Week 1 Discussion Explaining it Clearly This discussion is your opportunity to demonstrate your understanding of the objective: Define relevant terms specific to academic and legal concepts for students with mild to moderate disabilities.  The discussion represents your understanding of the Course Learning Outcome 1 and the MASE Program Learning Outcomes 1 and 6.  In addition to reviewing the Required and Recommended Resources and Instructor Guidance for Week One, prepare for this discussion by considering the following scenario: Imagine that you are walking into your very first classroom as a new special education teacher.  You will be working closely with Mr. Franklin, the general educator who has been in the education field for over ten years.  In your “co-teaching” environment, Mr. Franklin and you will be delivering instruction to the entire class, which is comprised of 28 students in the classroom with seven students identified as having specialized academic and/or behavioral needs.  This type of classroom is considered an inclusive setting, where students of the same age are educated together with multiple types of differentiation of the instruction occurring based on the students’ individualized needs.  In an inclusive environment such as this, there will be some students who are formally identified as having specialized academic and/or behavioral challenges. Some of these students may be falling behind in their academics.  Others may not appear engaged in the classwork or homework activities.  Yet others may appear to have a bad attitude.  As co-teachers, you will both be responsible to collaboratively create and deliver instruction to meet the students’ needs. Before the school year officially begins, you meet with Mr. Franklin to discuss the each of your roles within the co-teaching environment.  It was discussed that Mr. Franklin will be expert of the instructional content and your role as the specialist will be to help students access the information at their own levels.  During this meeting, Mr. Franklin admits that he has never been partnered with someone who understands students with special needs.  He states he has not co-taught before and doesn’t understand what is expected specific to the students with specialized learning needs.  He asks you to explain some of the terms and acronyms he’s heard before because he’s not sure what they mean, including the Individuals with Disabilities Education Act (IDEA) and the Individualized Education Program (IEP). As the special educator, part of your job is to explain each of these terms in a way that Mr. Franklin will understand along with providing authentic examples to support the definition you have provided. Initial Post: Create an initial response that defines at least five terms specific to academic and legal concepts that apply when working with students with mild to moderate disabilities.  With each definition provide an example that includes support from the readings and the In ...

1. Week 1 Discussion Explaining it Clearly
This discussion is your opportunity to demonstrate your
understanding of the objective: Define relevant terms specific to
academic and legal concepts for students with mild to moderate
disabilities. The discussion represents your understanding of
the Course Learning Outcome 1 and the MASE Program
Learning Outcomes 1 and 6. In addition to reviewing the
Required and Recommended Resources and Instructor Guidance
for Week One, prepare for this discussion by considering the
following scenario:
Imagine that you are walking into your very first classroom as a
new special education teacher. You will be working closely
with Mr. Franklin, the general educator who has been in the
education field for over ten years. In your “co-teaching”
environment, Mr. Franklin and you will be delivering
instruction to the entire class, which is comprised of 28 students
in the classroom with seven students identified as having
specialized academic and/or behavioral needs. This type of
classroom is considered an inclusive setting, where students of
the same age are educated together with multiple types of
differentiation of the instruction occurring based on the
students’ individualized needs. In an inclusive environment
such as this, there will be some students who are formally
identified as having specialized academic and/or behavioral
challenges.
Some of these students may be falling behind in their
academics. Others may not appear engaged in the classwork or
homework activities. Yet others may appear to have a bad
attitude. As co-teachers, you will both be responsible to
collaboratively create and deliver instruction to meet the
students’ needs.
Before the school year officially begins, you meet with Mr.
Franklin to discuss the each of your roles within the co-teaching
environment. It was discussed that Mr. Franklin will be expert

