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1. 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

2. 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.

3. 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,hisv
erbalexpression is reticent but he is able to decode each
word. While reading silently during independent
practice, he struggles with answering grade-level

4. 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

5. 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)

6. ReadingVocabulary:Henrywasaskedtoprovidetheantony
m(opposite)andsynonym(same)
fortwoseparatevocabularylists,andthenhewasaskedtoco
mpleteanalogies. Hescoredwithin the low range
(standards score: 76)
WritingFluency:Henrywasaskedtoformulateandwritese
ntencescomprisedofthreegiven words along with a
pictures within a 7-minute timeframe. He scored within
the low average range (standards score: 82)
WritingSamples:Henrywasaskedtoformulatesentencest
hatcombinevisualandauditory 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

7. Strengths:Henry’sstrengthsareinmathcalculationandflu
encywherehescoredintheaverage 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:Atthistimetherehavebeennorecordstr
ansferredfromHenry’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.
TheassessmentresultsindicatethatHenryisnotmakingeff
ectiveprogressintheareasofreading 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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