Chapter 10 Page 152 Due Sunday Watch This Video
Chapter 10 Page 152due Sunday Watch This Videohttps
Chapter 10, page 152. Due Sunday Watch this video. Format-Rubric and instructions. Submit the VCA's assigned in a Word document following the format below, based on the APA 6th Edition Manual. The only source of reference for these assignments is the course's textbook. The length of this assignment should be five paragraphs as follows: 1. Introduction: Provide basic information about the video, concept, website information, chapter, and pages. 2-4. View the video. Describe and analyze in your words the concept information, answering the questions presented (what are some of the self-regulating strategies that are used?). Provide any theory, theorists, and organizations mentioned. 5. Correct spelling, capitalization, punctuation, APA 6th Ed. rules. 6. Reference page: Textbook information. This is the textbook name for references: Kuder, S. J. (2018). Teaching students with language and communication disabilities. Boston, MA: Pearson.
Paper For Above instruction
The assigned task involves analyzing a specific educational video related to chapter 10, page 152, from the course textbook, by Kuder (2018). The objective is to synthesize the information from the video in conjunction with the chapter content, focusing particularly on self-regulating strategies that assist students with communication and language disabilities. The assignment emphasizes proper academic formatting following APA 6th Edition guidelines and requires a structured five-paragraph composition, starting with an introduction, followed by detailed analytical paragraphs, and concluding with a references section.
Introduction
The video assigned for this assignment aims to elucidate various approaches and strategies educators can utilize to foster self-regulation among students with language and communication disabilities. It relates closely to chapter 10 of Kuder’s textbook, specifically page 152, which discusses intervention strategies and classroom management techniques targeting special education. The video may be hosted on an educational platform or website, serving as a practical supplement to theoretical concepts introduced in the chapter. The purpose of this introduction is to contextualize the content, highlighting the importance of self-regulation for students with disabilities and setting the stage for a detailed analysis of the strategies presented.
Analysis of Self-Regulating Strategies
The video illustrates several self-regulating strategies that are crucial for supporting students with language and communication impairments. These include techniques such as visual schedules, positive behavioral reinforcement, self-monitoring tools, and mindfulness exercises. Visual schedules help students anticipate daily activities, reducing anxiety and promoting independence. Positive reinforcement encourages desired behaviors through rewards and praise, fostering intrinsic motivation. Self-monitoring involves students tracking their behaviors and emotions, enhancing self-awareness and self-control. Mindfulness exercises, such as breathing techniques, help students manage stress and improve focus. These strategies align with behaviorist theories, notably Bandura’s social learning theory, emphasizing the role of modeling and reinforcement in behavior change. Educational organizations, like the Council for Exceptional Children (CEC), advocate for implementing these strategies to ensure inclusive and supportive classroom environments.
Theories and organizational support play a vital role in shaping these strategies. Bandura’s social cognitive theory highlights the importance of observational learning and self-efficacy, which underpin many of the self-regulation techniques. According to CEC guidelines, integrating these strategies ensures that students develop skills essential for academic and social success. Teachers are encouraged to collaborate with specialists, such as speech-language pathologists, to adapt strategies to individual needs. The use of technology, including apps and digital timers, also facilitates self-regulation. Overall, the strategies presented in the video reflect current best practices supported by research and organizational policies aimed at promoting autonomy and resilience among students with communication disabilities.
Conclusion
In summary, the video underscores the significance of self-regulating strategies in supporting students with language and communication disabilities, aligning with the concepts presented in chapter 10 of Kuder’s textbook. By employing visual aids, reinforcement, self-monitoring, and mindfulness, educators can foster independence and emotional regulation, which are crucial for inclusive education. The integration of theories such as Bandura’s social learning and the support from professional organizations highlights the evidence-based foundation of these strategies. Proper implementation of these techniques requires thoughtful planning and collaboration among educators, specialists, and families, ultimately contributing to improved academic and social outcomes for students with disabilities.
References
- Kuder, S. J. (2018). Teaching students with language and communication disabilities. Boston, MA: Pearson.