2. of the instructional content and your role as the specialist will
be to help students access the information at their own levels.
During this meeting, Mr. Franklin admits that he has never been
partnered with someone who understands students with special
needs. He states he has not co-taught before and doesn’t
understand what is expected specific to the students with
specialized learning needs. He asks you to explain some of the
terms and acronyms he’s heard before because he’s not sure
what they mean, including the Individuals with Disabilities
Education Act (IDEA) and the Individualized Education
Program (IEP).
As the special educator, part of your job is to explain each of
these terms in a way that Mr. Franklin will understand along
with providing authentic examples to support the definition you
have provided.
Initial Post: Create an initial response that defines at least five
terms specific to academic and legal concepts that apply when
working with students with mild to moderate disabilities. With
each definition provide an example that includes support from
the readings and the Instructor Guidance from Week One. State
specifically how the terms may impact the practice of your co-
teaching work with Mr. Franklin.
Week One
Introduction
Welcome to ESE601: Students With Exceptionalities in the
School Setting. We are excited that you have chosen this
program and look forward to your success in each class. This
program has been designed around key elements in the field of
special education to prepare you for your role in the education
of students with disabilities.
Each week before beginning your assignments and initial
discussion board post, it is highly recommended that you review
the Instructor Guidance, which serves to supplement the
required and recommended readings, videos and multimedia
web pages for each week of material. The Instructor Guidance

3. begins with a theoretical foundation of the weekly learning
outcomes, progresses to authentic examples, and then concludes
with guidance for the discussion board prompt and completing
the weekly assignment. The Instructor Guidance can be used to
support your discussion posts, responses, and other required
assignments.
Figure 1. A child’s handprint next to Braille.
Reprinted from Morguefile, by DuBoix, 2012,
http://mrg.bz/w1yCaK (Links to an external site.) . Copyright
2006 by Morguefile.
The entire Master of Arts, Special Education (MASE) program,
beginning with this course is focused on the following
assumptions:
1. all children can learn;
2. children have diverse learning styles;
3. and the teacher’s belief in each child’s abilities supports the
child’s success.
Therefore, it is imperative throughout each course in the MASE
program you embrace the premise that, regardless of ability
level, cultural background, or learning differences, in physically
and emotionally safe environments, all children can learn. Take
five minutes to watch Teach Special Education (Links to an
external site.) to hear from parents, teachers, and students about
the value of becoming a special educator. Teachers explain how
students add value to their lives; parents explain how teachers
add value to their children’s lives; and students explain how
having adults who care make all the difference in their world.
Equal Rights
The path to equal rights for children with disabilities has been
full of roadblocks as well as many successes over the years.
There have been notable figures that have worked to pave the
way for public education for children with disabilities. Many
had disabilities themselves, which served to further change

4. societies’ views and attitudes about public education for
children with disabilities. One such early advocate, Helen
Keller, who lost her vision and hearing at 19-months old due to
an undiagnosed illness, earned a college diploma and became a
world-renowned public speaker on behalf of others with
disabilities.
In spite of growing popularity, in the early 1900s women were
discouraged from attending college because, as explained by Dr.
Edward Clark in his book Sex and Education although “…a girl
could study and learn, but she could not do all this and retain
uninjured health, and a future secure from neuralgia, uterine
disease, hysteria, and other derangements of the nervous
system" (as cited in Early College Women, 2010, para. 5). In
1904, Helen Keller graduated college being blind and deaf, but
she also helped found the ACLU (American Civil Liberties
Union), and Helen Keller International while also serving as an
outspoken voice with the American Federation for the Blind
(Helen Keller, 2015). Following closely in her footsteps, Dr.
Jacob Bolotin was the first blind doctor to graduate from
college, completing his medical degree at 24 years old from
Chicago College of Medicine. Using his keen sense of hearing,
he quickly became a world renowned heart and lung specialist
(Kendrick, n.d.). These accomplishments, along with many
others, did not go unnoticed, as future presidents acknowledged
the achievements from the past and set the foundation for future
endeavors.
In 1930, Herbert Hoover, along with 3,500 other participants,
created the Children’s Charter, which focused on the health,
safety and education for all children, inclusively. The president
declared that each citizen has a responsibility and must be held
accountable to improve the lives of all children “regardless of
race, or color, or situation, wherever he may live under the
protection of the American flag” (as cited in The Children’s
Charter, 2015, XIX). Having a personal connection to those

