ESE 601 Entire Course NEW

ESE 601 Entire Course NEW
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ESE 601 Week 1 Assignment Historical Timeline NEW
ESE 601 Week 1 Discussion 1 NEW
ESE 601 Week 2 Assignment Characteristics Henry Case
Study NEW (3 Papers) NEW

ESE 601 Week 2 Discussion 1 Eligibility Evaluation
Process NEW
ESE 601 Week 3 Assignment Universal Learning
Characteristics NEW
ESE 601 Week 3 Discussion Assessment Results and LRE
Continuum NEW
ESE 601 Week 4 Assignment Proactive Classroom
Strategies (Chatterbox) NEW (2 Papers) NEW
ESE 601 Week 4 Discussion Positive Behavior Planning
NEW
ESE 601 Week 5 Assignment Instructional Planning NEW
(2 Papers)
ESE 601 Week 5 Discussion Present Level of
Performance NEW
ESE 601 Week 6 Discussion 1 Professional and Ethical
Reflection NEW

ESE 601 Week 1 Assignment Historical Timeline NEW
601-week-1-assignment-historical-timeline-recent
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.

601-week-1-discussion-1-recent
History and Service Delivery Options for Students with
Disability

ESE 601 Week 2 Assignment Characteristics NEW
601-week-2-assignment-characteristics-recent
Characteristics [CLO: 2]. Due by Day 7. In this
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,hisv
erbalexpression 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: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

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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ESE 601 Week 2 Discussion 1 Eligibility Evaluation
Process NEW
601-week-2-discussion-1-eligibility-evaluation-process-
recent
EligibilityEvaluationProcess[CLO:2].1stPostDuebyDay3.
Thisdiscussionisyouropportunityto 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:Reviewthepostsofyourclassmatesandt
hatofyourinstructor. 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.

ESE 601 Week 3 Assignment Universal Learning
Characteristics NEW
601-week-3-assignment-universal-learning-
characteristics-recent
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.

ESE 601 Week 3 Discussion Assessment Results and LRE
Continuum NEW
601-week-3-discussion-assessment-results-and-lre-
continuum-recent
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
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:Reviewthepostsofyourclassmatesandt
hatofyourinstructor. 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.

ESE 601 Week 4 Assignment Proactive Classroom
Strategies NEW
601-week-4-assignment-proactive-classroom-
strategies-recent
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
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.

ESE 601 Week 4 Discussion Positive Behavior Planning
NEW
601-week-4-discussion-positive-behavior-planning-
recent
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
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.
Teacherswhoanticipateandplanforstudentbehaviorshav
elong-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,

ESE 601 Week 5 Assignment Instructional Planning NEW
601-week-5-assignment-instructional-planning-recent
Instructional Planning [CLO: 3]. Due by Day 7. In this
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
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.
Thelessonyouarecreatingmustmeettheneedsofyour28st
udents,withsevenwho 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.

ESE 601 Week 5 Discussion Present Level of
Performance NEW
601-week-5-discussion-present-level-of-performance-
recent
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:

601-week-6-discussion-2-recent
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 NEW
601-week-6-discussion-professional-and-ethical-
reflection-recent
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.

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