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To participate in the following discussions, go to this week’s Discussion link in the left navigation.


  1. Physical Disabilities and AT

    There are so many academic and social benefits to providing AT devices for students with physical disabilities. Without their implementation, students and teachers are both at a huge disadvantage academically. First, watch the movie How Assistive Technology Enables Dreams and fully explore the “DO-IT” webpage.  Then, take the role of a special educator who has a student with a physical limitation in your classroom who you know would benefit from assistive technology.  Using research-based information to support your position, choose one AT device that is geared toward people with physical disabilities and justify a request for funding to purchase this equipment.  Make sure to include the cost, any required training, and how it will impact the student short and long term.

    Guided Response:  Respond to at least two of your peers.  Assume the role of the school administrator who is considering the request of the teacher.  After reviewing classmates’ posts, ask additional questions in order to be convinced that the purchase is either justified, and approve the funding, or unjustified and deny the funding.  Base the decision on the other student’s response to your questions.  Use at least two research- based citations to support your stance.




  1. High School Biology Class

    As a new high school level special educator at a high school, you are ready to take on the world of inclusive education, by working with a general educator to truly create a collaborative environment.  You have been offered your first position co-teaching a biology class, which makes you a little nervous since this really isn’t your strongest subject.  During your first few weeks, you haven’t co-planned much with the general education teacher, but you have spent more time supporting the eight students who have IEPs, two of whom are hard of hearing and one who has low vision. The classroom is equipped with a SMART board and an ELMO, both of which you have never seen the science teacher use during her lecture-based instruction.

    Present a discussion to your general education teacher about the missed opportunities to incorporate the AT already in her room that is specific to the content area.  Explain to your collaborating teacher how the classroom equipment (and make recommendations for other devices) supports not only your students who have sensory deficits, but may also assist others in the classroom.  Include at least two additional devices specific to aiding those who are hard of hearing, and at least two for the student who has low vision.

    Guided Response: Continuing in the role of the general educator, respond to at least two of your peers’ posts.  Do you agree or disagree with what the other special educator has suggested?  Why or why not?  Respectfully suggest any alternatives that they may have missed.  Be sure to use research-based facts to support your stance and cite at least one source to prove your point.





Universal Design for Learning Lesson Plan (2)

Imagine that you taught your class the lesson plan you wrote, during Week Two, on a Monday. You will now write the ‘day two’ (continuation) lesson using the same concept and CCSS that you would teach the next day, on a Tuesday.  Additionally, this week’s lesson plan must include at least TWO assistive technology devices that are geared towards two separate sensory impairments.

For example:


  • Monday’s lesson plan (Week 2):  Addressed teaching addition and subtraction.
  • Tuesday’s lesson plan (this week’s assignment): This lesson plan will have students practice what they’ve learned or build on the concept with “subtraction with borrowing” or “multiplication”.
  • Assistive Technology Devices to consider: pencil grips, manipulatives, ELMO, SMARTboard, high-contrast colors, etc.
  • Monday’s lesson (Week 2): Addressed the use of figurative language in fiction. 
  • Tuesday’s lesson plan (this week’s assignment): This lesson plan will have students practicing writing figurative language, analyzing it, or building on it with other rhetorical devices. 
  • Assistive Technology Devices to consider: computer programs, ebooks, iPads, white boards, etc.


Your lesson plan must include the following components:


  1. Common Core State Standard (C.C.S.S.) that relates to the content area (English or Math) chosen for Week Two.
  2. Objectives that are aligned with the C.C.S.S.:
  • What is to be taught.
  • Where and when it is to be taught.
  • Standard of success for the individual lesson (must be measurable).
  • One UDL component (multiple means of representation, engagement, or expression) embedded in each lesson.
  • At least two assistive technology devices that are geared towards two separate sensory impairments.
  • At least one assistive technology device that can be incorporated class- wide.
  • A formative assessment at the conclusion of each lesson to measure students’ mastered the daily objective.
  • Teacher self-assessment
    • Even lessons that fail to produce the intended results are an excellent opportunity for reflection, adjustment, and growth. 
    • What problems do you anticipate with the lesson?  
    • What did you learn about AT and UDL from creating this unit?


    Your lesson plan should be one to two pages in length (not including title and reference pages) and should be formatted according to APA style as outlined in the Ashford Writing Center.  





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