues), to minimize disruptive behavior in the inclusion classroom. How can such collaborations help create a safe environment in which the students can engage in meaningful learning and social interactions? Include your reflection on the “Classroom Management Matrix.”

Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for

You are required to submit this assignment to Turnitin.

T3- Classroom Management Matrix Template.docx

Imagine you have a student with autism in your class. He is struggling with working in a group, getting along with other students, and interacting at age-appropriate levels within the group. You regularly use group work for assignments, often daily. You find that your student with autism has meltdowns during each and every group work session. Sometimes he even has these meltdowns before you put students in groups, as he anticipates the overstimulation before it even occurs. Other students have expressed concerns and have asked to not work with him and not be in his group. When meltdowns occur, they affect the entire classroom for several minutes. The outbursts range from mild to moderate, from tantrums to crying or shutting down.

In an essay of 500-750 words, explain:

  1. How you would intervene and de-escalate the student with autism.
  2. How you would intervene and debrief the other students in the class after a meltdown.
  3. Proactive ways to prevent outbursts in the future.
  4. How you would collaborate with a co-teacher to seek a solution for the situation.
  5. What support you and your co-teacher might need to engage and support all students.
  6. Ethical and legal concerns with sharing information with the class and other professionals.

Support your findings with a minimum of two scholarly resources.

Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.

This assignment uses a rubric. 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 Turnitin.

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