Categories
ESE601: Students With Exceptionalities in the School Setting

ESE370: Week 1 – Journal

Your Natural Body Rhythm: Biocycles

Section 1.4 of the textbook describes circadian rhythms. You may have noticed that you have natural highs and lows throughout the day. Thinking about your own 90-minute cycle and how it may relate to yourself and learning, how would you prepare yourself for taking a big test in your course/class at the end of the day? If you need more information, consider reviewing the Circadian Rhythms Fact Sheet (Links to an external site.) from the National Institutes of Health or the open-access Journal of Circadian Rhythms (Links to an external site.)

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your journal entries.

Categories
ESE601: Students With Exceptionalities in the School Setting

ESE601: Week 6 – Final Paper

Week 6 – Final Paper

Resource Manual for Educating Students With Exceptionalities

[WLOs: 1, 2, 4] [CLOs: 1, 2, 3, 4, 5]

After collaborating with Mr. Franklin in his classroom learning environment during this time, you recognize that he has been expressing his confusion regarding special education and the students’ needs. You have decided to create a user-friendly guide that has relevant resources, definitions, examples, and family-based support information specific to students with exceptionalities that can be shared easily with colleagues.

Prepare

Prior to beginning work on this final paper:

Reflect

As you navigate this final paper, consider how you will apply the course learning outcomes to your chosen path or learning environment in the field of education.

Upon successful completion of this course, students will be able to:

  • Explain how federal legislation governs special education protocol in public schools or other learning environments.
  • Analyze the characteristics and learning differences between eligibility categories under IDEA for students with exceptionalities.
  • Summarize evidence-based practices that address the academic, as well as social/emotional and behavioral needs of students with exceptionalities.
  • Illustrate the key points of the relevant ethical principles and legislation guiding professionals working with students with exceptionalities.
  • Describe educational supports, services, and support personnel for students with exceptionalities.

Take Action

Content Instructions:

Your Resource Manual for Students With Exceptionalities should consist of a single navigable document. In your paper,

  • Design your Resource Manual using the Resource Manual Document Template  downloadprovided .
  • Create a Table of Contents containing the following eight section headings:
    1. Key Terms in Educating Students With Exceptionalities
    2. Timeline of Important Legislation and Case Law
    3. Categories and Characteristics of Students with Exceptionalities Under IDEA
    4. Evidence-Based Practices Supporting Academic, Social/Emotional and Behavioral Needs
    5. Evidence-Based Goal Development, Progress Monitoring, and Informal Assessment
    6. Educational Support Team for Students With Exceptionalities
    7. Professional and Ethical Considerations
    8. How Does This Apply to My Target Student Population and Career Goals?
  • Explain five key terms in educating students with exceptionalities relating to IDEA.
    • After incorporating instructor feedback or changes, include the five key terms from your Week 1 Explaining It Clearly (Scenario) discussion forum, citing your sources.
  • Reflect on the development of a timeline of important legislation and case law in one paragraph.
  • Include the link to your Week 1 Historical Timeline for Students With Exceptionalities assignment.
  • List the thirteen categories of eligibility for students with exceptionalities under IDEA, citing your source.
  • Analyze the steps from referral to evaluation of students with exceptionalities under IDEA from the Navigate the Referral, Evaluation, and Eligibility Process in Accordance With IDEA (Scenario) discussion forum in Week 2 in one paragraph.
  • Include the link to your graphic organizer from your Week 3 Universal Learning Characteristics assignment, incorporating any instructor feedback.
  • Summarize the importance of identifying evidence-based practices supporting academic, social/emotional, and behavioral needs in one paragraph.
  • List and link three strategies from the What Works Clearninghouse (Links to an external site.) or other scholarly sources for each:
    • Academic Support Strategies and Resources for Students with Exceptionalities.
    • Social/Emotional Support Strategies and Resources for Students With Exceptionalities.
    • Behavioral Support Strategies and Resources for Students With Exceptionalities.
  • Interpret the importance of aligning assessment to practice with evidence-based SMART goal development, progress monitoring, and informal assessment in one paragraph.
  • Insert your Week 5 Instructional Planning: Assessment to Practice Plan assignment, incorporating any instructor feedback.
  • Describe the potential support personnel for students with exceptionalities, including required and important members of an IEP team, as well as any additional stakeholders in one paragraph.
  • Illustrate professional and ethical considerations supporting professionals working with students with exceptionalities.
    • List and link resources to relevant guidelines (e.g., CEC, NASET, NAEYC, etc.) and provide a link to FERPA.
    • In one paragraph, discuss the role of ethics and professional principles in supporting students with exceptionalities.
  • Reflect on how your resource manual applies to your Career Goals and future students.
    • In three paragraphs or less, reflect on how your resource manual applies to your target student population and career goals.
    • Discuss your target learning environment (e.g. classroom, University, home-based).
    • Discuss your target student level (e.g. birth to early childhood, school-aged, adult learners) in your current or goal.
    • Explain how will you apply what you gained from this course to your career goals.

