solved I’m working on a english discussion question and need an

I’m working on a english discussion question and need an explanation to help me understand better.

Topic 1 DQ 2
Review your state’s department of education website. Identify and describe three resources from the website that are available to schools and teachers in your state regarding compliance with IDEA. How do these resources specifically support students with disabilities and their families? What is your opinion of the site? Was it easy to find? Is it easy to navigate? Do you think families will find it helpful? Why or why not?
Read chapters 1,2, and 3.
URL:
http://www.gcumedia.com/digital-resources/pearson/2015/law-and-special-education-the_ebook_4e.php
Read “The Difference Between IEPs and 504 Plans ,” by The Understood Team, located on the Understood website (2018).
URL:
https://www.understood.org/en/school-learning/special-services/504-plan/the-difference-between-ieps-and-504-plans
Explore the Americans with Disabilities Act website.
URL:
http://www.ada.gov/
Read, “The Special Education Handbook: A Brief Overview of the History and Requirements of Part B of the IDEA,” located on the Arizona Department of Education Special Education website (2018).
URL:
https://cms.azed.gov/home/GetDocumentFile?id=5a70ec153217e1086cb2944c
Review, the “Exceptional Student Services: Parents and Families,” located on the Arizona Department of Education Special Education website.
URL:
http://www.azed.gov/specialeducation/parents/
Read “Professional Dispositions of Learners,” located on the College of Education site in the Student Success Center.
Topic 2 DQ 1
Under IDEA, consider the rights afforded to students with disabilities who attend private schools and who are eligible for special education services. How do they compare to those who attend public schools? Describe the related obstacles for students who receive services in private school settings.
Topic 2 DQ 2
The special education referral process involves a variety of stakeholders. Who are the stakeholders, and what unique information should be offered to each during the process? Sometimes it can be overwhelming for parents to go through the special education process and attend meetings with multiple professionals. How can a teacher help to alleviate this?
Read chapter 9.
URL:
http://www.gcumedia.com/digital-resources/pearson/2015/law-and-special-education-the_ebook_4e.php
Read, “IEP vs 504,” located on the School Psychologist Files website (2018).
URL:
http://schoolpsychologistfiles.com/which-is-better-a-504-plan-or-an-iep/
Read “A Guide to the Individualized Education Program,” located on the U.S. Department of Education website.
URL:
https://www2.ed.gov/parents/needs/speced/iepguide/index.html
Read “10 Basic Steps in Special Education,” located on the Center for Parent Information and Resources website (2017).
URL:
http://www.parentcenterhub.org/repository/steps/
Read “Evaluating Children for Disability,” located on the Center for Parent Information and Resources website (2017).
URL:
http://www.parentcenterhub.org/repository/evaluation/
Read “Legal Implications of Response to Intervention and Special Education Identification,” located on the RTI Action Network website.
URL:
http://www.rtinetwork.org/learn/ld/legal-implications-of-response-to-intervention-and-special-education-identification
Questions and Answers on Response to Intervention (RTI) and Early Intervening Services (EIS),” located on the U.S. Department of Education website.
URL:
https://sites.ed.gov/idea/files/07-0021.RTI_.pdf
Read “What’s the Difference between RTI and MTSS?,” by Cunningham, located on the Understood website.
URL:
https://www.understood.org/en/school-learning/special-services/rti/whats-the-difference-between-rti-and-mtss
Read “The Discrepancy Model: What You Need to Know,” by Rosen, located on the Understood website.
URL:
https://www.understood.org/en/school-learning/evaluations/evaluation-basics/the-discrepancy-model-what-you-need-to-know
Topic 3 DQ 1
When conflicts relating to special education services lead to due process hearings or go to court, teachers may be asked to submit data regarding the student involved. What types of data should you, as the teacher, be collecting continuously on all students? What are some ways to organize that data so that it can quickly be submitted when requested?
Topic 3 DQ 2
Consider the following scenario:
Francisco is a fifth grade student who meets the eligibility requirements for emotional behavioral disorder. While his testing indicates no cognitive deficiencies, he consistently performs in the average to below average range in most subjects. He has current IEP goals to work on requesting assistance, anger and stress management, and completing requested tasks.
In the past two weeks, Francisco has had five referrals for behaviors such as yelling at the teacher, tossing paper and books on the floor, refusing to comply with requested tasks, and pushing another student while on the way to the office.
The IEP team has been working with Francisco on his goals and an FBA has already been completed. The function of the behavior has been determined as task avoidance. His work has already been reduced and modified to make sure it is at the correct level of difficulty and prompts and frequent breaks have been offered.
Positive behavior supports have also been put in place to help Francisco in meeting his goals (i.e., cue card to remind him of his options when he is frustrated, praise reinforcement, and earned breaks to work or play on the computer before returning to work when a task is finished).
Despite the interventions, the team feels Francisco’s disruptive behavior is escalating. On two recent occasions, the class had to be moved away from him because of his outbursts when he refused to go to the office.   
What additional steps might the team take to assist Francisco? How should they determine whether a different placement is needed? How might FAPE and LRE affect this decision-making? Rationalize your choices.
Read chapters 5 and 8.
URL:
http://www.gcumedia.com/digital-resources/pearson/2015/law-and-special-education-the_ebook_4e.php
Explore “Exceptional Student Services: Key Definitions,” located on the Arizona Department of Education website (2018).
URL:
http://www.azed.gov/specialeducation/resources/key-definitions/
Review the “OSEP Grant Opportunities and Funding,” located on the United States Department of Education website.
URL:
http://www2.ed.gov/fund/grant/apply/osep/index.html
Explore the Wrightslaw website.
URL:
http://www.wrightslaw.com/
Read “Questions and Answers on Least Restrictive Environment (LRE) Requirements of the IDEA,” located on the Wrightslaw website.
URL:
http://www.wrightslaw.com/info/lre.osers.memo.idea.htm
Read “Considering LRE in Placement Decisions,” located on the Center for Parent Information & Resources website (2017).
URL:

Read “Placement Issues,” located on the Center for Parent Information & Resources website (2017).
URL:

Read “Changing Placement: Helpful Legal References,” located on the Wrightslaw website (2011).
URL: