Considering the areas of high incidence exceptionality that you are most likely to encounter in your first few years of teaching (or a related profession), develop a structured essay (1,000- 2,000 words) addressing the following concerns.

1. Characteristics: For the      subject area and grade or age levels where you intend to teach or work      professionally (identify), what are some general characteristics that      students or individuals might display that would indicate the presence of      a disability, a need for adaptations to accommodate identified “504”      needs, or a struggle to respond positively to the nuances of the culture      and/or the English language.
2. Academic context: For one grade level and subject area (or in the      case of early childhood, age group), describe 3-4 “big ideas” that are      typically taught during one semester. Use state or national standards and      identify the source. Alternately, describe the professional setting where      individuals with disabilities may be encountered (recreational program,      museum, or other situation) and describe what the individulas are expected      to do or perform.
3. Universal Design: List at      least one accommodation that could be made to make learning or      participation more accessible for the “big ideas” in this area in each of      the three principle areas of UDL: representation, expression of      understanding, and engagement or apprenticeship.
4. Collaboration: How might you      best use special education, grade level, student social, family and      community resources to best insure the success of these individuals?
5. Resources: List and annotate      three websites that describe inclusive practices or offer general      suggestions for teachers, parents, and/or students that are applicable to      your area of teaching or other professional work.
6. Continuing Professional Development through Professional      Organizations: Describe continuing      professional development opportunities or information available to      teachers from the Council for Exceptional Children and one other national      or international professional organization dedicated to your potential      area(s) of teaching or other professional work.Paragraph 2: Characteristics: For the subject area and grade or age levels where you intend to teach or work professionally (identify), what are some general characteristics that students or individuals might display that would indicate the presence of a disability, a need for adaptations to accommodate identified “504” needs, or a struggle to respond positively to the nuances of the culture and/or the English language. (3-5 sentences)

   Paragraph 3: Academic context: For one grade level and subject area (or in the case of early childhood, age group), describe 3-4 “big ideas” that are typically taught during one semester. Use state or national standards and identify the source. Alternately, describe the professional setting where individuals with disabilities may be encountered (recreational program, museum, or other situation) and describe what the individuals are expected to do or perform. (3-5 sentences)

   Paragraph 4: Universal Design: List at least one accommodation that could be made to make learning or participation more accessible for the “big ideas” in this area in each of the three principle areas of UDL: representation, expression of understanding, and engagement or apprenticeship. (3-5 sentences)

   Paragraph 5: Collaboration: How might you best use special education, grade level, student social, family and community resources to best insure the success of these individuals? (3-5 sentences)

   Paragraph 6: Resources: List and annotate three websites that describe inclusive practices or offer general suggestions for teachers, parents, and/or students that are applicable to your area of teaching or other professional work.

   Ehrenreich, B. (2001). Nickel and dimed: On (not) getting by in America. New York: Henry Holt and Company. Retrieved from http://Works/a/Nickel-And-Dimed-On-Not-Getting-By-In-America-By-Barbara-Ehrenreich.htm

   In this book of nonfiction based on the journalist’s experiential research, Ehrenreich attempts to ascertain whether it is currently possible for an individual to live on a minimum-wage in America. Taking jobs as a waitress, a maid in a cleaning service, and a Walmart sales employee, the author summarizes and reflects on her work, her relationships with fellow workers, and her financial struggles in each situation.

   Lamott, A. (1995). Bird by bird: Some instructions on writing and life. New York: Anchor Books.

   Lamott’s book offers honest advice on the nature of a writing life, complete with its insecurities and failures. Taking a humorous approach to the realities of being a writer, the chapters in Lamott’s book are wry and anecdotal and offer advice on everything from plot development to jealousy, from perfectionism to struggling with one’s own internal critic. In the process, Lamott included writing exercises designed to be both productive and fun.

   AICPA sets ethical standards for outsourcing. (2005). Journal of Accountancy, 199(1), 8-8. Retrieved from http://www.journalofaccountancy.com/

   This article includes the new standards for outsourcing developed by the AICPA ethics committee. The standards are summarized, and a brief discussion is included of the implications going forward for business and international trade. The authors indicate that changes to the business community will be relatively minor. This is a helpful source for getting an overview of the current ethics standards in outsourcing.

   Paragraph 7: Continuing Professional Development through Professional Organizations: Describe continuing professional development opportunities or information available to teachers from the Council for Exceptional Children and one other national or international professional organization dedicated to your potential area(s) of teaching or other professional work. (3-5 sentences)

   Paragraph 8: Conclusion (3-5 sentences)

   Reference list on separate page in APA format

   Breakdown of how many points you can earn in each section:

   Paragraph 1/Intro: 2 points

   Paragraph 2/Section 1: 16 points

   Paragraph 3/Section 2: 16 points

   Paragraph 4/Section 3: 16 points

   Paragraph 5/Section 4: 16 points

   Paragraph 6/Section 5: 16 points

   Paragraph 7/Section 6: 16 points

   Paragraph 8/Conclusion/Reference List: 2 points

   Total: 100 points