Written Expectations

  • Using the Resource Manual Document Template  downloadprovided, 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 five scholarly sources to be used including the course textbook.

Next StepsReview and Submit the Assignment

Review your assignment with the Grading Rubric to ensure you have achieved the distinguished levels of performance for each criterion. Next, submit your document no later than Day 7.

ePortfolio and Assignment Submission Instructions

  • Submit Your Assignment: You will need to submit your assignment to both Waypoint and Folio.

Part 1: Submit Assignment to Waypoint

Submit your assignment to Waypoint using the Assignment Submission button (within your classroom).

Part 2: Add Assignment to Folio

A part of this assignment is adding your work to Folio. Folio is your free digital portfolio tool to visually showcase your academic and professional accomplishments and experiences. You can access Folio by clicking on the “Account” link in the global navigation of this course, and selecting “Folio,” or, by clicking the button in your classroom.

To learn more about setting up your Folio account and adding future assignments, view Setting Up and Using Folio (Links to an external site.).

Recommendation

The MASE program provides the opportunity for you to create an online portfolio that can be used in your career development and professional practice. Throughout the program you will have various assessments that can be included in this e-portfolio and these will be finalized in the last course of the MASE program, Capstone course, EDU696. You may select this assignment and subsequent coursework to include as artifacts. Therefore, it is strongly encouraged that in addition to your Folio project, you save your coursework on a flash-drive (e.g., a USB removable drive, etc.) or store in a cloud- based option such as Dropbox, GoogleDrive, or other similar applications.

The Instructional Planning: Assessment to Practice Plan,

Categories
ESE601: Students With Exceptionalities in the School Setting

ESE601: Week 6 – Discussion Forum

Week 6 – Discussion Forum

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

The grading rubric is based on 10 points, and the discussion is worth 4% of your grade.

   Professional and Ethical Reflection (Video Presentation) [WLOs: 1, 2, 3] [CLO: 4]

Prepare

Prior to beginning work on this discussion forum,

Reflect

As you navigate this discussion forum, consider how you can apply these concepts and critical terms to your chosen path or learning environment in the field of education. Consider the ethical and professional guidelines that guide or govern your area of education. Points to ponder as you begin:

  • P-12: Consider the state or educational standards your district follows or the Council for Exceptional Children Guidelines.
  • Early Childhood: The National Association for the Education of Young Children or your local education standards.
  • Post-secondary: Adult learning or training environments (e.g., educational, military, corporate environments, etc.) and standards aligning with ethics and professional learning.

Take Action

Initial Post:

After watching the Student Privacy 101: FERPA for Parents and Students  (Links to an external site.)video,

  • Create an initial response directly in Canvas using the video upload or record media feature that responds to the prompts below.
  • These resources will guide you in recording and submitting a video to a discussion forum.

For each question,

  • State your answers to the following, specifically using support from the readings and Instructor Guidance lesson from Week 6 and any additional credible sources:
    • How does FERPA relate directly to the CEC and NASET standard of ethics for special educators?
    • What characteristics and behaviors will make you stand out as an ethical educator?
    • What action will you take to model ethical behaviors and conduct when working with students with exceptionalities and diverse learning needs in your chosen area of education?

Guided Response

Review the video posts of your classmates made in Canvas, and reply in the discussion forum under their initial post. Choose two peers to endorse, question, or refute each viewpoint, citing the CEC or NASET Code of Ethics, or other relevant standards.

Distinguished responses will

  • Include a question about your colleague’s response.
  • Offer an additional resource that supports this week’s topics.
  • Discuss your colleague’s point of view.
  • Share your own related personal or professional experiences.
  • Demonstrate critical thinking by including real-world application.
  • Support statements and responses with scholarly resources.