5. with disabilities, President Kennedy’s legacy included his
Special Message to the Congress on Education. In these series
of speeches, the president addresses topics such as education
reform, funding for children with special needs and teacher
salary.
The education of our people is a national investment. It yields
tangible returns in economic growth, an improved citizenry and
higher standards of living. But even more importantly, free men
and women value education as a personal experience and
opportunity-as a basic benefit of a free and democratic
civilization. It is our responsibility to do whatever needs to be
done to make this opportunity available to all and to make it of
the highest possible quality. (John F. Kennedy, 2015, para. 40)
As a result of years of advocacy, the federal law that guides the
field of special education today, known as the Individuals With
Disabilities Education Act (IDEA) has six major principles
(IDEA/IDEIA: Individuals With Disabilities Education Act,
2008). Globally, these include the following:
· Zero Reject
· Non-discriminatory Education
· Appropriate Education
· Least Restrictive Environment
· Procedural Due Process
· Parental and Student Participation
These six principles drive our work in the field and when
followed consistently our work can lead to success for students
with identified disabilities.
In Practice
Imagine that you are walking into your very first classroom as a
special education teacher. You will be working closely with Mr.
Franklin, the general educator who has been in the education
field for over ten years. In your co-teaching environment, Mr.
Franklin and you will instruct the entire class, which is
comprised of 28 students in the classroom, with seven students
identified as having specialized academic and behavioral needs.

6. Some of these students may be falling behind in their academic
progress. Others may not appear engaged in the classwork or
homework activities. Yet others may appear to have a negative
attitude. As co-teachers, you are both responsible for
collaboratively designing and delivering instruction to
effectively meet each student’s needs.
Before the school year officially begins, you meet with Mr.
Franklin to discuss each of your roles within the co-teaching
environment. It was discussed that Mr. Franklin will be the
expert of the instructional content and your role as the specialist
who will help students access the information at their own
levels. During this meeting, he states he has not co-taught
before so you show him a video, Co-Teaching, Part 1 (Links to
an external site.), which introduces this style of teaching, its
benefits, and basic logistics. After sharing the video, Mr.
Franklin is happy to announce that although some questions
remain, he has a much better understanding of what is expected.
Week One Discussion Guidance
There are many benefits to learning online, including working
at your own pace, creating your own schedule, and learning
from peers who are not bound to physical proximity, as is the
case with traditional classrooms. The activities conducted
within the discussion board are your opportunity to build a
community of learners across the country and, in some cases,
worldwide. Online discussions are your opportunity to apply the
learning as it takes the place of direct instruction or “lecture” in
a traditional brick-and-mortar, higher-education setting.
We begin this course by introducing ourselves in the “Post Your
Introduction” discussion. Please be sure to review the six
weekly homepages of the course—does anything stand out? Is
there anything missing you are hoping to learn? In your initial
post, take some time to share your thoughts with your instructor
and peers about the information and assessments in the course

7. including consideration of the questions above. Your instructor
encourages you to include a photo of yourself as part of your
post as well, connecting a face with a name, making your post
more personable.
In the first content related discussion, “Explaining it Clearly,”
you will help Mr. Franklin understand terms and concepts
related to special education services to help create an inclusive
atmosphere where both teachers are contributing to the entire
classroom of students. By guiding the general educator through
the most relevant information related to the Individuals with
Disabilities in Education Act (IDEA), you are you are building
capacity between the shared expertise that both professionals
bring to the classroom.
Please review the discussion board rubric prior to your initial
post to ensure you are fully meeting each of the set criteria to
earn full credit. Your initial post should include relevant
professional, personal, or other real-world experiences in a
manner that is rich in thought and provides valuable insight into
the topic. Additionally, all elements of the discussion board
prompt should be thoroughly addressed with strong and precise
connections to previous and/or current course content or to real-
life situations. When substantively replying to your peers’
posts, be sure to provide a thorough and constructive analysis
relating the response to relevant course concepts that
incorporates pertinent follow-up thoughts or questions about the
topic and demonstrates respect for the diverse opinions of
fellow learners.
Week One Assignment Guidance
There is a rich history of landmark court cases that have
transformed special education from a privilege to a right. Each
ruling paved the way for equal rights for students with
disabilities. The Supreme Court’s decree that “separate is not
equal” in the 1954 case of Brown v. Board of Education was

