Educators should understand the learning and behavioral characteristics of students with moderate to severe disabilities when providing direct services and supports within the school setting. In turn, teachers can use such knowledge to collaborate with general educators and other professional colleagues when planning meaningful learning activities and social interactions with peers and adults. Expected student progress is made more viable when the selection, development, and adaptation of learning experiences for individuals with moderate to severe disabilities consider individual abilities and other related factors.
Create a matrix to compare and contrast the typical and atypical cognitive, linguistic, and social-emotional development of K-8 students without disabilities, with dyslexia, with mild disabilities, and those with moderate to severe disabilities. Include 3-5 characteristics per student disability type and developmental criteria.
Additionally, write a 250-500 word summary in which you:
Explain how understanding typical and atypical development of K-8 students can be used by all educators to respond to the learning and behavioral needs of students with moderate to severe disabilities.
Explain how collaboration between special educators, general educators, and related service providers regarding learning and behavioral characteristics of students can help create safe, inclusive, culturally responsive learning environments that engage students with disabilities in meaningful learning activities and social interactions.
Support your matrix and summary with a minimum of three scholarly resources.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Assessment Description Educators should understand the learning and behavioral c