Though two replies are the basic expectation, for deeper engagement and application of the material, you are encouraged to provide responses to any comments or questions others have made (including your instructor) before the last day of the discussion period. This will extend the conversation while providing opportunities to demonstrate your content expertise, critical thinking, and real work experiences with this topic.

Categories
ESE601: Students With Exceptionalities in the School Setting

ESE601: Week 5 – Assignment

Week 5 – Assignment

Instructional Planning: Assessment to Practice Plan

[WLOs: 1, 2, 3] [CLOs: 1, 3, 4]

In previous weeks, you have learned that evaluation results provide the necessary information to create clear and comprehensive present levels of academic and functional performance. These levels of performance highlight student strengths and deficit areas, and this critical information is used to generate annual goals. In this week’s discussion forum post, you had the opportunity to revisit Henry’s evaluation results and create three IEP goals using the SMART goal format.

Now that you have created annual goals, you need to determine if the student is making adequate progress towards meeting or exceeding these objectives. Essentially, you are determining the effectiveness of the student’s special education programming.

For this assignment, you will create a progress monitoring plan that will highlight how student progress is being measured and reported while aligning assessment to practice components. Use the when completing this assignment. Be sure to thoroughly complete each section of the template, as this will emphasize the decision-making process and demonstrate a strong alignment with the assessment and evaluations results.

Prepare

Prior to beginning work on this assignment,

Reflect

As you navigate this assignment consider

  • How does the assessment to practice cycle incorporate alignment of student needs, goal development, evidence-based instruction, and progress monitoring?
  • How does student data drive the decision-making process?
  • What are the importance and value of using evaluation results and data to accurately create annual goals?
  • How does the SMART goal format drive your instructional practices?
  • How to incorporate ethical principles when choosing and implementing assessment practices with fidelity and integrity.
  • How will these progress monitoring practices help you determine the effectiveness of special educational programming?

Take Action

Content Instructions:

Use support from your assignment reading, the Instructor Guidance, and the discussions. In your paper,

  • Complete the eleven sections (Sections I-XI) of the Progress Monitoring Plan template  downloadin their entirety.
    • Summarize Henry’s evaluation results (Section I).
    • List present levels of performance (Section II).
    • State the three annual goals you developed in this week’s discussion forum post (Section III).
    • Identify assessment/progress-monitoring tools used to evaluate and monitor student progress (Section IV).
    • Indicate the frequency of the assessment/progress-monitoring and data collection process for Henry (Sections V-VI).
    • Identify which team members are responsible for collecting, storing, and sharing this data (Sections VII-VIII).
    • Create a communication plan for ethically sharing this data with the IEP team (Sections IX-X).
    • Reflect on how these data will be used to make instructional decisions (Section XI).

Next StepsReview and Submit the Assignment

Review your assignment with the Grading Rubric to ensure you have achieved the distinguished levels of performance for each criterion. Next, submit your document no later than Day 7.

ePortfolio and Assignment Submission Instructions

  • Submit Your Assignment: You will need to submit your assignment to both Waypoint and Folio.

Part 1: Submit Assignment to Waypoint

Submit your assignment to Waypoint using the Assignment Submission button (within your classroom).

Part 2: Add Assignment to Folio

A part of this assignment is adding your work to Folio. Folio is your free digital portfolio tool to visually showcase your academic and professional accomplishments and experiences. You can access Folio by clicking on the “Account” link in the global navigation of this course, and selecting “Folio,” or, by clicking the button in your classroom.

To learn more about setting up your Folio account and adding future assignments, view Setting Up and Using Folio (Links to an external site.).

Success Tip: Start preparing now for the Week 6 final paper!

  • The Week 6 assignment involves creating a resource manual for Mr. Franklin. Preparation for this assignment must begin early to make certain you are thinking ahead and saving your work. Review the full instructions for the Week 6 assignment for more information.

The Instructional Planning: Assessment to Practice Plan,

Categories
ESE601: Students With Exceptionalities in the School Setting

ESE601: Week 5 – Discussion Forum

Week 5 – Discussion Forum

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

The grading rubric is based on 10 points, and the discussion is worth 4% of your grade.

   Present Level of Performance (Scenario) [WLOs: 1, 2] [CLOs: 1, 3]

This discussion is your opportunity to demonstrate your understanding of how to effectively use present levels of academic and functional performance to create specific, measurable, attainable, relevant, and time-based (SMART) IEP goals that strongly align with student needs.

