ESE 601 Entire Course New Flashcards
ASH ESE 601 Week 1 Assignment Historical Timeline NEW
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Historical Timeline [CLO: 2]. Due by Day 7. In this assignment you will demonstrate your understanding of the learning objectives: Analyze the relevant historical timeline of landmark cases that have influenced special education and the education and treatment of individuals with exceptional needs in the school setting and Identify federal legislation that guides the foundations of special education in the public schools. Additionally,Completion of this assignment represents an introduction to Course Learning Outcome 1 and MASE Program Learning Outcomes 1 and 2.
The history of special education has included a long and arduous path for parents, teachers, and children as exemplified in Celebrating 35 Years of Individuals with Disabilities Education Act (IDEA) but this process also has generated some very positive outcomes. Beginning in 1954 with the landmark civil rights case Brown v. Board of Education, the Supreme Court ruled that separate is not equal and therefore educating children with special needs in isolated environments does not provide an identical education to that of their non-disabled peers
(Expanding Civil Rights, n.d.). Since the passage of this groundbreaking legislation, other individuals and activist groups have followed suit, fighting for the legal rights of children with disabilities.
Instructions
You will select three landmark cases to summarize and analyze using a timeline format. Although you can use any online template for this project www.capzles.com, www.tiki-toki.com/, and http://www.timetoast.com are recommended as being user-friendly. The use of your text and the aforementioned video are strong resources for this assignment. Upload a Word document in waypoint that includes a link to your online timeline. An important point is that you must make your website “public” in order for the instructor to access your work.
Here is an example of a timeline:
• Special Education Timeline
Timeline Content
Identify, by name and date, at least three influential landmark cases specific to 21st century special education beginning in 1960, using www.capzles.com, www.tiki-toki.com/, orwww.timetoast.com, or an online timeline creation tool of your choice.
Paraphrase in 2-3 sentences a description of each party’s stance for each of the three selected cases.
Restate in your own words, a 2-3 sentence summary of the final court ruling for each of the three selectedcases.
Explain in 2-3 sentences, using your own words, how the historical legal rulings you selected havesupported the needs of students with disabilities.
Embed into your timeline a relevant link to a website or video that describes each selected case in user-friendly terms.
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ASH ESE 601 Week 1 Discussion 1 NEW
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ESE 601 Week 1 Discussion 1 NEW
ASH ESE 601 Week 1 Discussion 1 NEW
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ESE 601 Week 1 Discussion 1 NEW
ASH ESE 601 Week 2 Assignment Characteristics NEW
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Characteristics [CLO: 2]. Due by Day 7. In this assignment you will demonstrate your understanding of the learning objective: Identify the characteristics and learning differences of students with mild to moderate disabilities based on the IDEA. Additionally, completion of this assignment represents an introduction to Course Learning Outcome 2 and MASE Program Learning Outcomes 1 and 2.
Researchers have identified multiple potential causes as well as suggested interventions for children who have been identified as having mild to moderate learning disabilities. These strategies may include environmental, instructional, behavioral, and/or 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 and 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 assessment report, you will contribute to his case study by completing the “Background” section.
Instructions
In this assignment you will read a Case Study, Henry, and then create the “Background History” section using the characteristics of mild to moderate disabilities. In addition, you will explain how each determinant may impact his academic progress.
Re view Henry’s Case Study
I. Background History
Week2Assignment
II. Reason for Referral
Henry is a transfer student to the school who enrolled approximately three weeks after the start of the school year. His previous school did not send past school records. Henry is currently in an inclusive classroom that is being co-taught by Mr. Franklin and you.
Henry is a quiet young man who sits near the back of the classroom and is reluctant to participate in whole-groupdiscussions. Whenaskedtoreadaloud,Henrywillcomply;however,hisverbalexpression is reticent but he is able to decode each word. While reading silently during independent practice, he struggles with answering grade-level comprehension questions that require higher-level thinking skills. In group-work settings, Henry will volunteer for the secretary role to avoid peer engagement.
III. Behavioral Observations during Testing
During the reading portion of the education assessment, Henry told the assessor that he didn’t like reading because he “isn’t very good at it.” He also said that his mom takes him to the library once a week but he has a difficult time finding a book the he likes and usually ends up checking out a movie or CD instead.
Although Henry mentioned, several times, how he does not like reading, he was willing to try each portion of the assessment and seemed to be putting forth his best effort. It is relevant to mention that after each subtest, Henry asked the assessor if he did “a good job?”
Based on Henry’s overall performance on the education assessment and his academic history, the evaluation results appear to be a valid representation of his abilities.
