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ESE 601 Week 1 Assignment Historical Timeline
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ESE 601 Week 1 Assignment Historical Timeline
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.
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ESE 601 Week 1 Discussion1

ESE 601 Week 1 Discussion1
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ESE 601 Week 2 Assignment Characteristics
ESE 601 Week 2 Assignment Characteristics
Characteristics [CLO: 2]. Due by Day 7. In this assignment you will
demonstrate your understanding of the learning objective: Identify the
characteristics and learning differences of students with mild to
moderate disabilities based on the IDEA. Additionally, completion of
this assignment represents an introduction to Course Learning Outcome
2 and MASE Program Learning Outcomes 1 and 2.

Researchers have identified multiple potential causes as well as
suggested interventions for children who have been identified as having
mild to moderate learning disabilities. These strategies may include
environmental, instructional, 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,hisverbalexpression
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:Henrywasaskedtoprovidetheantonym(opposite)ands
ynonym(same)
fortwoseparatevocabularylists,andthenhewasaskedtocompleteanalogies.
Hescoredwithin the low range (standards score: 76)
WritingFluency:Henrywasaskedtoformulateandwritesentencescomprised
ofthreegiven words along with a pictures within a 7-minute timeframe.
He scored within the low average range (standards score: 82)
WritingSamples:Henrywasaskedtoformulatesentencesthatcombinevisual
andauditory 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’sstrengthsareinmathcalculationandfluencywherehescore
dintheaverage 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:AtthistimetherehavebeennorecordstransferredfromHen
ry’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.
TheassessmentresultsindicatethatHenryisnotmakingeffectiveprogressinth
eareasofreading 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.
Share Share on Facebook Tweet Tweet on Twitter Pin it Pin on
Pinterest
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ESE 601 Week 2 Discussion 1 Eligibility Evaluation
Process
ESE 601 Week 2 Discussion 1 Eligibility Evaluation Process

EligibilityEvaluationProcess[CLO:2].1stPostDuebyDay3.Thisdiscussion
isyouropportunityto 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:Reviewthepostsofyourclassmatesandthatofyourinstruct
or. 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.
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ESE 601 Week 3 Assignment Universal Learning
Characteristics
ESE 601 Week 3 Assignment Universal Learning Characteristics

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.
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ESE 601 Week 3 Discussion Assessment Results and LRE
Continuum
ESE 601 Week 3 Discussion Assessment Results and LRE Continuum
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 represents an introduction to Course Learning Outcome 3 and
the MASE Program Learning Outcome 1.
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:Reviewthepostsofyourclassmatesandthatofyourinstruct
or. 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.
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ESE 601 Week 4 Assignment Proactive Classroom
Strategies
ESE 601 Week 4 Assignment Proactive Classroom Strategies

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 represents an introduction to
Course Learning Outcome 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.
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ESE 601 Week 4 Discussion Positive Behavior Planning
ESE 601 Week 4 Discussion Positive Behavior Planning

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 represents an introduction to Course Learning Outcome 3
and the MASE Program Learning Outcome 1.
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.
Teacherswhoanticipateandplanforstudentbehaviorshavelong-
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, and real work experiences with this topic.

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ESE 601 Week 5 Assignment Instructional Planning
ESE 601 Week 5 Assignment Instructional Planning
Instructional Planning [CLO: 3]. Due by Day 7. In this assignment you
will demonstrate your understanding of 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 represents an introduction to Course Learning Outcome 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.
Thelessonyouarecreatingmustmeettheneedsofyour28students,withseven
who 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.
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ESE 601 Week 5 Discussion Present Level of
Performance

ESE 601 Week 5 Discussion Present Level of Performance
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:
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ESE 601 Week 6 Discussion 2
ESE 601 Week 6 Discussion 2
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
ESE 601 Week 6 Discussion Professional and Ethical Reflection
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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ESE 601 Week 6 Final Paper

Week Six Final
Since Mr. Franklin has been expressing his confusion regarding special
education and the students’ needs, you have decided to create a user-
friendly guide that has relevant resources, definitions, examples, and
family-based privacy information specific to students with disabilities.
Instructions
As you move through the program, this manual will become a resource
of up-to-date information in the field of special education. It can also
be a rich source of documentation of your work in this program as you
consider entering or continuing your work in the profession and field of
special education. Additionally, this manual will be a practical source of
your completed coursework in preparation for the Capstone course.
Content Expectations:
• Explain one key landmark case that made the biggest impact on special
education.
• Define ten terms that will be most useful in everyday classroom
practice.
• Outline the importance of formal and informal assessments in driving
instructional planning.

• List at least three common etiological factors of students with mild to
moderate disabilities.
• Identify teaching techniques for students with common mild to
moderate disabilities in an inclusion classroom.
• Identify positive proactive behavior strategies for students with
common mild to moderate disabilities in an inclusion classroom.
• Describe five easy to administer informal assessments to evaluate
student progress at various ability levels.
Written Expectations:
Using the provided, compile the appropriate resources within each
section. Follow each section’s instructions and complete as indicated
within the template. Please note that there is a minimum of four
scholarly sources to be used including the course textbook.
Next Steps: Review and Submit the Assignment
Review your assignment with the to ensure you have achieved the
distinguished 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 to 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.
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