ESE 697 Entire Course NEW

ASH ESE 697 Complete Class ASH
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ESE 697 Complete Class ASH
ESE 697 Week 1 Assignment Lesson Plan 1 Reading
Comprehension
ESE 697 Week 1 DQ 1 Aligning Instruction with Common
Core State Standards and the IEP
ESE 697 Week 1 DQ 2 Designing in Mini Lesson in
Reading Comprehension
ESE 697 Week 1 Reflective Journal

ESE 697 Week 2 Assignment Lesson Plan 2 Phonics or
Oral Language
ESE 697 Week 2 DQ 1 Planning Accommodations for
Instruction
ESE 697 Week 2 DQ 2 Designing a Mini Lesson in Phonics
or Oral Language
ESE 697 Week 3 Assignment Lesson Plan 3 Writing or
Spelling
ESE 697 Week 3 DQ 1 Curriculum Based Measurements
ESE 697 Week 3 DQ 2 Designing a Mini Lesson in Writing
or Spelling
ESE 697 Week 4 Assignment Lesson Plan 4 Mathematics
ESE 697 Week 4 DQ 1 Self Determination in Young
Children with Disabilities
ESE 697 Week 4 DQ 2 Designing a Mini Lesson in
Mathematics
ESE 697 Week 5 Assignment Lesson Plan 5 Vocabulary
or Content Area
ESE 697 Week 5 DQ 1 Planning Vocabulary Instruction
Based on IEP Objectives and Individualized Needs
Vocabulary

ESE 697 Week 6 DQ 1 The Importance of Planning
Evidence
ESE 697 Week 6 Final Paper

ASH ESE 697 Week 1 Assignment Lesson Plan 1 Reading
Comprehension
697-Week-1-Assignment-Lesson-Plan-1-Reading-
Comprehension
ESE 697 Week 1 Assignment Lesson Plan 1 Reading
Comprehension
Lesson Plan #1: Reading Comprehension.
As you have learned in this first week of class, it is
essential to understand how to plan for effective
instruction for students with disabilities. In the
classroom, it is important for all lesson plans to not only
integrate effective strategies for instruction and
accommodations for students with disabilities, but to
also align with the Common Core State Standards (CCSS).

Your first lesson plan will focus on using effective,
research-based strategies for teaching reading
comprehension to students with disabilities. For this
lesson, you may plan for your choice of grade level, type
of classroom, and disability areas. You may use your
own classroom, or create a fictional classroom setting
for the lesson. At least one, if not multiple, research-
based strategies for teaching in this content area for
students with disabilities should be highlighted in this
lesson plan. Your textbook has a plethora of strategies,
but you may also seek other strategies as well in other
peer-reviewed texts or articles.
This week, the emphasis is to align your lesson objective
and activities to the Common Core State Standards
(CCSS) within the lesson plan. Download the CCSS below
for your lesson: Using the lesson plan template found in
Week One of your online course (or all the elements
included in the template), the following components are
required:
a. Lesson title, grade level, subject area
b. Classroom scenario: Description of the classroom for
which you are planning the lesson plan (grade level,
classroom setting, number of students, and include any
other pertinent information about the classroom).
c. Students with mild/moderate disabilities in the
classroom: Describe at least one learner with a
mild/moderate disability that will participate in the

lesson. Include the type of disability, the student’s
individualized needs of the student, and any pertinent
information about the student(s).
d. Common Core State Standards and lesson objective:
Provide a specific learning objective for the lesson and
the Common Core State Standard that the lesson plan
will address.
e. Assessment: Describe how you will assess student
learning of the lesson objective based on the age/grade/
and needs documented.
f. Accommodations or modifications to be provided:
Provide a detailed description of the accommodations
you will use throughout the lesson to address the
individualized needs of each student with a disability.
g. Teaching procedures: Provide a detailed description
of the teaching procedures, including teacher input and
modeling, guided practice, independent practice, and
closure. This section must include strategies from the
text and peer-reviewed articles related to effective
strategies for teaching students with disabilities. You
must cite your sources to demonstrate your knowledge
of effective strategies.
h. Checks for understanding: Throughout the lesson, you
will provide a minimum of three ways that you will
check for understanding to ensure students are grasping
pertinent and central concepts in your lesson.

i. Reflection: This section will include a brief reflection
on how assessment will help inform you of your
students’ achievement of the learning objective, as well
as how it will inform your future instructional actions.
Also, include what plan you will take if the students do
not meet the assessment objectives.
This assignment should be approximately three to four
pages in length, and you should use proper grammar,
spelling, punctuation, and sentence structure
throughout the lesson plan. Lesson plan must be an
original creation.
At least one to two peer-reviewed sources, which may
include the textbook for this course, should be used and
cited in the lesson plan.
APA format must be used throughout the paper for in-
text citations and references. You may use the attached
example as a model for your own lesson plan.