Prepare

Prior to beginning work on this discussion forum,

Reflect

As you navigate this scenario, consider how you can apply these concepts and critical terms to your chosen path or learning environment in the field of education. Points to ponder as you begin:

  • P-12: Consider the state or educational standards your district follows or the Common Core State Standards.
  • Early Childhood: The National Association for the Education of Young Children or your local education standards.
  • Post-secondary: Adult learning or training environments (e.g., educational, military, corporate environments) and standards aligning with professional learning.

Consider your goal for this discussion.

By the end of the day Thursday, complete the Week 5 Present Level of Performance (Scenario) initial discussion forum content expectation steps of writing at least three SMART goals in the discussion forum based on the supporting required resources provided with 100% accuracy.

Scenario

You play an important role on the individualized education program (IEP) team, which is required to meet at least once annually. This federal mandate requires that all participants meaningfully contribute information regarding the student’s current abilities, strengths, and areas of weaknesses so that specific goals and services can be provided. Remember that evaluation and IEPs are completed by multi-disciplinary teams and not the decision of one educator or stakeholder. The written document that results from the IEP team meeting is akin to a “roadmap” that is specifically designed for each student who qualifies for special education and related services.

During Henry’s annual IEP meeting, his present levels of academic and functional performance are discussed. You are still concerned for Henry’s overall lack of academic progress and quiet demeanor. Since you know Henry well and want him to be successful in school, you make suggestions to the team regarding his goals. Collaboratively developing goals for any student is one of the most important components of the IEP process. Because they are the basis on which appropriate services and placement are determined, this discussion serves significant importance to the overall plan that is developed. IEP goals must be developed based on the student’s current levels of abilities, be measurable, linked to the general education curriculum, and reasonably met within one year.

Take Action

Initial Post:

  • Create at least three IEP goals using the SMART goal format.
  • Present a descriptive narrative, offering a rationale for your decision-making process, explaining why you chose each of the goals, how they align with Henry’s levels of performance, and how they meet the SMART goal criteria.

Guided Response

Review the posts of your classmates and that of your instructor. Respond to at least two peers by comparing your suggestion of the three goal areas with those evidenced by your peers. Be sure to endorse, question, or refute your peer’s suggestions using the text, Instructor Guidance lesson, or other outside sources as supporting evidence. Refer to the Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) table if you need clarification on viable sources. You are encouraged to provide additional resources that will assist with your explanation.

Distinguished responses will

  • Include a question about your colleague’s response.
  • Offer an additional resource that supports this week’s topics.
  • Discuss your colleague’s point of view.
  • Share your own related personal or professional experiences.
  • Demonstrate critical thinking by including real-world application.
  • Support statements and responses with scholarly resources.

Though two replies are the basic expectation, for deeper engagement and application of the material, you are encouraged to provide responses to any comments or questions others have made (including your instructor) before the last day of the discussion period. This will extend the conversation while providing opportunities to demonstrate your content expertise, critical thinking, and real work experiences with this topic.

Categories
ESE601: Students With Exceptionalities in the School Setting

ESE601: Week 4 – Assignment

Week 4 – Assignment

Universal Learning Characteristics

[WLOs: 2, 3] [CLOs: 2, 3]

Even when you proactively predict your students’ behaviors and plan for every situation, problems will still arise that need to be managed. Therefore, it is important to be able to accurately identify adverse or interfering behaviors and proactively implement research-based practices to meet the needs of your student(s) and not disrupt the flow of instruction and the overall learning process. This assignment provides an opportunity for you to research and identify evidence-based practices that can be used for immediate or future implementation.

Prepare

Prior to beginning work on this assignment,

Reflect

In the field of education, you will work with varying exceptionalities and diverse individual needs. These needs will include academic, behavioral, and social/emotional skills. Both general and special education educators are expected to address adverse or interfering classroom behaviors, which include implementing effective and evidence-based strategies that promote a high-quality learning environment. This assignment offers an opportunity to analyze a given scenario and research and identify quality evidence-based behavior strategies that strongly align with student needs.

As you navigate this assignment consider:

  • How characteristics of these behaviors impact student outcomes and educational performance.
  • The importance and value of selecting effective evidence-based behavioral strategies that align with student needs.
  • How this assignment will impact your current or future practices working with exceptional learners.