8. one of the most notable rulings in setting the foundation for
equality in education. Education-based legislation regarding
children with disabilities began in the early 1970’s with Public
Law 94-142 also known as the Education for All Handicapped
Children Act (EAHCA).
For your first assignment, you will create a timeline of
pioneering court cases that contributed to the 21st-century
special education programming as we know it today. Make sure
to use the Grading Rubric as a self-checklist before submitting
the final copy of your assignment to confirm you have met or
exceeded each required expectation. The highest level of
achievement on the rubric is distinguished, which is only earned
through exceeding posted expectations at the proficiency level.
Please remember you are in a masters-level program. Therefore,
your writing, research, and content are held to graduate-level
expectations.
ePortfolio Purpose and Process
In each course within the MASE program, you will save each
written assignment in an electronic portfolio (ePortfolio). This
ePortfolio will serve as a collection of evidence to support the
development and mastery of competencies as you progress
through this program. This electronic portfolio will be
particularly important for you to showcase your learning while
applying the artifacts from your degree program to potential
future interviews and career advancement opportunities. Your
ePortfolio is as unique as you are and will be part of the
culminating experience in the Capstone course in the MASE
program, ESE699.
The Purpose of an ePortfolio
The most important purpose of your ePortfolio is to present
yourself as a developing, reflective practitioner. Several related
goals include:
· To demonstrate individual competencies and mastery of the

9. learning outcomes associated with individual courses as well as
the entire degree program;
· To exhibit work samples which validate skill sets being sought
by potential employers;
· To present work samples which demonstrate competencies
required for professional memberships or organizations; and
· To reflect on the process of developing and refining work
products in order to continually improve your craft as an
educational professional.
Selecting your ePortfolio Platform
The MASE program emphasizes the use of Pathbrite
(https://pathbrite.com/signup) as your selected ePortfolio
platform. Pathbrite currently offers a free version of this
application, which is robust and user friendly. Additionally,
consider the following:
· The variety of different media that the selected platform can
support;
· How easy it is to rearrange content if you later want to adjust
the structure of the layout of your ePortfolio;
· The ability to grant others access to view your work;
· The availability of help and technical support;
· The capacity based on current and future needs;
· Cost
Pathbrite has the ability to address each of these points and is
available free!
References
Biography.com Editors. (2017). Helen Keller:
Biography.com (Links to an external site.). Retrieved from
http://www.biography.com/people/helen-keller-9361967
DuBoix. (2012). FDR_Meml.jpg (Links to an external site.)
[Photograph]. Retrieved from http://mrg.bz/w1yCaK
IDEA/IDEIA: Individuals with disabilities education act (Links
to an external site.). (2008). Retrieved from
http://faculty.frostburg.edu/mbradley/disabilities/IDEA.html

10. Maryland Learning Links Info. (2011, September 21). Co-
Teaching part 1 (Links to an external site.) [Video file].
Retrieved from https://youtu.be/uLvvLc_kZys
Kendrick, R. (n.d.). The blind doctor: The Jacob Bolotin
story (Links to an external site.) [Book review]. Retrieved from
https://nfb.org/images/nfb/publications/bm/bm08/bm0801/bm08
0105.htm
Scott, L. A., Gentry, R., & Phillips, M. (2014). Making
preservice teachers better: Examining the impact of a practicum
in a teacher preparation program (Links to an external site.).
Educational Research and Reviews, 9(10), 294-301.
doi:10.5897/ERR2014.1748
teach.org. (2011, October 26). Teach special education (Links
to an external site.)[Video file]. Retrieved
from https://youtu.be/2XsaK3pWyII
The children's charter [government document] (Links to an
external site.). (n.d.) Retrieved from
http://chnm.gmu.edu/cyh/case-studies/124.Required Resources
Text
Henley, M., Ramsey, R. S., & Algozzine, R. (2009).
Characteristics of and strategies for teaching students with mild
disabilities. Upper Saddle River, N.J: Pearson
· Chapter 1: Foundations of Special Education for Students with
Mild Disabilties
Multimedia
Cheatham, A. (2011, February 1). Significant Court Cases in
Special Education (Links to an external site.) [Presentation
slides]. Retrieved from
http://www.slideshare.net/AngieCheatham/court-cases-6780307
· This presentation provides a brief overview of landmark cases
that contributed to equality in education for students with
disabilities.
Accessibility Statement does not exist.
Privacy Policy