ASH ESE 697 Week 1 DQ 1 Aligning Instruction with
Common Core State Standards and the IEP
697-Week-1-DQ-1-Aligning-Instruction-with-Common-
Core-State-Standards-and-the-IEP
ESE 697 Week 1 DQ 1 Aligning Instruction with Common
Core State Standards and the IEP
Aligning Instruction With Common Core State Standards
and the IEP. Read the required text chapters and
articles, and watch the video for Week One. Use these
resources to inform and support your responses to the
prompts below.
a. Describe the special education teacher's
responsibility in planning instruction that is aligned
with both Common Core State Standards (CCSS) as well

as the needs of a child based on their individual
education plan (IEP).
b. What challenges do you anticipate in planning
instruction for students with disabilities to meet the
CCSS and/or IEP goals?
c. Based on your experience and the literature, what are
several solutions to overcome these challenges?

ASH ESE 697 Week 1 DQ 2 Designing in Mini Lesson in
697-Week-1-DQ-2-Designing-in-Mini-Lesson-in-
Reading-Comprehension
ESE 697 Week 1 DQ 2 Designing in Mini Lesson in
Create a mini-lesson in reading comprehension to teach
a small group of students (group description below)
using an evidence-based strategy from the textbook.
Plan a 15- to 20-minute mini-lesson that addresses the
needs of all four students in the group through effective
strategies and accommodations for the
learners. Respond briefly to the two reflection
questions (in the template) about your lesson. Use this
mini-lesson template to develop your mini-lesson, and

then copy and paste it into the discussion forum to
obtain feedback from your peers.
Small group description:
There are four students in this group who are in third
grade. Two of the students have a learning disability in
reading and are both reading at a first-grade level, there
is one student with an intellectual disability who reads
at a first-grade level, and a student with a visual
impairment who reads at a second-grade level.

ASH ESE 697 Week 1 DQ 3 Optional Share Your Lesson
Plans
697-Week-1-DQ-3-Optional-Share-Your-Lesson-Plans
ESE 697 Week 1 DQ 3 Optional Share Your Lesson Plans
You can share your lesson plans each week in this forum
to obtain feedback from your peers or to work through
any challenges you are having in developing your
weekly lesson plans. This is a place where you will be
able to engage in discussion, if you choose, to ask your
classmates for feedback, to share ideas and resources, to
self-reflect, and/or to ask questions for additional
support from your colleagues.

ASH ESE 697 Week 1 Reflective Journal
697-Week-1-Reflective-Journal
The Council for Exceptional Children (CEC) is the largest
international professional organization dedicated to
improving the educational success of individuals with
disabilities and/or gifts and talents. CEC advocates for
appropriate governmental policies, sets professional
standards, provides professional development, defends
the rights of individuals with exceptionalities, and helps
professionals obtain conditions and resources necessary
for effective professional practice (Council for
Exceptional Children, 2011). As such, they have
established professional standards for teachers working

in the field of special education. This course is strongly
aligned with and focused specifically on developing
knowledge and skills of Standard 5: Instructional
Planning and Strategies (see below). In Week One of this
course, the journal prompt asks you to reflect on your
own professional progress in this area of expertise in
working with students with disabilities.
CEC Initial Preparation Standard 5: Beginning special
education professionals select, adapt, and use a
repertoire of evidence-based instructional strategies to
advance learning of individuals with exceptionalities.
Key elements you will focus on:
5.1: Beginning special education professionals consider
an individual’s abilities, interests, learning
environments, and cultural and linguistic factors in the
selection, development and adaptation of learning
experiences for individuals with exceptionalities.
5.2: Beginning special education professionals use
technologies to support instructional assessment,
planning, and delivery for students with
exceptionalities.
In each reflective journal, respond to all of the following
prompts:
a. Discuss your prior beliefs about teaching students
with disabilities. How have the readings, discussions,
and the assignment altered or informed your current

beliefs, knowledge and skills related to planning
instruction for students with disabilities?
b. After reviewing CEC Standard 5 and its two key
elements, discuss three areas you would like to improve
upon professionally during this course.
c. Based on your experience, current role in education,
and/or future role in education, how might you apply
these concepts to plan effective instruction for students
with disabilities?

