Characteristics 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. Review Henry’s Case Study I. Background History Week 2 Assignment 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-group discussions.  When asked to read aloud, Henry will comply; however, his verbal expression 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 rea.

1. Characteristics
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

2. 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.
Review Henry’s Case Study
I. Background History
Week 2 Assignment
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-group
discussions. When asked to read aloud, Henry will comply;
however, his verbal expression 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.

3. 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:

4. Woodcock-Johnson Test of Achievement
Curriculum Based Measurements (CBM)
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)
Passage Comprehension:
Henry was asked to read a passage (beginning at his level of
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)
Reading Vocabulary:
Henry was asked to provide the antonym (opposite) and
synonym (same) for two separate vocabulary lists, and then he

5. was asked to complete analogies. He scored within the low
range (standards score: 76)
Writing Fluency:
Henry was asked to formulate and write sentences comprised of
three given words along with a pictures within a 7-minute
timeframe. He scored within the low average range (standards
score: 82)
Writing Samples:
Henry was asked to formulate sentences that combine visual and
auditory 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 facts within a 3-minute timeframe. He scored
within the average range (standard score: 90)
VI. Conclusions
Strengths:
Henry’s strengths are in math calculation and fluency where he
scored in the average range. He also excelled in completing the
“Writing Samples” and “Letter-Word Identification” subtest that
requires visual and auditory information input.

6. Areas of Need:
Based on the assessments administered, it is evident that Henry
struggles in the areas of reading and vocabulary comprehension.
In the subtests that required “Passage Comprehension
(standards score: 78), “Reading Vocabulary” (standard score:
76) and “Writing Fluency” (standard score: 76), Henry scored in
the low range. These scores indicate an area of need in
demonstrating vocabulary and reading comprehension skills.
Although considered low-average, Henry struggled with
phonetics of non-sight words in the “Word Attack” subtest
(standard score: 87).
VII. Summary & Recommendations
Student Summary:
At this time there have been no records transferred from
Henry’s previous 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.
The assessment results indicate that Henry is not making
effective progress in the areas of reading 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.

7. Content Expectations:
Within your paper you are to identify characteristics of a mild
to moderate disability and how each may impact Henry’s
academic progress. Use the following guidelines for creating
your presentation:
Identify and define characteristics of a mild to moderate
disability as outlined by Individuals With Disabilities Education
Act.
Explain how Henry’s specific disability was chosen with
justification from the case study, the week’s reading
assignments and independent research.
Describe at least three potential causes (environmental,
instructional, behavioral and/or psychological) for the
disability.
From the above, establish the overall potential impact on
Henry’s academic success.
Written Expectations:
Syntax and Mechanics:
Exhibit meticulous use of grammar, spelling, organization, and
usage throughout your submission.
Source Requirement:
Reference at least two scholarly sources in addition to the
course textbook in order to provide compelling evidence to
support your ideas.

8. Page Requirement:
Your submission must be two to three pages in length excluding
a title and reference page.
APA format:
All in text citations, page format and references must be
written in APA 6th edition format.
Next Steps: Review and Submit the Assignment
Review your assignment with the
Grading Rubric (Links to an external site.)
to ensure you have achieved the distinguished levels of
performance for each criterion. Next, submit your document no
later than Day 7.
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, ESE699. You may select this
assignment and subsequent coursework to include as artifacts.
Therefore, it is strongly encouraged you save your coursework
on a flash-drive (e.g., a USB removable drive) or store in a
cloud-based option such as Dropbox, GoogleDrive, or other
similar applications.
Success Tip: Start preparing now for the Week Six Final
Assignment!
The Week Six assignment involves creating a resource manual
for Mr. Franklin. Preparation for this assignment must begin

9. early to make certain you are thinking ahead and saving your
work. Review the full instructions for the Week Six assignment
for more information.