11. Harkins, J. (2017). ESE601 week one historical timeline (Links
to an external site.). [Timeline]. Retrieved from
https://www.tiki-toki.com/timeline/entry/872258/ESE-601-
Week-1-Historical-Timeline/
· The following link is a sample timeline created as a model for
this week’s assignment.
Accessibility Statement does not exist.
Privacy Policy
U.S. Department of Education. (2010, November 22).
Celebrating 35 Years of IDEA (Links to an external site.)
[Video file]. Retrieved from
https://www.youtube.com/watch?v=DUn6luZQaXE
· The U.S. Department of Education created this brief video to
document the journey of students with disabilities prior to the
passage of IDEA.
Accessibility Statement (Links to an external site.)Privacy
Policy (Links to an external site.)
Recommended Resources
Article
PBS. (2006). Landmark cases: Brown v. Board of
Education (Links to an external site.). Retrieved from
http://www.pbs.org/wnet/supremecourt/rights/landmark_brown.
html
· One of the most well-known landmark cases that initiated a
change to equality in education is Brown v. Board of Education
in 1954, which is summarized in user-friendly terms created by
PBS (Public Broadcasting System)
Accessibility Statement does not exist.
Privacy Policy (Links to an external site.)
Websites
Beautiful web-based timeline software (Links to an external
site.). (n.d.). Retrieved from http://www.tiki-toki.com/
Capzles Social Storytelling, Online Timeline Maker, Share
Photos, Videos, Text, Music and Documents Easily (Links to an

12. external site.). (n.d.). Retrieved from http://www.capzles.com
Timetoast (Links to an external site.).
(http://www.timetoast.com)
· Suggested online tool to create this week’s historical timeline
assignment.
Week 1 Assignment Historical Timeline
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) (Links to an external site.) 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 (Links to an external
site.), www.tiki-toki.com/ (Links to an external site.),
and http://www.timetoast.com (Links to an external site.) are

13. 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 (Links to an external site.)
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 (Links to an external
site.), www.tiki-toki.com/ (Links to an external site.),
or www.timetoast.com (Links to an external site.), 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 selected cases.
· Explain in 2-3 sentences, using your own words, how the
historical legal rulings you selected have supported 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.
Written Communication
· APA Formatting: Use APA 6th edition formatting consistently
throughout the timeline.
· Syntax and Mechanics: Display meticulous comprehension and
organization of syntax and mechanics, such as spelling and
grammar.
· Source Requirement: Reference the website or video selected
at the conclusion of each case’s narrative.
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

14. 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
early to make certain you are thinking ahead and saving your
work. Review the full instructions for the Week Six assignment
for more information.
Week One
Introduction
Welcome to ESE601: Students With Exceptionalities in the
School Setting. We are excited that you have chosen this
program and look forward to your success in each class. This
program has been designed around key elements in the field of
special education to prepare you for your role in the education
of students with disabilities.
Each week before beginning your assignments and initial
discussion board post, it is highly recommended that you review
the Instructor Guidance, which serves to supplement the
required and recommended readings, videos and multimedia
web pages for each week of material. The Instructor Guidance

15. begins with a theoretical foundation of the weekly learning
outcomes, progresses to authentic examples, and then concludes
with guidance for the discussion board prompt and completing
the weekly assignment. The Instructor Guidance can be used to
support your discussion posts, responses, and other required
assignments.
Figure 1. A child’s handprint next to Braille.
Reprinted from Morguefile, by DuBoix, 2012,
http://mrg.bz/w1yCaK (Links to an external site.) . Copyright
2006 by Morguefile.
The entire Master of Arts, Special Education (MASE) program,
beginning with this course is focused on the following
assumptions:
1. all children can learn;
2. children have diverse learning styles;
3. and the teacher’s belief in each child’s abilities supports the
child’s success.
Therefore, it is imperative throughout each course in the MASE
program you embrace the premise that, regardless of ability
level, cultural background, or learning differences, in physically
and emotionally safe environments, all children can learn. Take
five minutes to watch Teach Special Education (Links to an
external site.) to hear from parents, teachers, and students about
the value of becoming a special educator. Teachers explain how
students add value to their lives; parents explain how teachers
add value to their children’s lives; and students explain how
having adults who care make all the difference in their world.
Equal Rights
The path to equal rights for children with disabilities has been
full of roadblocks as well as many successes over the years.
There have been notable figures that have worked to pave the
way for public education for children with disabilities. Many
had disabilities themselves, which served to further change
societies’ views and attitudes about public education for