ASH ESE 697 Week 2 Assignment Lesson Plan 2 Phonics
or Oral Language
697-Week-2-Assignment-Lesson-Plan-2-Phonics-or-
Oral-Language
ESE 697 Week 2 Assignment Lesson Plan 2 Phonics or
Oral Language
Lesson Plan #2:
Phonics or Oral Language. As you have learned this
week, it is essential to understand how to plan for
effective instruction in phonics and oral language for
students with disabilities. In the classroom, it is
important for all lesson plans to not only integrate
effective strategies for instruction and accommodations
for students with disabilities, but to also align with
Common Core State Standards and the student’s

individualized needs. This lesson plan will focus on
using effective, research-based strategies for teaching
phonics or oral language to students with disabilities,
with an additional emphasis on planning for
appropriate classroom accommodations or
modifications.
For this lesson, you may plan for your choice of grade
level, type of classroom, and disability areas. You may
use your own classroom or create a fictional classroom
setting for the lesson.
At least one, if not multiple, research-based strategies
for teaching in this content area for students with
disabilities should be highlighted in this lesson plan.
Your textbook has a plethora of strategies, but you
should also seek other strategies as well in other peer-
reviewed texts or articles that were required or
recommended this week.
Using the lesson plan template found in Week Two of
your online course (or all the elements included in the
template), the following components are required:

will address.
will provide at least three ways that you will check for

understanding to ensure students are grasping
original creation. At least one to two peer-reviewed
sources, which may include the textbook for this course,
should be used and cited in the lesson plan.

ASH ESE 697 Week 2 DQ 1 Planning Accommodations for
Instruction
697-Week-2-DQ-1-Planning-Accommodations-for-
Instruction
ESE 697 Week 2 DQ 1 Planning Accommodations for
Instruction
Visit Teachnology’s website and select a phonics lesson
from the Phonics Lesson Plans page. Analyze the lesson
to determine what learning needs exist for a student
with a learning disability (LD) in the classroom. Then,
using the article from LD Online, "Accommodations for
Students With LD," generate a list of three to five
possible accommodations, modifications, or assistive
technologies that could be integrated into the lesson for
a student with a learning disability. Describe how you
would integrate them into the lesson to ensure the

student has access to learning, and provide a rationale
for each accommodation or modification. Also, note if
these accommodations can be used as examples of
universal design where all students might
benefit. Please be sure to share the link to the lesson
plan you reviewed so others have context for the lesson
plan you are using.

ASH ESE 697 Week 2 DQ 2 Designing a Mini Lesson in
Phonics or Oral Language
697-Week-2-DQ-2-Designing-a-Mini-Lesson-in-Phonics-
or-Oral-Language
ESE 697 Week 2 DQ 2 Designing a Mini Lesson in Phonics
or Oral Language
Create a mini-lesson in phonics or oral language to teach
a small group of students (group description below)
using an evidence-based strategy from the
textbook. Plan a 15- to 20-minute mini-lesson that
addresses the needs of all four students in the group
through effective strategies and accommodations for the
questions (in the template) about your lesson. Use this
mini-lesson template to develop your mini-lesson, and

then copy and paste it into the discussion forum to
obtain feedback from your peers.
There are four students in this group who are in
kindergarten. One of the students is autistic, one
student has an intellectual disability, and two are
students with ADHD. All four students are reading at the
pre-Kindergarten level.

ASH ESE 697 Week 2 DQ 3 Optional Share Your Lesson
Plans
697-Week-2-DQ-3-Optional-Share-Your-Lesson-Plans
ESE 697 Week 2 DQ 3 Optional Share Your Lesson Plans
You can share your lesson plans each week in this forum
to obtain feedback from your peers or to work through
any challenges you are having in developing your
weekly lesson plans. This is a place where you will be
able to engage in discussion, if you choose, to ask your
classmates for feedback, to share ideas and resources, to
self-reflect, and/or to ask questions for additional
support from your colleagues.

ASH ESE 697 Week 3 Assignment Lesson Plan 3 Writing
or Spelling
697-Week-3-Assignment-Lesson-Plan-3-Writing-or-
Spelling
ESE 697 Week 3 Assignment Lesson Plan 3 Writing or
Spelling
Lesson Plan #3:
Writing and Spelling. As you have learned this week, it is
essential to plan for quality instruction in the areas of
writing and spelling for students with disabilities. This
lesson plan will focus on using effective, research-based
strategies for teaching writing or spelling to students
with disabilities.

