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1. ASH ESE 601 Week 2 Assignment Characteristics
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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,

2. 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.

3. 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;howeve
r,hisverbalexpression is reticent but he is able to
decode each word. While reading silently during

4. 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

5. 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)

6. 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:Henrywasaskedtoreadapa
ssage (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:Henrywasaskedtoprovidethea
ntonym(opposite)andsynonym(same)
fortwoseparatevocabularylists,andthenhewasaske
dtocompleteanalogies. Hescoredwithin the low
range (standards score: 76)
WritingFluency:Henrywasaskedtoformulateandwr
itesentencescomprisedofthreegiven words along
with a pictures within a 7-minute timeframe. He
scored within the low average range (standards
score: 82)
WritingSamples:Henrywasaskedtoformulatesente
ncesthatcombinevisualandauditory information.
There is no penalty, in this subtest, for basic

7. 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:9
0)
VI. Conclusions
Strengths:Henry’sstrengthsareinmathcalculationa
ndfluencywherehescoredintheaverage 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:Atthistimetherehavebeennoreco
rdstransferredfromHenry’sprevious school for
teachers and other school personnel to review.

8. 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.
TheassessmentresultsindicatethatHenryisnotmaki
ngeffectiveprogressintheareasofreading 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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