Scenario

Dave attends class regularly and enjoys math. He likes to solve geometry problems and prefers kinesthetic hands-on learning. Dave struggles attending to task and staying focused in the classroom setting. He has difficulty staying seated for long periods of time and will often get out of his seat and move around the classroom without permission. Dave is often impulsive and will shout out answers without raising his hand, which disrupts instruction and the overall classroom setting. Dave also becomes social at inappropriate times and will excessively talk to his classmates, which adversely impacts the teaching and learning process.

Take Action

Content Instructions:

Use support from your assignment reading, the Instructor Guidance lesson, and the discussions. In your paper,

  • Provide a hypothesis, which offers a possible function of the observed behaviors.
    • This includes “why” these behaviors may be occurring:
      • To gain attention.
      • To escape or avoid tasks or activities.
      • To gain access to tangible items or activities.
      • To gain or avoid self-reinforcing/sensory stimulation.
    • Research and identify at least three evidence-based behavior strategies that are functionally equivalent and that align with the student’s needs.
    • Explain how each of these strategies will be effective for the identified behaviors in the scenario.
    • Summarize how the strategies might be used proactively in the future.
    • Reflect on why you chose these strategies and how they best meet the student’s needs.

Create a document using the Week 4 Assignment Template  downloadto submit your assignment that includes a title page, headings for each section of the assignment, and your reference list.

Next StepsReview and Submit the Assignment

Review your assignment with the Grading Rubric to ensure you have achieved the distinguished levels of performance for each criterion. Next, submit your document no later than Day 7.

ePortfolio and Assignment Submission Instructions

  • Submit Your Assignment: You will need to submit your assignment to both Waypoint and Folio.

Part 1: Submit Assignment to Waypoint

Submit your assignment to Waypoint using the Assignment Submission button (within your classroom).

Part 2: Add Assignment to Folio

A part of this assignment is adding your work to Folio. Folio is your free digital portfolio tool to visually showcase your academic and professional accomplishments and experiences. You can access Folio by clicking on the “Account” link in the global navigation of this course, and selecting “Folio,” or, by clicking the button in your classroom.

To learn more about setting up your Folio account and adding future assignments, view Setting Up and Using Folio (Links to an external site.).

Success Tip: Start preparing now for the Week 6 final paper!

  • The Week 6 assignment involves creating a resource manual for Mr. Franklin. Preparation for this assignment must begin early to make certain you are thinking ahead and saving your work. Review the full instructions for the Week 6 assignment for more information.

The Classroom Behavior Strategies paper,

Categories
ESE601: Students With Exceptionalities in the School Setting

ESE601: Week 4 – Discussion Forum

Week 4 – Discussion Forum

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

The grading rubric is based on 10 points, and the discussion is worth 3% of your grade.

  Positive Behavior Planning (Scenario) [WLOs: 1, 2] [CLO: 3]

This discussion is your opportunity to demonstrate your understanding of the objective: Compare positive proactive classroom behavior strategies.  The discussion represents an introduction to Course Learning Outcome 3 and the MASE Program Learning Outcome 1.

Prepare

Prior to beginning work on this discussion forum,

https://cdnapisec.kaltura.com/p/1501441/sp/150144100/embedIframeJs/uiconf_id/24035961/partner_id/1501441?iframeembed=true&playerId=kaltura_player&entry_id=0_lex1pxfh&flashvars%5BlocalizationCode%5D=en&flashvars%5BleadWithHTML5%5D=true&flashvars%5BsideBarContainer.plugin%5D=true&flashvars%5BsideBarContainer.position%5D=left&flashvars%5BsideBarContainer.clickToClose%5D=true&flashvars%5Bchapters.plugin%5D=true&flashvars%5Bchapters.layout%5D=vertical&flashvars%5Bchapters.thumbnailRotator%5D=false&flashvars%5BstreamSelector.plugin%5D=true&flashvars%5BEmbedPlayer.SpinnerTarget%5D=videoHolder&flashvars%5BdualScreen.plugin%5D=true&flashvars%5BKaltura.addCrossoriginToIframe%5D=true&&wid=0_71jin7ma

Managing Classroom Behavior (Links to an external site.)

Reflect

As you navigate this scenario, consider how you can apply these concepts and critical terms to your chosen path or learning environment in the field of education. Points to ponder as you begin:

  • P-12: Consider the state or educational standards your district follows or the Common Core State Standards.
  • Early Childhood: The National Association for the Education of Young Children or your local education standards.
  • Post-secondary: Adult learning or training environments (e.g., educational, military, corporate environments) and standards aligning with professional learning.

