Special Education Assignments: How to Get Started

Assignment One 

Over the years, most learning institutions have seen increased number students with different types of learning and developmental disabilities. This has forced most educators to adopt the use of assistive technology devices so as to ensure that they offer these students quality education. In the case of students who suffer from ASD, a visual representation system is an assistive technology that can help them when it comes to reading and in communication. This AT will be accompanied with different written words, line and realistic drawings, objects, and photographs. These will become, integrated into different technological modes as long as the child has an ability to understand the visual representation (Silton and Silton, 2015). In the case of the IEP team when it is coming up with the AT needs of students, it must ensure that it has in place the individual needs of each student. This is because different students who suffer from learning disabilities have different needs that need to become fulfilled. It is therefore important for the educators to carry out an ecological assessment for each child. The use of assistive technologies will minimize the learning barriers. This is because; there are no two students who share similar weakness patterns, preferences, and strengths. As such, once the individual needs of each student are known, they will receive general education as per FAPE for it will align them on a similar learning platform as the non-disabled children. According to Hall et al., (2012), the use of AT in classrooms fulfills three principles as per the UDL framework. These include representation of data in diverse media and outlines, delivery of abundant channels for students' expression and engagements and providing numerous means for engaging learner's interest and motivation. Children who are ELLs have different needs as compared those who use English as their first language. It is important to understand what each student who is an ELL lacks in relation to gaining English

AAC devices help people who suffer from language disorders to find means through which they can communicate their basic needs appropriately (Banda et al., 2010). An example of an AAC is the picture and symbol communication board. These devices help an individual in expressing themselves to other people. These devices can help in increasing social interaction, academic performance, and feelings of self-worth. When considering the AAC needs of a student, the IEP team should not just focus on the identification and documentation of the required AAC device; they should also consider the technical assistance and training which is essential to the success of the student. By the IEP team being aware of the AAC devices and services, they will be able to come up with a plan that will see the students getting the right education as per FAPE. Through i9ntergation of AAC devices, they will create an all-inclusive classroom that will see the students with ASD attaining academic success. The UDL will provide a framework that will help the educator to use the AAC devices with their instructional strategies that will address the student’s variability in the classroom (Hall et al., 2012). By having the right training and technical assistance, an educator will know which instructional strategy will work for an ELL. This will help them in coming up with the perfect plan upon which they will use to teach the ELLs and help them become English proficient.

References

Banda. D. R. Copple K. S., Koul R. K. Sancibrian S. L. & Bogschutz, R. J. (2010). Video modeling interventions to teach spontaneous requesting using AAC devices to individuals with autism. A preliminary investigation. Disability and Rehabilitation, 32(16), 1364-1372.

Hall, T. E., Meyer, A. & Rose, D. H. (Eds.). (2012). Universal design for learning in the classroom: Practical applications . New York: Guilford Press.

Silton, N. R. (2015). Recent advances in assistive technologies to support children with developmental disorders. Hershey, PA: IGI Global . 

Assignment Two 

The creation of a plan that will be used in a child’s education is amongst the most important step in the special education process. The plan is referred to as the Individualized Education Program (IEP). This forms the foundation for which the child will receive education and ensure that they become successful in their academics including behavioral and social abilities (Kurth, & Mastergeorge, 2010). For a parent, it is crucial for one to fully have an understanding of his/her child's IEP and even play a part towards its development.

The child’s present levels of academic performance and functional performance forms the foundation upon which an IEP is developed (Ruble et al., 2010). This will not just drive the IEP; instead, it links all the required components of the IEP into one goal. It is important for an educator to know what the specified needs of a child are so as to develop a baseline which will see measurable and meaningful goals being created.

The basis for developing the present levels of academic performance and functional performance are based on appropriate activities. These are the activities that children of a similar age would engage in when placed in a similar school as the child who has a disability (Shapiro, 2011). These activities can include literacy in math, reading, and writing, interacting with friends, etc. As such, the performance should be based on how the disability of the child is affecting his/her involvement and progression in the appropriate activities. This understanding of the delay in performing the activities will help an educator in the identification and prioritization of needs that will be used in the creation of goals. An example of such a case is seen in the case whereby William is unable to start and maintain any social relations verbally. As such, his need can become prioritized for making friends is an important skill for young children.

It is difficult for an educator to determine the performance of a child in appropriate activities is the evaluation process has not provided the amount of information required (Shapiro, 2011). As such, it is important for an educator to use evaluation measures which will help in examining a child within realistic activities. The measures can exist informally or formally such as curriculum-based measurement graphs, observations, rating scales and many others. The data collected from such methods will allow the educator to have a foundation upon which the academic and functional performance will be determined. The same tool used in collecting data will still be used in determining the general accomplishments of the goal and whether it has been achieved or not. Without having real foundational data in place, the educators including the parents will not have the ability to evaluate the efficiency of the educational plan. The data should be stated in a manner that is clear and concise.