Week Three also focused on planning effective
assessments to ensure that you are monitoring student
progress toward the learning objectives. You have
already started planning assessments in Weeks One and
Two, but in Week Three and beyond, there will be a
greater focus on ensuring alignment of your assessment
to your learning objective.
Additionally, at least one, if not multiple, research–
based strategies for teaching writing and spelling for
students with disabilities should be developed for your
lesson plan. Your textbook has a plethora of strategies,
but you may also seek other strategies as well in other
peer-reviewed texts or articles that were required or
recommended this week.
Using the lesson plan template found in Week Three of

lesson.
Include the type of disability, the student’s
will address.

original creation.
At least one to two peer-reviewed sources, which may

ASH ESE 697 Week 3 DQ 1 Curriculum Based
Measurements
697-Week-3-DQ-1-Curriculum-Based-Measurements
ESE 697 Week 3 DQ 1 Curriculum Based Measurements
Create a mini-lesson in writing or spelling to teach a
small group of students (group description below) using
an evidence-based strategy from the textbook or from
the required articles from Teaching Exceptional
Children. Plan a 15- to 20-minute mini-lesson that
addresses the needs of all three students in the group
questions (in the template) about your lesson. Respond
briefly to the two reflection questions (in the template)
about your lesson. Use this mini-lesson template to
develop your mini-lesson, and then copy and paste it

into the discussion forum to obtain feedback from your
peers.
There are three students in this group who are in fifth
grade. One student has a physical impairment with
limited use of his hands, one student has a learning
disability in written expression, and one student has a
learning disability in reading fluency and
comprehension. Further, due to these limitations, each
student has a fairly short attention span.

Writing or Spelling
697-Week-3-DQ-2-Designing-a-Mini-Lesson-in-Writing-
or-Spelling
ESE 697 Week 3 DQ 2 Designing a Mini Lesson in Writing
or Spelling
Create a mini-lesson in writing or spelling to teach a
small group of students (group description below) using
an evidence-based strategy from the textbook or from
the required articles from Teaching Exceptional
Children. Plan a 15- to 20-minute mini-lesson that
questions (in the template) about your lesson. Respond
briefly to the two reflection questions (in the template)

about your lesson. Use this mini-lesson template to
develop your mini-lesson, and then copy and paste it
into the discussion forum to obtain feedback from your
peers.
There are three students in this group who are in fifth
grade. One student has a physical impairment with
limited use of his hands, one student has a learning
disability in written expression, and one student has a
learning disability in reading fluency and
comprehension. Further, due to these limitations, each
student has a fairly short attention span.

ASH ESE 697 Week 4 Assignment Lesson Plan 4
Mathematics
697-Week-4-Assignment-Lesson-Plan-4-Mathematics
ESE 697 Week 4 Assignment Lesson Plan 4 Mathematics
Lesson Plan #4: Mathematics
As you have learned in this fourth week of class, it is
essential to understand how to plan for effective
mathematics instruction for students with disabilities.
This week, the emphasis of this lesson plan is to not only
align your mathematics lesson objective and activitiesto
the Common Core State Standards, but to also consider
how you will promote self-determination in your
students with disabilities through your instruction.

Your lesson plan should include at least one way to
support self-determination for one of your learners with
a disability.
Your lesson plan should use at least one, if not multiple,
research-based strategies for teaching mathematics to
students with disabilities. Your textbook has a plethora
of strategies, but you may also seek other strategies as
well in other peer-reviewed texts or articles that were
required or recommended this week.
Using the lesson plan template found in Week Four of

will address.
of effective strategies. Additionally, the teaching
procedures should integrate ways to promote self-
determination into the lesson as well.

i. Reflection/self-determination: This section will
include a brief reflection on how assessment will help
inform you of your students’ achievement of the
learning objective, as well as how it will inform your
future instructional actions. Also, include what plan you
will take if the students do not meet the assessment
objectives. Finally, your reflection should discuss how
you will promote self-determination in this lesson plan
to support your students with disabilities.
throughout the lesson plan.
Lesson plan must be an original creation. At least one to
two peer-reviewed sources, which may include the
textbook for this course, should be used and cited in the
lesson plan.