Scenario

You notice that when Mr. Franklin tells the class it is time to stop their work and move to the next activity, it takes a long time for the class to complete their current activities, gather their materials, and transition to the next class. Because of this lag time, the students are often late to their next class, which makes Mr. Franklin feel frustrated. Responding to this ongoing issue, Mr. Franklin tells the class they will miss five minutes of their lunch time to make up for their lateness.

Take Action

Initial Post: Create an initial response that explains how Mr. Franklin’s response was reactive instead of proactive. Describe at least three proactive strategies Mr. Franklin can use for a smoother transition process. Include in your description how this strategy would be implemented with supporting evidence from the readings and Week Four’s Instructor Guidance

Guided Response

Review the posts of your classmates and that of your instructor. Respond to the following questions, using support from this week’s assigned reading and the Instructor Guidance lesson, with careful attention to the details presented by your peers in the selected posts. You must respond to at least two peers. In your response, consider summarizing what proactive discipline strategies means to you, comparing your peers’ response to your initial ideas of proactive discipline strategies, or explaining how they are the same or different to your own ideas presented in your initial post.

Distinguished responses will

  • Include a question about your colleague’s response.
  • Offer an additional resource that supports this week’s topics.
  • Discuss your colleague’s point of view.
  • Share your own related personal or professional experiences.
  • Demonstrate critical thinking by including real-world application.
  • Support statements and responses with scholarly resources.

Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you (including the instructor) before the last day of the discussion. This will further the conversation while also giving you opportunities to demonstrate your content expertise, critical thinking, and real work experiences with this topic.

Categories
ESE601: Students With Exceptionalities in the School Setting

ESE601: Week 3 – Assignment

Week 3 – Assignment

Universal Learning Characteristics

[WLOs: 2, 3] [CLOs: 2, 3]

Although every child is unique, those with similar categorized disabilities have universal learning and behavior characteristics. For example, traditional instruction can be delivered with strategies that have shown to be successful for students identified as having learning disabilities. Similarly, universal proactive classroom intervention techniques for children with varying exceptionalities have also been demonstrated to be a successful approach to addressing these individualized needs.

This week’s assignment provides an opportunity to research and identify evidence-based practices and interventions to meet the needs of these diverse learners. You will then present your findings by creating an electronic graphic organizer using Draw.io (Links to an external site.) or Creating Graphic Organizers Using Microsoft Word (Links to an external site.) to demonstrate universal learning and behavior characteristics and strategies for a disability.

Prepare

Prior to beginning work on this assignment,

Reflect

In the field of education, you will work with varying exceptionalities and diverse individual needs. These needs will include academic, behavioral, and social/emotional skills. As an educator and expert in the field, you are expected to assist the IEP team in accurately identifying student needs and recommending research-based practices and strategies to best meet these needs and foster student growth and development. This assignment offers an opportunity to choose a specific disability and research and identify quality evidence-based approaches that strongly align with student needs.

As you navigate this assignment consider:

  • How characteristics of these behaviors impact student outcomes and educational performance.
  • The importance and value of selecting effective research-based interventions that align with student needs.
  • The importance of ethical communication and collaboration with IEP team members when selecting and implementing these evidence-based practices.
  • Supports and accommodations for students with exceptionalities.
  • How this assignment will impact your current or future practices working with exceptional learners.

Take Action

Content Instructions: For this assignment choose one of the three listed disabilities: learning disability; emotional/behavioral disorder; autism spectrum disorder. You will only target one disability for this task. Here is a model to follow: Universal Learning Characteristics  downloadexample .

In your graphic organizer,

  • Step 1: Define, in one sentence, the disability you selected.
  • Step 2: Universal Behavior Characteristics
    • Describe at least five universal behavior characteristics for this population of students.
    • Identify common (behavior) characteristics associated with the chosen disability.
    • Explain at least five behavior strategies to support the universal behavior.
    • Identify at least five evidence-based behavior interventions that align with the characteristics mentioned above.
    • List at least three resources you accessed to identify universal behavior characteristics.
    • Use credible and scholarly literature when supporting your research-based behavior strategies/interventions.
  • Step 3: Universal Learning Characteristics
    • Describe at least five universal learning characteristics for the population of students you have chosen.
    • Identify common learning characteristics associated with the chosen disability.
    • Explain at least five instructional strategies, accommodations, or modifications to support the universal learning characteristics of the population of student’s you have chosen.
    • Identify at least five evidence-based interventions that align with the learning characteristics mentioned above.
    • List at least three resources you accessed to identify universal learning characteristics and instructional strategies, accommodations or modifications.
    • Use credible and scholarly literature when supporting your research-based learning strategies/interventions.