IV. Sources of Information, Tests, and Procedures
Personal Observations and Interviews:
Henry (student)
Henry’s parents
Teacher reports
Classroom observation
Formal and Informal Assessments:
Woodcock-JohnsonTestofAchievement
CurriculumBasedMeasurements(CBM) o Student portfolio
V. Test Results
Woodcock-Johnson, Education Assessment: The following is a summary of Henry’s current performance in reading, math and language/content:
Letter-Word Identification: Henry was asked to read a list of words beginning at his level of independence and gradually becoming more difficult. He scored within the low average range (standard score: 88)
Word Attack: Henry was asked to decode (phonetically pronounce) a list of nonsense words using letter patterns that gradually advanced in difficulty. He scored within the low average range (standard score: 87)
PassageComprehension:Henrywasaskedtoreadapassage (beginningathislevelof independence) silently and then verbally provide the omitted word. This subtest measured Henry’s level of reading comprehension. He scored within the low range (standard score: 77)
ReadingVocabulary:Henrywasaskedtoprovidetheantonym(opposite)andsynonym(same) fortwoseparatevocabularylists,andthenhewasaskedtocompleteanalogies. Hescoredwithin the low range (standards score: 76)
WritingFluency:Henrywasaskedtoformulateandwritesentencescomprisedofthreegiven words along with a pictures within a 7-minute timeframe. He scored within the low average range (standards score: 82)
WritingSamples:Henrywasaskedtoformulatesentencesthatcombinevisualandauditory information. There is no penalty, in this subtest, for basic writing, spelling or punctuation errors. He scored within the average range (standard score: 92)
Math Calculation: Henry was asked to complete basic addition, subtraction, multiplication and division equations gradually advancing in difficult to more complex computations involving decimals, fractions and geometry. He scored within the average range (standards score: 95)
Math Fluency: Henry was asked to complete simple addition, subtraction and multiplication factswithina3-minutetimeframe. Hescoredwithintheaveragerange(standardscore:90)
VI. Conclusions
Strengths:Henry’sstrengthsareinmathcalculationandfluencywherehescoredintheaverage range. He also excelled in completing the “Writing Samples” and “Letter-Word Identification” subtest that requires visual and auditory information input.
VII. Summary & Recommendations
StudentSummary:AtthistimetherehavebeennorecordstransferredfromHenry’sprevious school for teachers and other school personnel to review. Because there is no background information, the team is only able to use the current class performance and his educational assessment regarding his ability levels and eligibility for services provided under IDEA. It is evident from the teacher and parent reports along with classroom observation that Henry’s area of weakness is in reading and vocabulary comprehension.
TheassessmentresultsindicatethatHenryisnotmakingeffectiveprogressintheareasofreading and vocabulary comprehension at his grade level. If allowed to continue with proper support and intervention strategies, he will continue to fall behind his same-aged peers as he progresses through each grade level.
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ASH ESE 601 Week 2 Discussion 1 Eligibility Evaluation Process NEW
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EligibilityEvaluationProcess[CLO:2].1stPostDuebyDay3.Thisdiscussionisyouropportunityto demonstrate your understanding of the objective: Examine the eligibility evaluation process for children with mild to moderate disabilities based on the IDEA. The discussion represents an introduction to Course Learning Outcome 2 and the MASE Program Learning Outcome 6.
Since September, Mr. Franklin and you have been co-teaching superstars, creating a trusting professional relationship that was built on a foundation of strong communication. After school one day, you discuss Henry, a student who is falling behind his peers during his Language Arts class. He started school a few weeks after the beginning of the school year, without any records from his previous school. You and Mr. Franklin have noticed that while reading silently, he struggles with answering grade-level comprehension questions. During group activities, Henry sits quietly while his peers actively participate. You agree with Mr. Franklin that Henry is never a behavior problem and really shines during gym and art class.
Initial Post: Create an initial post that discusses how Henry’s lack of academic progress may contribute to a continual decline in reading comprehension and higher level thinking skills. Explain, in detail, the potential ‘next steps’ in determining if a disability under one of the 13 categories under IDEA is present. Use your text and additional resources as scholarly support for your writing.
GuidedResponse:Reviewthepostsofyourclassmatesandthatofyourinstructor. Respondtoat leasttwopeers by reacting to their suggestions on the process of determining if Henry may be exhibiting some type of disability. Have you experienced a similar situation in your own work or personal life? Share this story in both of your responses to your peers’ post. You are encouraged to provide additional resources that will assist with your explanation.
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.