16. children with disabilities. One such early advocate, Helen
Keller, who lost her vision and hearing at 19-months old due to
an undiagnosed illness, earned a college diploma and became a
world-renowned public speaker on behalf of others with
disabilities.
In spite of growing popularity, in the early 1900s women were
discouraged from attending college because, as explained by Dr.
Edward Clark in his book Sex and Education although “…a girl
could study and learn, but she could not do all this and retain
uninjured health, and a future secure from neuralgia, uterine
disease, hysteria, and other derangements of the nervous
system" (as cited in Early College Women, 2010, para. 5). In
1904, Helen Keller graduated college being blind and deaf, but
she also helped found the ACLU (American Civil Liberties
Union), and Helen Keller International while also serving as an
outspoken voice with the American Federation for the Blind
(Helen Keller, 2015). Following closely in her footsteps, Dr.
Jacob Bolotin was the first blind doctor to graduate from
college, completing his medical degree at 24 years old from
Chicago College of Medicine. Using his keen sense of hearing,
he quickly became a world renowned heart and lung specialist
(Kendrick, n.d.). These accomplishments, along with many
others, did not go unnoticed, as future presidents acknowledged
the achievements from the past and set the foundation for future
endeavors.
In 1930, Herbert Hoover, along with 3,500 other participants,
created the Children’s Charter, which focused on the health,
safety and education for all children, inclusively. The president
declared that each citizen has a responsibility and must be held
accountable to improve the lives of all children “regardless of
race, or color, or situation, wherever he may live under the
protection of the American flag” (as cited in The Children’s
Charter, 2015, XIX). Having a personal connection to those
with disabilities, President Kennedy’s legacy included his

17. Special Message to the Congress on Education. In these series
of speeches, the president addresses topics such as education
reform, funding for children with special needs and teacher
salary.
The education of our people is a national investment. It yields
tangible returns in economic growth, an improved citizenry and
higher standards of living. But even more importantly, free men
and women value education as a personal experience and
opportunity-as a basic benefit of a free and democratic
civilization. It is our responsibility to do whatever needs to be
done to make this opportunity available to all and to make it of
the highest possible quality. (John F. Kennedy, 2015, para. 40)
As a result of years of advocacy, the federal law that guides the
field of special education today, known as the Individuals With
Disabilities Education Act (IDEA) has six major principles
(IDEA/IDEIA: Individuals With Disabilities Education Act,
2008). Globally, these include the following:
· Zero Reject
· Non-discriminatory Education
· Appropriate Education
· Least Restrictive Environment
· Procedural Due Process
· Parental and Student Participation
These six principles drive our work in the field and when
followed consistently our work can lead to success for students
with identified disabilities.
In Practice
Imagine that you are walking into your very first classroom as a
special education teacher. You will be working closely with Mr.
Franklin, the general educator who has been in the education
field for over ten years. In your co-teaching environment, Mr.
Franklin and you will instruct the entire class, which is
comprised of 28 students in the classroom, with seven students
identified as having specialized academic and behavioral needs.

