Responses for week 4

Post replies to at least two peers before the close date of this discussion. In your replies, consider asking questions of peers about their responses to encourage further conversation. . Respond as if they were parents of a student where you were the special education teacher transition team member. Read the questions that have been asked and answered; taking on the special educator team member role was the answer clearly written for a parent? Add to each answer, keeping a focus on IDEA, providing a more detailed response with additional helpful parent resources. Be sure to explain why you have chosen those particular resources and how parents will find them helpful. Again, though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you (including the instructor) before the last day of the discussion; this will further the conversation while also giving you opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic.

This what the teacher wrote to

Dear Eliie2121,

Apparently you have a challenge with your composition skills. You have good ideas but you are having trouble expressing them.  I would suggest that you go to the Writing Center and get some assistance.  I am not an English instructor but there are so many errors in your writing that it is my feeling that you need this writing assistance.  Even in this email to me there are numerous errors of grammar.  I am going to write your question over correctly so that you can see the errors. Please look carefully at the punctuation I have added and the changes. So, in answer to your initial question here, you need to write better and be aware of what you are writing (as I pointed out in my post response to you).

So, if I am reading your response to my discussion question, is it not what you wanted me to write or is it that I see things differently on the questions? Please let me know one way or another so that I can make corrections on it.

On your paper there were missing commas, incorrect capitalization, missing words, plurals needed, etc.  Hopefully, you can see that some assistance is needed. I am here to assist you and this is the best advice I can give you so that you can be successful in graduate school and in your teaching career.

Dr. Todd

The first response is to the teacher and the other 2 is students from the class. I need you to read what the top post  above and 25 words or more please.

Instructor Todd

I have a correction to make on your post. It is in regard to this sentence: The main participants in the meeting are the parents, children, and the school. Children are not present at these meetings unless it is the child with the disability. The school is not present at these meetings either. By the use of this word, you are probably not referring to the physical school or building but are thinking about school personnel. However, only a few personnel are basic members of the team..  According to the law of IDEA here is what the law states about who should attend:parents, a special education teacher, a regular teacher, a representative of the local educational agency, a person like a school psychologist who can interpret the instructional implications of evaluation results, “other members who have knowledge of special expertise regarding the child, including related services personnel” (speech and language clinician, social worker, OT, etc.) ,and  the child when appropriate According to IDEA 2004, Section 1414(d)(1)(B), the IEP team includes: (i) the parents of a child with a disability; (ii) not less than 1 regular education teacher of such child (if the child is, or may be, participating in the regular education environment; (iii) not less than 1 special education teacher, or where appropriate, not less than 1 special education provider of such child;(iv) a representative of the local educational agency . . . (v) an individual who can interpret the instructional implications of evaluation results . . . (vi) at the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and (vii) whenever appropriate, the child with a disability.” – See more at: http://www.wrightslaw.com/idea/art/iep.team.members.htm#sthash.OFDbwGwW.dpuf

Retrieved from http://www.wrightslaw.com/idea/art/iep.team.

Dr. Todd

Charlene Stubbs

My son received an IEP ever since he was in 3^rd grade all the way until he graduated from high school. Right before he graduated I attended his transition meeting which consist of his father, his special education teacher, the counselor of the school he graduated from and the psychologist and social worker of the college he was attending, the principal, and myself.

Questions

1.       My first question I had was for the current counselor was; did you’ll consider what his interest was and provide him with options of schools that would help meet his future goals? The reason for this question is because my son has a learning disability but he loves anything dealing with the law; not to mention he is a very debatable person. So I wanted to make sure that the school he was going to offered law classes that he would be able to major in.

2.       My second question was for the future counselor was; were you aware of his interest and what his goals were for his future? The reason for these questions was that if she was aware of this she would have known where to place him or provided options to him to help him get into his major.

3.       My third question was for the special education teacher was do you think that a community college would be best for him because of the small setting verse a university that have a large environment? The reason for this question was because if she kept stating that he is shy and works well alone than with a large amount of people. I couldn’t understand why she stated this because he comes from a large family he always act as the boss of everyone.

Answers

1.       The answer was they were aware of his interest however, that is why they provided him with the list of three schools that were in the vicinity of Illinois and Indiana because my son wanted to stay close until he graduates from college. Then he will consider leaving the state to pursue his law degree to become a judge. Gatepath, (2015) mentioned that a student-centered approach means finding out the student’s interests, their hobbies, and their skills and how they spend their time,” explains transition specialist Eli Poblitz. “It’s asking the student what they want to do. Sometimes they have no idea and we have to give them an idea how the world connects to them.”