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ASH ESE 601 Week 3 Assignment Universal Learning Characteristics NEW
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Universal Learning Characteristics [CLO: 3]. Due by Day 7. In this assignment you will demonstrate your understanding of the learning objective: Identify universal learning characteristics of students with mild to moderate disabilities. Additionally, completion of this assignment represents an introduction to Course Learning Outcome 3 and MASE Program Learning Outcomes 1, 2 and 6.
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 mild to moderate behavior disabilities have also been demonstrated to be asuccessfulapproachtoaddressingtheseindividualized needs.
Instructions
Create a graphic organizer using Popplet or Microsoft Word to demonstrate universal learning and behavior characteristicsandstrategiesforadisability ofyourchoice. Usetable2.1“GenerallyAcceptedCategorical Descriptions of Students with Mild Disabilities” and table 2.2 “Summary of Instructional Strategies by Functional Domains” to identify a population and their characteristics. Here is a model to follow:
• Universal Learning Characteristics
Content Expectations
Define, in one sentence, the disability you’ve chosen.
Describe at least five universal behavior characteristics for the population of students you’ve chosen.
Explain at least five behavior strategies to support the Universal Behavior Characteristics.
List at least three resources you accessed to identify Universal Behavior Characteristics and strategies.
Describe at least five universal learning characteristics for the population of students you’ve chosen.
Explain at least five instructional strategies to support the universal learning characteristics of the
Population of student’s you’ve chosen.
List at least three resources you accessed to identify universal learning characteristics and instructionalstrategies.
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ASH ESE 601 Week 3 Discussion Assessment Results and LRE Continuum NEW
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Assessment Results and LRE Continuum [CLO: 3]. 1st Post Due by Day 3. This discussion is your opportunity to demonstrate your understanding of the objective: Review the Least Restrictive Environment continuum of placement options as outlined by IDEA. The discussion represents an introduction to Course Learning Outcome 3 and the MASE Program Learning Outcome 1.
According to the assessment report you reviewed in Week 2, 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. Mr. Franklin and you have observed this same documented behavior in 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 furtherbehindashaslackofprogressgoesunnoticed. IthasbeendeterminedthatHenryhasalearningdisability, which negatively impacts his reading comprehension and ability to organize his thoughts on paper.
Initial Post: Create an initial post using the results from the evaluation process presented in the Instructor Guidance as well as course information listed in the Required and Recommended Resources. Conduct a review of Henry’s assessment report and his background you created last week. Explain to IEP team which academic setting you believe is Henry’s Least Restrictive Environment (LRE). Be sure to justify your decision with information you’ve read in the text, the week’s reading assignments and independent research.
GuidedResponse:Reviewthepostsofyourclassmatesandthatofyourinstructor. Respondtoatleasttwopeers 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.
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.
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ASH ESE 601 Week 4 Assignment Proactive Classroom Strategies NEW
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Proactive Classroom Strategies [CLO: 3]. Due by Day 7. In this assignment you will demonstrate your understanding of the weekly learning objectives: Compare positive proactive classroom behavior strategies and Identify strategies for managing student behavior. Additionally, completion of this assignment represents an introduction to Course Learning Outcome 3 and MASE Program Learning Outcomes 1 and 2.
Even when you proactively predict your students’ behaviors and plan for every situation, problems will still arise that need to be managed. According to Bill Rogers, behavior specialist, many negative behaviors fit into one of five categories: The Chatterbox, The Boycotter, The Debater, The Sulker and The Clinger (Five Persistent Behavior Problems, 2014).
First, read a description of each of the five behavior categories outlined by Bill Rogers on Scholastic’s webpage “Five Persistent Behavior Problems and How to Handle Them”. Then, choose a behavior management technique listed on Education World’s “Tip Archive” for each of the behaviors. Use the following guidelines for creating your presentation:
Content Expectations:
Using support from your assignment reading, the Instructor Guidance, and the discussions, your written paper will:
Identify one of the five behavior categories.
Choose a behavior management technique for the selected behavior.
Examine how the method will be effective for the selected behavior category
Summarize how the strategy can be used, in the future, proactively.
Share a story from your experience that is related to the ideas you have learned thus far in the course.
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ASH ESE 601 Week 4 Discussion Positive Behavior Planning NEW
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Positive Behavior Planning [CLO: 3]. 1st Post Due by Day 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.
In an authentic classroom environment, discipline procedures can either be proactive or reactive. Proactive discipline focuses on classroom management that is “designed to promote student self-control by focusing teacher intervention as the cause of discipline problems…” (Henley, Ramsey &Algozzine, 2009, p. 288). Reactive discipline, on the other hand, is where the teacher is responding to discipline problems instead of proactively predictingpotentialsituations. Teacherswhoanticipateandplanforstudentbehaviorshavelong-termclassroom management success.