18. Some of these students may be falling behind in their academic
progress. Others may not appear engaged in the classwork or
homework activities. Yet others may appear to have a negative
attitude. As co-teachers, you are both responsible for
collaboratively designing and delivering instruction to
effectively meet each student’s needs.
Before the school year officially begins, you meet with Mr.
Franklin to discuss each of your roles within the co-teaching
environment. It was discussed that Mr. Franklin will be the
expert of the instructional content and your role as the specialist
who will help students access the information at their own
levels. During this meeting, he states he has not co-taught
before so you show him a video, Co-Teaching, Part 1 (Links to
an external site.), which introduces this style of teaching, its
benefits, and basic logistics. After sharing the video, Mr.
Franklin is happy to announce that although some questions
remain, he has a much better understanding of what is expected.
Week One Discussion Guidance
There are many benefits to learning online, including working
at your own pace, creating your own schedule, and learning
from peers who are not bound to physical proximity, as is the
case with traditional classrooms. The activities conducted
within the discussion board are your opportunity to build a
community of learners across the country and, in some cases,
worldwide. Online discussions are your opportunity to apply the
learning as it takes the place of direct instruction or “lecture” in
a traditional brick-and-mortar, higher-education setting.
We begin this course by introducing ourselves in the “Post Your
Introduction” discussion. Please be sure to review the six
weekly homepages of the course—does anything stand out? Is
there anything missing you are hoping to learn? In your initial
post, take some time to share your thoughts with your instructor

19. and peers about the information and assessments in the course
including consideration of the questions above. Your instructor
encourages you to include a photo of yourself as part of your
post as well, connecting a face with a name, making your post
more personable.
In the first content related discussion, “Explaining it Clearly,”
you will help Mr. Franklin understand terms and concepts
related to special education services to help create an inclusive
atmosphere where both teachers are contributing to the entire
classroom of students. By guiding the general educator through
the most relevant information related to the Individuals with
Disabilities in Education Act (IDEA), you are you are building
capacity between the shared expertise that both professionals
bring to the classroom.
Please review the discussion board rubric prior to your initial
post to ensure you are fully meeting each of the set criteria to
earn full credit. Your initial post should include relevant
professional, personal, or other real-world experiences in a
manner that is rich in thought and provides valuable insight into
the topic. Additionally, all elements of the discussion board
prompt should be thoroughly addressed with strong and precise
connections to previous and/or current course content or to real-
life situations. When substantively replying to your peers’
posts, be sure to provide a thorough and constructive analysis
relating the response to relevant course concepts that
incorporates pertinent follow-up thoughts or questions about the
topic and demonstrates respect for the diverse opinions of
fellow learners.
Week One Assignment Guidance
There is a rich history of landmark court cases that have
transformed special education from a privilege to a right. Each
ruling paved the way for equal rights for students with

20. disabilities. The Supreme Court’s decree that “separate is not
equal” in the 1954 case of Brown v. Board of Education was
one of the most notable rulings in setting the foundation for
equality in education. Education-based legislation regarding
children with disabilities began in the early 1970’s with Public
Law 94-142 also known as the Education for All Handicapped
Children Act (EAHCA).
For your first assignment, you will create a timeline of
pioneering court cases that contributed to the 21st-century
special education programming as we know it today. Make sure
to use the Grading Rubric as a self-checklist before submitting
the final copy of your assignment to confirm you have met or
exceeded each required expectation. The highest level of
achievement on the rubric is distinguished, which is only earned
through exceeding posted expectations at the proficiency level.
Please remember you are in a masters-level program. Therefore,
your writing, research, and content are held to graduate-level
expectations.
ePortfolio Purpose and Process
In each course within the MASE program, you will save each
written assignment in an electronic portfolio (ePortfolio). This
ePortfolio will serve as a collection of evidence to support the
development and mastery of competencies as you progress
through this program. This electronic portfolio will be
particularly important for you to showcase your learning while
applying the artifacts from your degree program to potential
future interviews and career advancement opportunities. Your
ePortfolio is as unique as you are and will be part of the
culminating experience in the Capstone course in the MASE
program, ESE699.
The Purpose of an ePortfolio
The most important purpose of your ePortfolio is to present

21. yourself as a developing, reflective practitioner. Several related
goals include:
· To demonstrate individual competencies and mastery of the
learning outcomes associated with individual courses as well as
the entire degree program;
· To exhibit work samples which validate skill sets being sought
by potential employers;
· To present work samples which demonstrate competencies
required for professional memberships or organizations; and
· To reflect on the process of developing and refining work
products in order to continually improve your craft as an
educational professional.
Selecting your ePortfolio Platform
The MASE program emphasizes the use of Pathbrite
(https://pathbrite.com/signup) as your selected ePortfolio
platform. Pathbrite currently offers a free version of this
application, which is robust and user friendly. Additionally,
consider the following:
· The variety of different media that the selected platform can
support;
· How easy it is to rearrange content if you later want to adjust
the structure of the layout of your ePortfolio;
· The ability to grant others access to view your work;
· The availability of help and technical support;
· The capacity based on current and future needs;
· Cost
Pathbrite has the ability to address each of these points and is
available free!
References
Biography.com Editors. (2017). Helen Keller:
Biography.com (Links to an external site.). Retrieved from
http://www.biography.com/people/helen-keller-9361967
DuBoix. (2012). FDR_Meml.jpg (Links to an external site.)

