ESE 601 Effective Communication - snaptutorial.com

ESE 601 Week 1 Assignment Historical
Timeline
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ESE 601 Week 1 Assignment Historical Timeline
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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ESE 601 Week 1 Discussion 1
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ESE 601 Week 2 Assignment Characteristics
ESE 601 Week 2 Assignment Characteristics
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,hisverbalexpressio
n 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)an
dsynonym(same)

fortwoseparatevocabularylists,andthenhewasaskedtocompleteanalogie
s. Hescoredwithin the low range (standards score: 76)
WritingFluency:Henrywasaskedtoformulateandwritesentencescompris
edofthreegiven words along with a pictures within a 7-minute
timeframe. He scored within the low average range (standards score:
82)
WritingSamples:Henrywasaskedtoformulatesentencesthatcombinevis
ualandauditory 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’sstrengthsareinmathcalculationandfluencywherehesc
oredintheaverage 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:AtthistimetherehavebeennorecordstransferredfromH
enry’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.
TheassessmentresultsindicatethatHenryisnotmakingeffectiveprogressi
ntheareasofreading 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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Pinterest
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ESE 601 Week 2 Discussion 1 Eligibility
Evaluation Process
ESE 601 Week 2 Discussion 1 Eligibility Evaluation Process
EligibilityEvaluationProcess[CLO:2].1stPostDuebyDay3.Thisdiscussi
onisyouropportunityto 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:Reviewthepostsofyourclassmatesandthatofyourinstr
uctor. 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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ESE 601 Week 3 Assignment Universal
Learning Characteristics
ESE 601 Week 3 Assignment Universal Learning Characteristics
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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ESE 601 Week 3 Discussion Assessment
Results and LRE Continuum

ESE 601 Week 3 Discussion Assessment Results and LRE
Continuum
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:Reviewthepostsofyourclassmatesandthatofyourinstr
uctor. 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.
with this topic.
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ESE 601 Week 4 Assignment Proactive
Classroom Strategies
ESE 601 Week 4 Assignment Proactive Classroom Strategies
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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ESE 601 Week 4 Discussion Positive Behavior
Planning
ESE 601 Week 4 Discussion Positive Behavior Planning
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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ESE 601 Week 5 Assignment Instructional
Planning

ESE 601 Week 5 Assignment Instructional Planning
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,withseve
nwho 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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ESE 601 Week 5 Discussion Present Level of
Performance

ESE 601 Week 5 Discussion Present Level of Performance
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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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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ESE 601 Week 6 Discussion Professional and
Ethical Reflection
ESE 601 Week 6 Discussion Professional and Ethical Reflection
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.
with this topic.
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ESE 601 Week 6 Final Paper

Week Six Final
Since Mr. Franklin 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 privacy information specific to students
with disabilities.
Instructions
As you move through the program, this manual will become a
resource of up-to-date information in the field of special education.
It can also be a rich source of documentation of your work in this
program as you consider entering or continuing your work in the
profession and field of special education. Additionally, this manual
will be a practical source of your completed coursework in
preparation for the Capstone course.
Content Expectations:
• Explain one key landmark case that made the biggest impact on
special education.
• Define ten terms that will be most useful in everyday classroom
practice.
• Outline the importance of formal and informal assessments in
driving instructional planning.
• List at least three common etiological factors of students with mild
to moderate disabilities.
• Identify teaching techniques for students with common mild to
moderate disabilities in an inclusion classroom.
• Identify positive proactive behavior strategies for students with
common mild to moderate disabilities in an inclusion classroom.
• Describe five easy to administer informal assessments to evaluate
student progress at various ability levels.
Written Expectations:
Using the provided, 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 four
scholarly sources to be used including the course textbook.
Next Steps: Review and Submit the Assignment

Review your assignment with the 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 to
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.
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