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 5 minutes of their lunch time to make up for their lateness.
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, using support from our assigned reading and the Instructor Guidance, to the following questions with careful attention to the details presented by your peers in the selected posts. You must respond to at least two peers.
Summarize what proactive discipline strategies means to you.
Compare your peers’ response to your initial ideas of proactive discipline strategies.
Explain how they are the same or different to your own ideas presented in your initial post.
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.
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ASH ESE 601 Week 5 Assignment Instructional Planning NEW
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Instructional Planning [CLO: 3]. Due by Day 7. In this assignment you will demonstrate your understanding of the learning objectives: Evaluate various assessment data the drives classroom instruction for the individual student and Describe the factors to consider when planning appropriate research-based instructional approaches for student with mild to moderate disabilities. Additionally, completion of this assignment represents an introduction to Course Learning Outcome 3 and MASE Program Learning Outcomes 1, and 4.
In order to create dynamic lesson plans that engage all students at their present levels of performance, instructional planning must be driven by formal and informal assessment results. Formal assessments include data collected through standard scores that are collected by trained professionals such as the school psychologist. This can include educational assessments such as Henry’s assessment in Week 3.
Informal assessments, on the other hand, are typically content-based and are administered by the teacher to measureastudent’sachievementonclassroominstruction. Forexample,canincludea‘thumbsuporthumbs down’, a morning warm-up of information from the day before, or a brief quiz at the end of a lesson. Teachers also assess students through informal observations by walking around the classroom during group activities and independent practice or during whole group instruction.
Mr. Franklin and you spend quite a bit of time together planning instruction to meet the needs of all your students. Because he is considered the content expert while you are the content delivery expert (access specialist), he looks to you for guidance on creative and engaging lesson plans that are determined by assessment data results and the student’sIEPwrittenplan. Thelessonyouarecreatingmustmeettheneedsofyour28students,withsevenwho have been identified as having specialized academic and/or behavioral needs.
Content Expectations
Using support from your assignment reading, the Instructor Guidance, and the discussions, your written paper will:
Identify three informal assessments.
Explain how the informal assessment you’ve chosen will accurately evaluate the needs of all the students
in your class.
Examine how the assessment results will inform instructional planning.
Summarize at least one additional resource that provides more information on one of the threeassessments you’ve chosen.
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ASH ESE 601 Week 5 Discussion Present Level of Performance NEW
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PresentLevelofPerformance [CLOs: 1, 3].1st PostDuebyDay3.Thisdiscussion is your opportunity to demonstrate your understanding of the objective: Examine the importance of a student’s present levels of performance in the development of an Individualized Education Program. The discussion represents an introduction to Course Learning Outcome1 and 3 and the MASE Program Learning Outcome 1, 2 and 5.
You play an important role in 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. The IDEA requires the following personnel to meaningfully participate in the IEP team process (“IDEA/IDEIA: The rights your child has as one with a disability,” n.d.) :
According to IDEA 2004, Section 1414(d)(1)(B), the IEP team includes:
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ASH ESE 601 Week 6 Discussion 2 NEW
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Create an initial response that defines how this course has helped you determine your professional interests in the field of special education.
Students with Exceptionalities in the School Setting have only strengthened my desire to be an instructor for exceptional students as a guardian of an exceptional student and the added…
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ASH ESE 601 Week 6 Discussion Professional and Ethical Reflection NEW
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Professional and Ethical Reflection [CLOs: 1, 4]. 1st Post Due by Day 3. Review the Council for Exceptional Children (CEC) Special Education Professional Ethics Principles and National Association of Special Education Teachers (NASET) Code of Ethics. Then visit Voicethread: Ethics and Responsibilities. If you are unable to see the video in VoiceThread, or require closed caption, please view it in YouTube: Student Privacy 101: FERPA for Parents and Students.
Initial Post: After watching the video, you will create an initial response that responds to the two posted discussion board prompts below directly on VoiceThread. You are able to access this by hovering your mouse in the center of the green ‘play’ bar until, where you will click on the “+” sign. For each question you will state, specifically using support from the readings and Instructor Guidance from Week Six, your answers to the following:
How does FERP A 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 teacher?
Please be sure to create an original post on the discussion board with your name in the subject line and the words “See VoiceThread” in the comments section.
Guide d Response: Review the posts of your classmates made in VoiceThread, reply in the discussion board under their initial post. Choose two peers to endorse, question, or refute each viewpoint, citing the CEC or NASET Code of Ethics.
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.
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