22. [Photograph]. Retrieved from http://mrg.bz/w1yCaK
IDEA/IDEIA: Individuals with disabilities education act (Links
to an external site.). (2008). Retrieved from
http://faculty.frostburg.edu/mbradley/disabilities/IDEA.html
Maryland Learning Links Info. (2011, September 21). Co-
Teaching part 1 (Links to an external site.) [Video file].
Retrieved from https://youtu.be/uLvvLc_kZys
Kendrick, R. (n.d.). The blind doctor: The Jacob Bolotin
story (Links to an external site.) [Book review]. Retrieved from
https://nfb.org/images/nfb/publications/bm/bm08/bm0801/bm08
0105.htm
Scott, L. A., Gentry, R., & Phillips, M. (2014). Making
preservice teachers better: Examining the impact of a practicum
in a teacher preparation program (Links to an external site.).
Educational Research and Reviews, 9(10), 294-301.
doi:10.5897/ERR2014.1748
teach.org. (2011, October 26). Teach special education (Links
to an external site.)[Video file]. Retrieved
from https://youtu.be/2XsaK3pWyII
The children's charter [government document] (Links to an
external site.). (n.d.) Retrieved from
http://chnm.gmu.edu/cyh/case-studies/124.Required Resources
Text
Henley, M., Ramsey, R. S., & Algozzine, R. (2009).
Characteristics of and strategies for teaching students with mild
disabilities. Upper Saddle River, N.J: Pearson
· Chapter 1: Foundations of Special Education for Students with
Mild Disabilties
Multimedia
Cheatham, A. (2011, February 1). Significant Court Cases in
Special Education (Links to an external site.) [Presentation
slides]. Retrieved from
http://www.slideshare.net/AngieCheatham/court-cases-6780307
· This presentation provides a brief overview of landmark cases

23. that contributed to equality in education for students with
disabilities.
Accessibility Statement does not exist.
Privacy Policy
Harkins, J. (2017). ESE601 week one historical timeline (Links
to an external site.). [Timeline]. Retrieved from
https://www.tiki-toki.com/timeline/entry/872258/ESE-601-
Week-1-Historical-Timeline/
· The following link is a sample timeline created as a model for
this week’s assignment.
Accessibility Statement does not exist.
Privacy Policy
U.S. Department of Education. (2010, November 22).
Celebrating 35 Years of IDEA (Links to an external site.)
[Video file]. Retrieved from
https://www.youtube.com/watch?v=DUn6luZQaXE
· The U.S. Department of Education created this brief video to
document the journey of students with disabilities prior to the
passage of IDEA.
Accessibility Statement (Links to an external site.)Privacy
Policy (Links to an external site.)
Recommended Resources
Article
PBS. (2006). Landmark cases: Brown v. Board of
Education (Links to an external site.). Retrieved from
http://www.pbs.org/wnet/supremecourt/rights/landmark_brown.
html
· One of the most well-known landmark cases that initiated a
change to equality in education is Brown v. Board of Education
in 1954, which is summarized in user-friendly terms created by
PBS (Public Broadcasting System)
Accessibility Statement does not exist.
Privacy Policy (Links to an external site.)
Websites

24. Beautiful web-based timeline software (Links to an external
site.). (n.d.). Retrieved from http://www.tiki-toki.com/
Capzles Social Storytelling, Online Timeline Maker, Share
Photos, Videos, Text, Music and Documents Easily (Links to an
external site.). (n.d.). Retrieved from http://www.capzles.com
Timetoast (Links to an external site.).
(http://www.timetoast.com)
· Suggested online tool to create this week’s historical timeline
assignment.