HT [Behavioral Supports ( low incidence disabilities)]

Comprehensive 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 5
and evidence from the field of special education to support your argument and topic(s).

Demonstrate your ability to critical/ 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 mighth 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 5
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.