Resource Manual

These are three of the necessary sources that must be used, you can use any other scholoarly source/sources with the above three. This is also the template that has to be used and outlined according to the paper. Written Expectations: Using the template document provided, compile the appropriate resources within each section. Follow each section’s instructions and complete as indicated within the template. Please note that there is a minimum of four scholarly sources to be used including the course textbook. References 1. Henley, M., Ramsey, R. S., & Algozzine, R. (2009). Characteristics of and strategies for teaching students with mild disabilities. Upper Saddle River, N.J: Pearson 2. Logsdon, A. (2014, December 16). Teaching strategies for learning disabled students teaching strategies to help learning disabled students (Links to an external site.)Links to an external site.. Retrieved from http://learningdisabilities.about.com/od/instructionalmaterials/qt/instructhomesch.htm 3. National Association of Special Education Teachers. (n.d). Exceptional students and disability information (Links to an external site.)Links to an external site.. NASET Resources. Retrieved from https://www.naset.org/index.php?id=exceptionalstudents2 1. Explain one key landmark case that made the biggest impact on special education. 2. Define ten terms that will be most useful in everyday classroom practice. 3. Outline the importance of formal and informal assessments in driving instructional planning. 4. List at least three common etiological factors of students with mild to moderate disabilities. 5. Identify teaching techniques for students with common mild to moderate disabilities in an inclusion classroom. 6. Identify positive proactive behavior strategies for students with common mild to moderate disabilities in an inclusion classroom. 7. Describe five easy to administer informal assessments to evaluate student progress at various ability levels.