Most educators have used the use of published norm-referenced instruments at times in determining the academic and functional performance of the child. These instruments at times provide the assessment performance of a child in relation to different developmental domains, and the performance is described relative to the peers of a similar age bracket. The problem with the tests provided the instruments is that they are not peculiar to a particular activity but rather represent a wider range of content. They also do not represent exact score but instead a band of scores. This makes such the norm-referenced instruments not good to be used when producing baseline data for developing an IEP (Ruble et al., 2010).

References

Kurth, J. & Mastergeorge, A. M. (2010).Individual education plan goals and services for adolescents with autism. The impact of age and education setting . The Journal of Special Education 44 (3), 146-160.

Ruble, L. A., McGrew, J., Dalrymple N. & Jung, L. A. (2010). Examining the quality of IEPs for young children with autism. Journal of autism and developmental disorders . 40(12), 1459-1470.

Shapiro, E. S. (2011). Academic skills problems: Direct assessment and intervention . New York: Guilford Press.

Assignment Three 

Oregon Standard INDIVIDUALIZED EDUCATION PROGRAM 

DEMOGRAPHICS 

___________________________Michael ______	_____________________________Oregon_____	__________________________06/26/17________
Student	Resident District	IEP Meeting Date
	________________________________Oregon__	________________________________09/26/17__
Gender: ___ M ___ F Grade: ___2__	Attending District	Annual IEP Review Date
______________________________01/01/2010____	_______________________________Barlow ___	____________________________06/26/18______
Date of Birth (mm/dd/yy)	Attending School	Amendment Date
_____________________________MM17_____	______________________________Rihanna____	______________________________01/01/16____
Secure Student Identifier (SSID)	Case Manager	Most Recent (re)Evaluation Date
_____________________________MM17	__________________________________	______________________________01/01/19____
Primary Disability Code & Category	Secondary Disability Code & Category – OPTIONAL	Re-Evaluation Due Date

Meeting Participants

_____________________________Michael_____	_________________________________Jude___	_________________________Michel___________
Student	Parent/Guardian/Surrogate	Parent/Guardian/Surrogate
__________________________________	____________________________________	____________________________________
Special Education Teacher / Provider	Special Education Teacher / Provider	District Representative
_______Mark__________________________	______Mark______________________________	________Nelson____________________________
General Education Teacher	General Education Teacher	Individual Interpreting Instructional Implications of Evaluations
_________Lucy________________________	________Lucy____________________________	_________Beatrice___________________________
Agency Representative, if appropriate	Other	Other
___________________None_______________ ____________________________________ ____________________________________ Other NOTE: If required team member participates through written input or is excused from all or part of the IEP meeting, attach documentation of parent’s and district’s agreement to participate by written input or excuse.
A district provided interpreter was used for this meeting: YES  NO  Name _______________________________________________

Disability Category

In developing each student’s IEP, the IEP team must consider (34 CFR 300.324): 

A. Does the student exhibit behavior that impedes his/her learning or the learning of others? 34 CFR 300.324(a)(2)(i)
_____ YES	_____ NO
If YES, the IEP addresses the use of positive behavioral interventions and supports, and other strategies, to address that behavior(s).
B. Does the student have limited English Proficiency? 34 CFR 300.324(a)(2)(ii)
_____ YES English Language Proficiency Level____________	_____ NO
If YES, the IEP team must consider the language needs of the student as those needs relate to the student’s IEP.
C. Is the student blind or visually impaired? 34 CFR 300.324(a)(2)(iii)
_____ YES	_____ NO
If YES, Braille needs are addressed in the IEP, or an evaluation of reading/writing needs is completed, and a determination is made that Braille is not appropriate.
D. Does the student have communication needs? 34 CFR 300.324(a)(2)(iv)
_____ YES	_____ NO
If YES, the IEP addresses communication supports, services, and/or instruction.
E. Is the student deaf or hard of hearing? 34 CFR 300.324(a)(2)(iv)
_____ YES	_____ NO
If YES, the IEP addresses the student’s language and communication needs, opportunities for direct communication with peers and  Professional personnel in the student's language and communication mode, academic level, and a full range of needs, including opportunities for direct instruction in the student's language and communication mode.
F. Does the student need assistive technology devices or services? 34 CFR 300.324(a)(2)(v)
_____ YES	_____ NO
If YES, the IEP addresses assistive technology devices or services.
G. Does the student require one or more specialized formats (braille, large print, audio, and/or digital text) of educational materials because blindness or other disability prevents efficient use of standard print materials? 34 CFR 300.210(b)(3); 300.172(b)(4)
_____ YES	_____ NO

