Develop Instructional Programming for Students with Emotional, Behavioral, and Communication Disorder

Develop Instructional Programmin" rel="nofollow">ing for Students with Emotional, Behavioral, and Communication Disorder For this task, based on an analysis of students with emotional, behavioral, and communication disorders, write an essay that in" rel="nofollow">indicates your understandin" rel="nofollow">ing of the followin" rel="nofollow">ing: 1.Defin" rel="nofollow">inition of: emotional disorders behavioral disorders communication disorders 2.Characteristics of students with: emotional disorders behavioral disorders communication disorders 3.Best-practice in" rel="nofollow">instructional strategies for students with: emotional disorders behavioral disorders communication disorders Length: 3-5 pages, not in" rel="nofollow">includin" rel="nofollow">ing title and reference pages References: Min" rel="nofollow">inimum of three scholarly resources Part II: As a leader in" rel="nofollow">in special education in" rel="nofollow">in an educational in" rel="nofollow">institution of personal in" rel="nofollow">interest, develop a description of best-practice in" rel="nofollow">instructional programmin" rel="nofollow">ing for students with high in" rel="nofollow">incidence disabilities in" rel="nofollow">involvin" rel="nofollow">ing emotional, behavioral, and communication disorders to in" rel="nofollow">include: 1.A comprehensive description of the types of available special education programs and in" rel="nofollow">inclusionary opportunities in" rel="nofollow">in regular education classrooms to legally meet these students’ educational needs. 2.How the effectiveness of these special education programs and regular education in" rel="nofollow">inclusionary opportunities for these students would be regularly evaluated. 3.How special education teachers for these special education programs as well as regular education teachers would receive on-goin" rel="nofollow">ing train" rel="nofollow">inin" rel="nofollow">ing to effectively meet these students’ educational needs. Sources that are require are below, the remain" rel="nofollow">inin" rel="nofollow">ing 2 sources must be scholarly Taylor, R., Smiley, L., & Richards, S. Exceptional students: Preparin" rel="nofollow">ing teachers for the 21st century. Conroy, M., & Sutherland, K. (2012). Effective teachers for students with emotional/behavioral disorders: Active in" rel="nofollow">ingredients leadin" rel="nofollow">ing to positive teacher and student outcomes. Beyond Behavior, 22(1), 7-13. Farley, C., Torres, C., Wailehua, C., & Cook, L. (2012). Evidence-based practices for students with emotional and behavioral disorders: Improvin" rel="nofollow">ing Academic Achievement. Beyond Behavior, 21(2). 37-43. Van der Worp-van der Kamp, L., Pijl, S., Bijstra, J., & van den Bosch, E. (2014). Teachin" rel="nofollow">ing academic skills as an answer to behavioral problems of students with emotional or behavioral disorders: A review.