2.       The answer was yes she is aware of his interest and that we have a plan to help him through his process of meeting his goals of graduating and to enter in the law school of his choice. We plan on pushing him we also will be focusing on his strengths and abilities. We will make sure of here are any barriers we will be ready to offer potential solutions for him. We will work with him so he will be ready and successful in college. According to Torpey, E. (2015) “Start exploring what you want to do when you’re a freshman. Most people need some preparation before they’re ready for the workforce, and planning should begin long before it’s time to start a career. This could include attending a college or university to earn a certificate or a degree. Knowing what type of career preparation, you need begins with thinking about what type of career you want.

3.       The answer to this was that he would be best in a small setting community college because that is what he is used to because of the school he is coming from. It had two buildings and the one he was in is a small setting. My response to this was why not think outside of the box and have him get used to a large setting because when he enters the real world the setting is very huge. Kravets, M., MA, and Wax, I.F., MS (2003) stated that larger universities have disability services programs to serve students with disabilities however; the campus may have limited staff to work with the students. This leaves the student to seek the help they need and they will have to advocate for themselves. There is far less personal attention at a large university than at a small school and they will have to become very independent.

My son just graduated from college with a degree in Criminal Justice and is in the process of taking his placement test to get in to law school.

Gatepath (2015) The High School Years: IEP Meeting Planning. Retrieved from http://www.abilitypath.org/areas-of-development/transition-to-adulthood/life-after-high-school/articles/iep-meeting-planning-high-school-years.html?referrer=https://www.google.com/

Kravets, M., MA and Wax, I.F., MS (2003) Guide to Colleges for Students with Learning Disabilities or Attention Deficit Disorder. p.9 https://books.google.com/books?id=3_tgzBWCqwYC&pg=PA9&lpg=PA9&dq=learning+disability+student+small+setting+or+large+setting+in+college&source=bl&ots=Xlzfu2kKZ-&sig=tmDeAuzQaUU5Zv7UwqclRzQl9J8&hl=en&sa=X&ved=0ahUKEwjNq-32n-nNAhWE5IMKHXhAAEMQ6AEISTAG#v=onepage&q=learning%20disability%20student%20small%20setting%20or%20large%20setting%20in%20college&f=false

Torpey, E. (2015) Career planning for high schoolers. Retrieved from http://www.bls.gov/careeroutlook/2015/article/career-planning-for-high-schoolers.htm

Anne Quick

Children with disabilities need proper attention when moving from one step to another step. In this, a transition planning should be made that fits the needs, preference and interests of the student. The transition plan should be made at the right age in order to fully benefit child with disability. Some of the questions that may be asked during the transition plan meeting include;

1.       Is it important to start transition planning at an early age?

2.       What will happen if the transition plan delayed in child’s life?

3.       What are some of the activities that need to be provided during transition planning?

Since transition planning is important for in the improvement of postsecondary results, it is therefore important to have transition planning at an appropriate age.  Although Disabilities Education Act (IDEA 2004) states that transition planning should start at the age of 16, transition planning should even start earlier. Transition planning should start at the age of around 14 years depending on the needs of the children with disabilities and the activities that are supposed to be provided (Field, Jette & Institute of Medicine (U.S.), 2007).

If the transition planning is delayed in the life of the children, say past age of 16, the post-secondary success of the student will not be attained. The children will produce poor results in the work they will be doing after secondary school education. According to Smith (2005), many students with learning disabilities can benefit from transition planning activities that begin in middle school.

At the transition planning age, different activities are supposed to be provided to the children with disabilities. One of the activities that need to be provided to the students with disabilities during transition planning includes training in self-advocacy skills. Self-advocacy skill plays a great role in the post-school success of the students with disabilities by equipping the student with relevant skills that makes him or her proficient in different areas (Brown-Chidsey & Steege, 2010).

References

Field, M. J., Jette, A. M., & Institute of Medicine (U.S.). (2007). The future of disability in America. Washington, DC: National Academies Press.
Smith, S. (2005). IDEA 2004: A parent handbook for school age children with learning disabilities. Bloomington, Ind: AuthorHouse.
Brown-Chidsey, R., & Steege, M. W. (2010). Response to intervention: Principles and strategies for effective practice. New York: Guilford Press.

