Conduct Internet research on English Learners (EL) and Students with emotional disorders (ED) Use government, academic, or nonprofit websites, along with the course text to support your responses (do NOT use Wikipedia, blogs, or other opinion or non-academic resources). Include specific details and concrete examples. Cite sources at the end of each paragraph. Title your post to reflect the two groups (e.g., English Learners and __).
Following:
1. Briefly describe and compare both groups of students – ELs and the other group you select – (e.g., common traits and big differences of each group, prevalence, etc.). Who are they?
2. Describe the role of the teacher in identifying and teaching these groups in the classroom. What will you do to identify these students in your classrooms? Describe one state or federal legal requirement for the placement or instruction of each of these groups of students. Additionally, what are your ethical obligations with each group?
3. Describe how you will communicate with the families of these students. What will you do to assure these families know you are there for their students? Why does it matter?
4. For each group (ELs and whichever other group you select), find a technological resource that you think will enhance student learning (you will have two resources, total). Provide the resource titles and briefly state why you would use each resource for each group. Include a link for each resource next to your description. This part can be a list, but remember to briefly describe why you are choosing each particular technological resource. Why is this the best technological resource for ELs? Why is the other one the best technological resource for your other group?
EAL learners typically come from various cultural backgrounds and speak a wide range of languages other than English which can make it difficult for them to understand instructions or express themselves fully (Grigorenko & Sternberg, 2001). The most effective way to help these students is through providing language instruction which can take many forms including direct teaching of specific skills or use of more creative methods like cooperative learning activities (Bransford, Brown & Cocking, 2000). With regards to prevalence, ELLs tend to be more common than the other group according to statistics provided by U.S Department of Education’s National Center for Education Statistics stating that English Language Learners constitute 5% of all public school enrollment compared with 2% for individuals receiving special education services (NCES 2019).
On the other hand, students with disabilities may have physical impairments or intellectual challenges which necessitates modifications being made in terms of curriculum content and instructional approaches (Blase et al., 2015). In this case, state or federal laws mandate provisions such as Individualized Education Plans (IEPs) so teachers are legally obligated create an appropriate learning environment for disabled pupils , whereas ethical considerations include respecting the individual’s personal autonomy by ensuring they receive appropriate supports without violating their right privacy.
In conclusion, due to both groups having distinct characteristics but also certain similarities, it is important for educators to recognize these nuances when making decisions regarding placement or instruction within the classroom setting.
ly. This is upheld by the “final retreat” position in Frowe, where war ought not be allowed except if all actions to look for discretion falls flat (Frowe (2011), Page 62). This implies war ought not be pronounced until one party must choose the option to proclaim battle, to safeguard its region and freedoms, the point of war. In any case, we can likewise contend that the conflict can never be the final hotel, considering there is dependably a method for attempting to keep away from it, similar to approvals or pacification, showing Vittola’s hypothesis is imperfect. Fourthly, Vittola inquiries upon whose authority can request a statement of war, where he infers any region can do battle, yet more significantly, “the sovereign” where he has “the normal request” as indicated by Augustine, and all authority is given to him. This is additionally upheld by Aristotle’s Governmental issues ((1996), Page 28): ‘a ruler is the regular unrivaled of his subjects.’ Nonetheless, he really does later underscore to place all confidence in the sovereign is off-base and has results; a careful assessment of the reason for war is expected alongside the eagerness to arrange rival party (Begby et al (2006b), Page 312& 318). This is upheld by the activities of Hitler are considered unjustifiably. Additionally, in this day and age, wars are not generally battled exclusively by states yet additionally non-state entertainers like Al-Queda and ISIS, showing Vittola’s regularizing guarantee on power is obsolete. This is additionally upheld by Frowe’s case that the pioneer needs to address individuals’ inclinations, under real power, which joins on to the fourth condition: Public statement of war. Concurred with many, there should be an authority declaration on a formal statement of war (Frowe (2011), Page 59-60&63). At long last, the most disputable condition is that wars ought to have a sensible likelihood of coming out on top. As Vittola emphasized, the point of war is to lay out harmony and security; getting the public great. On the off chance that this can’t be accomplished, Frowe contends it would be smarter to give up to the adversary. This can be legitimate in light of the fact that the expenses of war would have been greater (Frowe (2011), Page 56-7). Thus, jus promotion bellum includes a few circumstances yet in particular: worthwhile motivation and proportionality. This gives individuals an aide regardless of whether entering a war is legal. Be that as it may, this is just a single piece of the hypothesis of the simply war. In any case, it very well may be seen over that jus promotion bellum can be bantered all through, showing that there is no conclusive hypothesis of a simply battle, as it is normatively guessed.
Jus in bello
The subsequent area starts translating jus in bello or what activities might we at any point characterize as passable in wars (Begby et al (2006b), Page 323). To begin with, it is never to kill blameless individuals in wars, upheld by Vittola’s most memorable suggestion deliberately. This is generally acknowledged as ‘all individuals have a right not to be killed’ and on the off chance that a fighter does, they have disregarded that right and lost their right. This is additionally upheld by “non-soldier resistance” (Frowe (2011), Page 151), which prompts the topic of warrior capability referenced later in the exposition. This is validated by the besieging of Nagasaki and Hiroshima, finishing WWII, where millions were eagerly killed, just to get the point of war. Nonetheless, at times regular folks are coincidentally killed through battles to accomplish their objective of harmony and security. This is upheld by Vittola, who infers proportionality again to legitimize activity: ‘care should be taken where evil doesn’t offset the potential advantages (Begby et al (2006b), Page 325).’ This is additionally upheld by Frowe who makes sense of it is legitimate to inadvertently kill, at whatever point the soldier has full information on his activities and looks to finish his point, yet it would include some major disadvantages. In any case, this doesn’t conceal the reality the accidental actually killed guiltless individuals, showing impropriety in their activities. In this way, it relies again upon proportionality as Thomson contends (Frowe (2011), Page 141). This prompts question of what fits the bill to be a warrior, and whether it is legitimate to kill each other as soldiers. Soldiers are individuals who are involved straightforwardly or by implication with the conflict and it is legal to kill ‘to shield the honest from hurt… rebuff scoundrels (Begby et al (2006b), Page 290).However, as referenced above regular citizen can’t be hurt, showing warriors as the main genuine focuses on, one more state of jus in bello, as ‘we may not utilize the sword against the people who have not hurt us (Begby et al (2006b), Page 314).’ furthermore, Frowe proposed warriors