HT [Behavioral Supports ( low incidence disabilities)] 

HT [Behavioral Supports ( low incidence disabilities)] 
Focus is on students who are deaf and hard of hearing 
Exam Instructions: Your responses to each section are limited to 15 pages each, not including references. In your response to the section, include the comprehensive exam question at the top of the page, your response, and a reference list for your response. Thus, there will be two separate reference lists following your response to each section. Be sure to submit ONE document as your comprehensive exam. Page numbers are required for the total document. The comprehensive examination must be submitted as a Word document. Evaluation Criteria to be applied to each Comprehensive Examination Question: • Critically review and logically present the surrounding issues and trends in Special Education using academic vocabulary, particularly as they related to the exam questions. • Demonstrate advanced skill in applying in-depth library and internet/data-base research techniques, including the distillation of information from multiple sources. • In order to demonstrate your understanding of the historical, contemporary, and future issues and trends impacting the field of special education, you are required to incorporate theory and evidence from the field of special education to support your argument and topic(s). •  Demonstrate your ability to critically review and logically present the professional literature surrounding issues and trends in special education. • In a scholarly manner, convince the reader in what ways and why this topic and perspective may be important. write a scholarly paper answering the questions and issues related to the selected topic. [Behavioral Supports (pick one: low incidence or high incidence disabilities)] In what ways might laws, regulations, resources, district practices, and theoretical understandings of disability and special education influence access to behavioral supports for students with disabilities in schools? Discuss what promotes and detracts from addressing behavioral needs with students with low incidence or high incidence disabilities. Specify evidenced-based practices for learners with disabilities related to behavioral supports and behavior change (interventions). Debate/examine the potential short term and long term impact on learners with disabilities of behavioral interventions and social- emotional instruction. Provide implications of influences (legislation, procedures, practices, resources, cost/funding, referral, professional development, attitudes/beliefs) on incorporating targeted social-emotional learning in schools. Synthesize and create professional recommendations for how to address possible obstacles that may influence the implementation of an IEP Behavior Intervention Plan.

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