Create a document using the sample Universal Learning Characteristics   downloadtemplate to submit your graphic organizer that includes a title page, the link to or content of your graphic organizer, and your reference list.

Next StepsReview and Submit the Assignment

Review your assignment with the Grading Rubric to ensure you have achieved the distinguished levels of performance for each criterion. Next, submit your document no later than Day 7.

ePortfolio and Assignment Submission Instructions

  • Submit Your Assignment: You will need to submit your assignment to both Waypoint and Folio.

Part 1: Submit Assignment to Waypoint

Submit your assignment to Waypoint using the Assignment Submission button (within your classroom).

Part 2: Add Assignment to Folio

A part of this assignment is adding your work to Folio. Folio is your free digital portfolio tool to visually showcase your academic and professional accomplishments and experiences. You can access Folio by clicking on the “Account” link in the global navigation of this course, and selecting “Folio,” or, by clicking the button in your classroom.

To learn more about setting up your Folio account and adding future assignments, view Setting Up and Using Folio (Links to an external site.).

Success Tip: Start preparing now for the Week 6 final paper!

  • The Week 6 assignment involves creating a resource manual for Mr. Franklin. Preparation for this assignment must begin early to make certain you are thinking ahead and saving your work. Review the full instructions for the Week 6 assignment for more information.

The Universal Learning Characteristics graphic organizer,

Categories
ESE601: Students With Exceptionalities in the School Setting

ESE601: Week 3 – Discussion Forum

Week 3 – Discussion Forum

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

The grading rubric is based on 10 points, and the discussion is worth 4% of your grade.

   Assessment Results and LRE Continuum (Scenario) [WLO: 1] [CLOs: 1, 2, 3, 4]

This discussion is your opportunity to demonstrate your understanding of using assessment results and data to accurately place exceptional learners in accordance with Least Restrictive Environment (LRE).

Prepare

Prior to beginning work on this discussion forum,

Reflect

As you navigate this scenario, consider how you can apply these concepts and critical terms to your chosen path or learning environment in the field of education. Points to ponder as you begin:

  • P-12: Consider the state or educational standards your district follows or the Common Core State Standards.
  • Early Childhood: Consider The National Association for the Education of Young Children or your local education standards.
  • Post-secondary: Consider the adult learning or training environments (e.g., educational, military, corporate environments) and standards aligning with professional learning.

Scenario

According to the Henry Evaluation Report  downloaddocument you reviewed in the Week 2 assignment, Henry will frequently look around the room before participating in whole-group activities, copying what his peers are doing, so not to be embarrassed that he does not understand the learning material or what is being asked. Both you and Mr. Franklin have observed this same documented behavior on multiple instances during classroom instruction and other activities. Because he has never been a behavior problem or disruptive, you are afraid that Henry’s introverted nature will cause him to fall further behind as his lack of progress goes unnoticed. It has been determined by a multi-disciplinary evaluation team that Henry has a specific learning disability, which negatively impacts his reading comprehension and ability to organize his thoughts on paper. Help Mr. Franklin and the evaluation and IEP teams discuss the most appropriate learning environment for Henry.

Take Action

Initial Post: Create an initial post in two to three paragraphs to

Guided Response

Review the posts of your classmates and that of your instructor. Respond to at least two peers by comparing your placement decisions based on the unique background created. Be sure to endorse, question, or refute your peer’s placement decision, compared with your LRE decision with supporting evidence from the literature. You are encouraged to provide additional resources that will assist with your explanation.

Distinguished responses will

  • Include a question about your colleague’s response.
  • Offer an additional resource that supports this week’s topics.
  • Discuss your colleague’s point of view.
  • Share your own related personal or professional experiences.
  • Demonstrate critical thinking by including real-world application.
  • Support statements and responses with scholarly resources.

Though two replies are the basic expectation, for deeper engagement and application of the material, you are encouraged to provide responses to any comments or questions others have made (including your instructor) before the last day of the discussion period. This will extend the conversation while providing opportunities to demonstrate your content expertise, critical thinking, and real work experiences with this topic.