Present Level of Academic Performance 

Michael is currently operating below his sequential age in the area of academic and cognitive ability. His language, social speech, and receptive development are also way below his consecutive age bracket. As a result of his current operational levels, Michael’s disability is mostly affecting his progression and involvement in the general education program. His mathematic skills are also way below his chronological age group whereby he cannot work out any mathematical operation without the teacher's support. Michael is unable to carry out simple mathematical operations such as subtractions and additions involving two digit figures. Even when provided with a bunch of pencils to help him in carrying out simple double digit mathematics operations, he still faces some challenge thus requiring an educator to be present. However, Michael can successfully carry out single digit mathematics operations. He does not need the assistance of a teacher but uses his fingers in carrying out the simple mathematics operations involving additions and subtractions. Michael can also write numbers from one to a hundred successfully without missing out a single digit

Most students who suffer from ASD like Michael, have challenges when it comes to reading which is important if they are to become successful in education (Haney,2013).This is because through reading one will have the capability to comprehend the guidelines that are essential to them in any topic conveyed before them. Michael’s rate of progress when it comes to reading second-grade material is way below average. He is not able to read simple three letter words such as cat, mom, dad and many others. As such, this is an indication that he cannot read words that have more than three letters. He also seems to have a problem when it comes to pronouncing some letters such as b, d, f, p, q and w. However, he is able to read and correctly pronounce four letter outs of the five vowel sounds except, this is an indication that Michael has reading problems that must be addressed. He has to be conversant with the three letter words for they are simple before he progresses to words that have more than three words.

Handwriting is crucial if a child is to become successful in their school work. It also helps one in communication and can play a huge role in building a child's self-esteem (Daniel, 2013). However, Michael suffers from ASD and despite having good motor skills; his handwriting is of poor quality. Studies have been able to reveal that most children who suffer from ASD have the worst handwriting skills as compared to other typically developing kids. Michael has huge trouble when it comes to letter formation, and his works also have mixed small and capital letters. However, his letter size, alignment, and spacing are above average.

Present Level of Functional Performance

For most children who suffer from ASD, they tend to be “self-absorbed” thus their existence is one in which they are in a world that is private (Haney, 2013). This hinders their ability to communicate with others effectively. In the case of Michael, his communication skills are f unctioning below his chronological age in the same area. He has difficulties in understanding the other individual point of views and tends to stick to what he knows. He also tends to speak too loud a fast making it hard for one to comprehend what he is saying. Michael also misses the non-verbal cues of other people when he is in social situations. However, he can identify the underlying emotions of other people such as happy, sad or mad. He can recall the names of individuals, places or other trivial information.

Michael’s social interaction with his peer is also way below average. He tends not to approach people though when he is contacted by others; he will make contact. However, in the case when he is distressed, it is always difficult to comfort him. Michael also needs to learn how will appropriately interact with adults when he is in class and outside during breaks. There is also need to help him learn how will communicate with other people when he is in social situations (Reichow, & Volkmar, 2010). This will greatly assist Michael in making more friends. His organizational skills are also poor. He tends to lose his assignments, he has difficulties when it comes to looking for items inside his bag, and at times he forgets that he has lunch in his backpack. Michael also forgets to hand in his assignments even though they are complete. Michael’s self-care skills are also poor (Haney, 2013). He does not seem to observe proper hygienic rules such as washing his hands after visiting the toilet or before eating his food. However, his hygiene is above average for he is always clean in relation to his school uniform and he combs his hair daily.

Goals and Objectives 

Goal: Michael should be able to advance and preserve his study abilities levels

Objectives: 

Develop work practices and learning skills and establish material comprising classwork, contact, major coursework, and assignment. Through this, Michael will be able to improve his reading, writing and mathematics skills. The increased contact hours with Michael will allow for an individual tutoring in areas that he seems to be facing challenges. The enhanced coursework and assignments will assist Michael in developing his Literacy skills whereby his parents will also play a part in helping him out.

Goal: Efficaciously finish academic course necessities

Objectives: 

`There will be continued incorporation of different writing strategies including improved mathematic computation procedures. These will be made possible by giving weekly quizzes and test to Michael. The tests will also be sued in the evaluation of Michael’s progression in relation to his mathematics and writing skills.

Goal: Michael should improve his organizational, social skill and even make full time friends

Objectives: 

Develop essential conducts, approaches, and prospects that will allow for self-growth and learn to express emotional state both negative and positive. Through the use of task analysis instructional strategies, they will assist Michael in developing his communication skills. Communication is known for forming the foundation upon which relationships are established (Holsinger, 2013). As such, equipping Michael with excellent communication skills will see him having an ability to make friends. His organizational skill will also be developed through task analysis including his organizational skills. The evaluation procedures will be through educator contact and observation.

References

Dennis, P. (2013). Handwriting Analysis: An Adventure in Self-discovery . Philadelphia: BookBaby.

Haney, M. R. (2013). Understanding children with autism spectrum disorders: Educators partnering with families . Los Angeles: SAGE Publications.

Holsinger, J. W. (2013). Contemporary public health: Principles, practice, and policy . Lexington, KY: University Press of Kentucky.

Reichow, B. & Volkmar, F. R. (2010). Social skills interventions for individuals with autism: Evaluation of evidence-based practices within the best evidence synthesis framework. Journal of autism and developmental disorders , 40 (2), 149-166.