ASH ESE 697 Week 4 DQ 1 Self-Determination in Young
697-Week-4-DQ-1-Self-Determination-in-Young-
Children-with-Disabilities
ESE 697 Week 4 DQ 1 Self-Determination in Young
Read the article “A Model of Parent-Teacher
Collaboration to Promote Self-Determination in Young
Children with Disabilities,” retrieved from the
EBSCOhost database.
Imagine that you are a special education teacher and
you have been asked by your administrator to support a
novice teacher who has never heard the term self-
determination. How would you explain the concept of
self-determination, and how important it is for all

children with disabilities to develop these skills? What
strategies would you suggest to this teacher to help to
promote and teach these skills through classroom
instruction?

ASH ESE 697 Week 5 Assignment Lesson Plan 5
Vocabulary or Content Area
697-Week-5-Assignment-Lesson-Plan-5-Vocabulary-or-
Content-Area
ESE 697 Week 5 Assignment Lesson Plan 5 Vocabulary
or Content Area
Lesson Plan #5:
Vocabulary or Content Area. As you have learned in this
fifth week of class, it is essential to understand how to
plan for effective vocabulary and content area
instruction for students with disabilities. In the
classroom, it is important for all lesson plans to not only
integrate effective strategies for instruction and
accommodations for students with disabilities, but to
also align with Common Core State Standards.

This lesson plan will focus on using effective, research-
based strategies for teaching vocabulary (or a content
area) to students with disabilities. Your lesson plan
should use at least one, if not multiple, research-based
strategies for teaching in this content area for students
with disabilities. Your textbook has a plethora of
strategies, but you may also seek other strategies as well
in other peer-reviewed texts or articles that were
required or recommended this week.
By now, you should be close to mastering writing lesson
plans that have a clear learning objective that is aligned
to Common Core State Standards. Additionally, the
lesson plan should incorporate an assessment task
aligned to the learning objective and standard. The
lesson plan should include evidence-based strategies for
students with disabilities, and should integrate self-
determination skills. This is the final lesson plan before
you will put them all together as a portfolio in Week Six.
use your own classroom and create a fictional classroom
Using the lesson plan template found in Week Five of
template), the following components are required in
your vocabulary or content area lesson plan:

will address.

i. Reflection/self-determination: This section will
include a brief reflection on how assessment will help
inform you of your students’ achievement of the
learning objective, as well as how it will inform your
future instructional actions. Also, include what plan you
will take if the students do not meet the assessment
objectives. Finally, your reflection should discuss how
you will promote self-determination in this lesson plan
to support your students with disabilities.
original creation.
t least one to two peer-reviewed sources, which may

ASH ESe 697 Week 5 DQ 1 Planning Vocabulary
Instruction Based on IEP Objectives and Individualized
Needs
http://www.uopassignments.com/ESE-697-ASH/ESe-
697-Week-5-DQ-1-Planning-Vocabulary-Instruction-
Based-on-IEP-Objectives-and-Individualized-Needs
ESe 697 Week 5 DQ 1 Planning Vocabulary Instruction
Based on IEP Objectives and Individualized Needs
You have a student with autism in your classroom. His
individualized education plan (IEP) is available here:
Sample IEP for Child with Autism/PPD. Using one of the
instructional activities in Chapter 10 related to
vocabulary instruction and content area learning;
explain how you might leverage assistive technology or
accommodations to support this student with
autism. Also include ways to include technology as part
of universal design for the entire class population.

Vocabulary
697-Week-5-DQ-2-Designing-a-Mini-Lesson-in-
Vocabulary
Vocabulary
Create a mini-lesson in vocabulary to teach a small
group of students (group description below) using an
evidence-based strategy from the textbook. that
learners.

Respond briefly to the two reflection questions (in the
Learning Plan Template) about your lesson. Use the
mini-lesson template provided in Week Five of your
online course to develop your mini-lesson, and then
copy and paste it into the discussion forum to obtain
feedback from your peers.

ASH ESE 697 Week 6 DQ 1 The Importance of Planning
Evidence-Based Strategies for Teaching Students with
Disabilities
697-Week-6-DQ-1-The-Importance-of-Planning-
Evidence-Based-Strategies-for-Teaching-Students-with-
Disabilities
ESE 697 Week 6 DQ 1 The Importance of Planning
Evidence-Based Strategies for Teaching Students with
Disabilities
Based on your textbook and readings throughout this
course, why is it so important to be able to use effective
instructional strategies in your lessons?
Why is it critical that you consider the needs of students
with disabilities when planning instruction? Support
your assertions by citing at least two peer-reviewed
sources