1. there are many well-heart people in the book that help the author a lot without pay back.   write a well hearted person in this book use example, citation to explane. 

2. how did the author shows the ‘rebuilding and recover’  Of himself.   Use example and citation to explan

Do you have a working microsoft project mgt software to complete the assignment

please do part 1 based on  Assignment 4: VoIP Part 2 (Gantt and PERT Charts)

This assignment contains two (2) deliverables: a summary document to be delivered in a word processor document format and a Work Breakdown Structure (WBS) to be delivered in a project file.

Overview
As the project manager for an IT department, you have been assigned to manage the project of deploying a new VoIP phone system to the company’s campus. The campus consists of three (3) different buildings, each with twenty to fifty (20 to 50) workstations. The project must be completed in ninety (90) calendar days starting on November 1.

Deliverable 1: Summary (MS Word or open source equivalent)

1.     Write a one to two (1-2) page summary document in which you:

a.    Summarize the project requirements and other assumptions (e.g., budget, human resources, workload, environmental dependencies, etc.).

b.    Define a work breakdown structure and describe the methodology behind constructing one.

Deliverable 2: WBS (MS Project or open source equivalent)

2.    Use Microsoft Project to create a WBS which:

a.    Contains at least five (5) main tasks, one for each of the PMBOK® process areas.

b.    Contains at least sixty (60) line items distributed in ten (10) or more work packages.

c.    Contains Work Breakdown Structure Code for each task.

d.    Presents a duration estimate for each task which results in a duration estimate for the project not to exceed the requirements described in the overview.

Deliverable one (1) of your assignment must follow these formatting requirements:

• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

• Identify how project management improves the success of information technology projects.
• Explain the relationship of the scope of a project to the work breakdown structure.
• Use technology and information resources to research issues in IT project management.
• Write clearly and concisely about issues in IT project management using proper writing mechanics and technical style conventions. Based on assignment_3_voip_part_2_gantt_and_pert_charts.docx

According to the textbook, the current world economy is increasingly becoming integrated and interdependent; as a result, the relationship between business and society is becoming more complex. Use the Internet to research Apple. Use a tablet, smartphone, laptop, desktop, or traditional video recorder to record a maximum of a five to seven (5-7) minute dynamic video on the topics detailed below. Alternatively, you may submit a four to six (4-6) page paper instead of the video submission.

Note: If you are using a tablet or smartphone you will need to email the video file to yourself, then save it to a computer in order to upload to Blackboard. You may want to upload your video to a file sharing service, such as Dropbox, if your email will not let you send a large video file. Dropbox is accessible from all smartphones and tablets from the Dropbox app.

Once you are ready to upload your video to Blackboard, view the Kaltura video tutorial found in your online course shell (Week 4).

Please use the following naming convention in the popup window for your video once it is finished uploading:

• Title: Your First Name, Your Last Name – Social Performance of Organizations
• Tags: BUS475, Social Performance
• Description: First Name, Last Name – BUS475 Assignment 1 (Date Uploaded ex. 11-14-2014)

Prepare and present a video that is a maximum of five to seven (5-7) minutes OR write a four to six (4-6) page paper in which you:

1. Specify the nature, structure, and types of products or services of Apple, and identify two (2) key factors in the organization’s external environment that can affect its success. Provide explanation to support the rationale. 
2. Suggest five (5) ways in which the primary stakeholders can influence the organization’s financial performance. Provide support for the response.
3. Specify one (1) controversial corporate social responsibility concern associated with Apple.
4. Submit a reference page with at least four (4) quality references that you have used for this presentation / paper. Note: Wikipedia and other Websites do not qualify as academic resources.

If you choose the written paper, your assignment must follow these formatting requirements:

• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

• Analyze the relationship between business and society, and the ways in which they are part of an interactive system.
• Recommend ways stakeholders can influence the destiny of both business and society.
• Analyze the various primary and secondary stakeholder groups, their roles, and relationships.
• Compare and contrast the concepts of corporate social responsibility and citizenship.
• Analyze ways ethical challenges affect the multiple functions of business.
• Use technology and information resources to research issues in business and society.
• Write clearly and concisely about business and society using proper writing mechanics.