Categories
ESE601: Students With Exceptionalities in the School Setting

ESE601: Week 2 – Assignment

Week 2 – Assignment

Interpreting Evaluation Results and Identifying Characteristics of Disabilities

[WLOs: 1, 2, 3] [CLOs: 2, 3]

Researchers have identified multiple potential causes as well as suggested interventions for children who have been identified as having specific disabilities. These strategies may include environmental, instructional, behavioral, and psychological approaches within the classroom or school setting. This information can be instrumental in the decision-making process, specifically for the IEP team, when developing a student’s individualized goals and services. Using research-based interventions along with the student’s present levels of performance, background and cultural influences, for the purpose of developing an individualized plan are the recommended procedure for supporting a student’s needs.

Assessments are one important measure of a child’s level of functioning. They can measure a variety of areas including academic performance, processing abilities, language comprehension and usage as well as many others. There are many types of informal and formal assessments that contribute to the overall picture of a student’s abilities, which help to determine the gaps that need remediation. Whether conducted by a teacher or school psychologist, a report is written to explain the findings, which include current levels of functioning, strengths, and weaknesses.

After reviewing Henry’s Evaluation Report  download, you will use this data to respond to the prompt below.

Prepare

Prior to beginning work on this assignment,

Review the Week 6 final paper (Resource Manual for Educating Students With Exceptionalities) description to see where this artifact fits into your final paper.

Reflect

This assignment provides an opportunity to read and interpret evaluation results for a specific student (Henry). This case study includes a comprehensive breakdown of all relevant sections of an evaluation report. After reading and analyzing this information, you will use the presented data to drive your decision-making process to best meet Henry’s individualized needs. This assignment also provides an opportunity to identify and communicate common characteristics associated with high-incidence exceptionalities.

Take Action

Content Instructions

Part I

  • Within your paper,
    • Identify characteristics of three disabilities: learning disabilities, autism spectrum disorders, and intellectual disabilities.
    • When defining and identifying characteristics of learning disabilities, include how dyslexia impacts reading and related language-based processing skills and aligns with the parameters of learning disabilities.
  • In this section of your paper,
    • Define each disability using IDEA.
    • Identify characteristics for each disability that are commonly seen in the educational environment.
    • Describe how these characteristics adversely impact educational performance and academic progress.

Part II

  • In this section of your paper,
    • Identify the category of eligibility and specific disability you would give Henry based on the data in the evaluation report.
    • Justify your decision with a comprehensive rationale. This should align with Henry’s deficit areas and testing results.

Part III

  • Recommend evidence-based practices and interventions to meet Henry’s individual needs and foster academic progress once you have determined that Henry qualifies for special education services under a specific category (disability).
  • In this section of your paper,
    • Recommend at least three potential evidence-based interventions or instructional strategies to support Henry (support with scholarly research and literature).
    • Summarize each intervention thoroughly (support with scholarly literature).
    • Justify your decision with a comprehensive rationale. This should align with Henry’s deficit areas and testing results.
    • Discuss the potential impact these interventions and instructional strategies will have on Henry’s academic success.

Create a document using this Week 2 Assignment Template  downloadto submit your assignment that includes a title page, headings for each section of the assignment, and your reference list.

Next Steps: Review and Submit the Assignment

Review your assignment with the Grading Rubric to ensure you have achieved the distinguished levels of performance for each criterion. Next, submit your document no later than Day 7.

ePortfolio and Assignment Submission Instructions

  • Submit Your Assignment: You will need to submit your assignment to both Waypoint and Folio.

Part 1: Submit Assignment to Waypoint

Submit your assignment to Waypoint using the Assignment Submission button (within your classroom).

Part 2: Add Assignment to Folio

A part of this assignment is adding your work to Folio. Folio is your free digital portfolio tool to visually showcase your academic and professional accomplishments and experiences. You can access Folio by clicking on the “Account” link in the global navigation of this course, and selecting “Folio,” or, by clicking the button in your classroom.

To learn more about setting up your Folio account and adding future assignments, view Setting Up and Using Folio (Links to an external site.).

Success Tip: Start preparing now for the Week 6 Final Assignment!

  • The Week 6 assignment involves creating a resource manual for Mr. Franklin. Preparation for this assignment must begin early to make certain you are thinking ahead and saving your work. Review the full instructions for the Week 6 assignment for more information.

The Interpreting Evaluation Results and Identifying Characteristics of Disabilities paper,