ASH ESE 697 Week 6 Final Paper
697-Week-6-Final-Paper
ESE 697 Week 6 Final Paper
Throughout the course, you have been demonstrating
your understanding of differentiation and lesson
planning for children with mild and moderate
disabilities through the design of lesson plans in various
content areas. For the Final Project, you will
demonstrate competency in planning instruction for
students with mild and moderate disabilities by
developing a lesson plan portfolio that you can use and

share with other colleagues, for work interviews, or for
personal use.
Your Lesson Plan Portfolio will consist of the five
complete, original lesson plans that you designed
throughout this course. Each week, you received
feedback from your instructor, and possibly from your
peers, to continuously improve your differentiated
lesson plans. Below there is a description of each part of
the portfolio that you will submit this week as your Final
Project.
Part 1: Introduction to your portfolio
Provide a brief introductory paragraph that explains the
purpose of your portfolio and the competency you are
demonstrating through your five lesson plans.
Part 2: Lesson plan portfolio
Use the feedback you received each week, along with
what you have learned throughout the course, to revise
each of the five lesson plans to ensure each component
sufficiently addresses the required areas (below).
Combine the lesson plans into one document to present
your revised five lesson plans that reflect your
competency in this area. Remember, each plan needs to
specifically reflect the use of effective strategies for
students with disabilities that are cited within the lesson
plan.
The following components are required in each of the
five lesson plans:

Lesson title, grade level, subject area
Classroom scenario: Description of the classroom for
Students with mild/moderate disabilities in the
Common Core State Standards and lesson objective:
will address.
Assessment: Describe how you will assess student
learning of the lesson objective.
Accommodations or modifications to be provided:
Teaching procedures: Provide a detailed description of
the teaching procedures, including teacher input and

text or peer-reviewed articles related to effective
strategies for teaching students with disabilities.
You must cite your sources to demonstrate your
knowledge of effective strategies. Additionally, the
teaching procedures should integrate ways to promote
self-determination into the lesson as well.
Checks for understanding: Throughout the lesson, you
will provide several ways that you will check for
understanding to ensure students are grasping
Reflection/self-determination: This section will include
your brief reflection on how assessment will help inform
you of your students’ achievement of the learning
objective, as well as how it will inform your future
instructional actions.
You will also reflect on how you will promote self-
determination in each of your lesson plans. Finally,
reflect on how the week’s learning contributed to your
understanding of the lesson plan’s development specific
to differentiating instruction for students with
mild/moderate disabilities.
Part 3: Reflection
Imagine that you are applying for a job where you need
to demonstrate competency in planning educational
experiences for learners with disabilities.

Using your lesson plan portfolio as evidence, write a
one- to two-page rationale for how your portfolio
demonstrates your strength and competency in this
area. Use specific examples from your portfolio to justify
your rationale.
Part 4: References
Provide a reference page that cites all sources used in
the development of your portfolio, including all sources
that were cited in each lesson plan.

ASH ESE 697 Week 6 Reflective Journal
697-Week-6-Reflective-Journal
The Council for Exceptional Children (CEC) is the largest
international professional organization dedicated to
improving the educational success of individuals with
disabilities and/or gifts and talents. CEC advocates for
appropriate governmental policies, sets professional
standards, provides professional development, defends
the rights of individuals with exceptionalities, and helps
professionals obtain conditions and resources necessary
for effective professional practice (Council for
Exceptional Children, 2011). As such, they have

established professional standards for teachers working
in the field of special education.
This course is strongly aligned with and focused
specifically on developing knowledge and skills of
Standard 5: Instructional Planning and Strategies (see
below). In Week Six, the journal prompt asks you to
reflect on your own professional progress in this area of
expertise in working with students with disabilities.
CEC Initial Preparation Standard 5: Beginning special
education professionals select, adapt, and use a
repertoire of evidence-based instructional strategies to
advance learning of individuals with exceptionalities.
Key Elements you will focus on: 5.1: Beginning special
education professionals consider an individual’s
abilities, interests, learning environments, and cultural
and linguistic factors in the selection, development and
adaptation of learning experiences for individuals with
exceptionalities.
5.2: Beginning special education professionals use
technologies to support instructional assessment,
planning, and delivery for students with
exceptionalities.
Be sure to respond to all of the following prompts:
a. Describe your beliefs about teaching students with
disabilities prior to this course. How have the readings,
discussions, and assignments altered or informed your

current beliefs, knowledge, and skills related to
planning instruction for students with disabilities?
b. After reviewing CEC Standard 5 and its two key
elements and completing this course, what are three
identified areas of professional growth?
c. Based on your experience, current role in education,
and/or future role in education, how might you apply
these concepts to plan effective instruction for students
with disabilities?

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