Category: Special education

Review practicing integrity, professionalism, and spirituality in the module readings. Peruse Appendix 1 in the textbook for sample journal entries related to these values. 
Research best practices for integrity, professionalism, and spirituality in the contexts of self-reflection and reflective leadership.
Step 2
Review your Module 4 journal entries through a reflective leadership lens, this time focusing on integrity, professionalism, and spirituality as defined in the textbook.
Step 3
Download the ACE Infographic Template as a guide for your infographic. You may use this template, another tool from the ACE Digital Tools Center, or another design you choose.
Create a 1-page infographic of what you discovered about yourself for each of the five categories of reflective practice from the Module 4 assignment. Consider how these reflective practices could improve your leadership integrity, professionalism, and spirituality. Be aware of your strengths and opportunities for growth.
Your infographic text can be in first person.
Step 5
Submit the infographic. Follow APA format to reference any sources you used.

Please complete the Autism Spectrum Disorder: A Guide for Early InterventionistsLinks to an external site.
https://autisminternetmodules.org/m/532
Based on the evidence-based practices described on pages 22-27, as well as at least one peer-reviewed journal article of your choosing (published in the last 10 years), choose one evidence-based early intervention practice you would like to explore further.  Please reach out if you are having difficulty locating a peer-reviewed journal article.  Using your chosen EI practice, create an FAQ document geared toward family caregivers or practitioners.  
You will imagine you are working in a setting that serves children on the Autism Spectrum.  Your imagined setting might be a clinic, a public school, a private practice, in-home treatment, etc.  Each FAQ will reference the article (s)/Chapter (s) within the corresponding module on Canvas. For each FAQ, the student is responsible for:
reading the article (s)/Chapter (s) 
preparing a 3-4 page, double-spaced FAQ/answer document related to one of the interventions (this could be a group/type of intervention) covered in the module.
FAQ areas may pertain to one or more of the following (at least 1 of your FAQ questions should involve diversity):
a clear description of your chosen intervention from the module readings,
information about the possible child presenting needs which may respond to your chosen intervention from the module reading,
a clear summary of the research support for your chosen intervention,
information about possible child presenting needs which may NOT respond readily to your chosen intervention,
any diversity related knowledge found in the readings.  
Please be creative and consider your very own FAQ questions based on the module readings.  Try to imagine questions parents might ask about your chosen intervention. 
Feel free to have a bit of fun with this assignment. 
You might add a brief description of your imagined treatment site/public school.
You might add a few pictures/graphics if you wish but this is not required. 
Just be sure to cover the basics of the intervention (e.g., overall description, best population for the intervention) before covering more obscure questions. 
You should cover at least 5 FAQ questions/answers of your choosing. (at least 1 of your FAQ questions should involve diversity)  More details about assignment expectations are listed in the rubric on Canvas. Each Parent FAQ is worth 35 points.
It is best to label them, for example:
FAQ 1: list the question, then answer the question 
FAQ 2: list the question, then answer the question, ect…
*Remember to submit as a Word document in 12 point font, Times New Roman.

Attached Files:
APA 7 Template Reference List.docx APA 7 Template Reference List.docx – Alternative Formats (17.744 KB)
sam-et-al-2022-promoting-paraeducators-use-of-evidence-based-practices-for-students-with-autism.pdf sam-et-al-2022-promoting-paraeducators-use-of-evidence-based-practices-for-students-with-autism.pdf – Alternative Formats (1.096 MB)
fuchs-fuchs-2017-critique-of-the-national-evaluation-of-response-to-intervention-a-case-for-simpler-frameworks.pdf fuchs-fuchs-2017-critique-of-the-national-evaluation-of-response-to-intervention-a-case-for-simpler-frameworks.pdf – Alternative Formats (93.361 KB)
gerow-et-al-2018-functional-communication-training-the-strength-of-evidence-across-disabilities.pdf gerow-et-al-2018-functional-communication-training-the-strength-of-evidence-across-disabilities.pdf – Alternative Formats (101.422 KB)
bambara-et-al-2018-peer-mediated-intervention-enhancing-the-social-conversational-skills-of-adolescents-with-autism.pdf bambara-et-al-2018-peer-mediated-intervention-enhancing-the-social-conversational-skills-of-adolescents-with-autism.pdf – Alternative Formats (371.313 KB)
carr-et-al-2014-self-management-interventions-on-students-with-autism-a-meta-analysis-of-single-subject-research (1).pdf carr-et-al-2014-self-management-interventions-on-students-with-autism-a-meta-analysis-of-single-subject-research (1).pdf – Alternative Formats (103.856 KB)
Use the following articles to create a reference list. You do not have to read each article, just create a properly formatted reference list. Make sure you have reviewed the Reference Examples Guide (use this as a source) and watch the video before completing this activity.

This is part of an ongoing project building off of the attached Assignmet 1 document. Please review instructions and attached documents before completing.

Name and explain 3 core beliefs or values that guide your teaching. How are these beliefs/values exhibited in your teaching? Be specific!

As a special education teacher, you will be expected to provide support and guidance to administration, teachers, and staff regarding issues that may arise concerning how to meet the needs of individuals with disabilities outlined in IEPs. Serving as a collaborative resource to colleagues promotes the well-being of individuals with disabilities, the main goal of a special education teacher. Additionally, it is vital to provide support and guidance for students in the inclusion setting who will be working and collaborating with non-exceptional peers and general education teachers. 
Read the case study to inform the assignment that follows.
John is currently a ninth-grade student who has been identified as having an emotional/behavioral disorder, specifically in the area of obsessive-compulsive disorder (OCD). During his annual IEP meeting, John’s IEP team reviewed recent test scores and determined he qualified for the gifted program in the area of English language arts (ELA). John will continue to participate in the inclusion classroom for the remainder of his courses, and be placed in the gifted classroom for ELA in the second semester of the school year. 
As John continues to be successful in all of his inclusion classes, he is having difficulty in his new ELA class. The gifted teacher, Ms. Griedl, was not able to be present during the IEP meeting, and John is the first student with an IEP she has had in her class. John has stated that being the only Hispanic student in Ms. Griedl’s gifted class has made him feel uncomfortable at times. He says Ms. Griedl does not include him in the classroom conversations and when she speaks to him, it is abruptly. John says she does not treat the other students in the same manner.
After one month of John being in the gifted class, Ms. Griedl has requested that a paraprofessional be present to support John. The IEP team determined that this was not necessary and that John should be able to be successful in the gifted classroom without a paraprofessional. The principal, Mr. Fleming, did a walk through observation of Ms. Griedl’s gifted classroom and he did notice that John was isolated in a corner, and the teacher and other students in the class did not interact with him. In addition, Mr. Fleming received a phone call from John’s parents who reported that Ms. Griedl had told John she felt he did not belong in the gifted class. John no longer wants to be in the class because he does not feel welcome.  
Use the “Collaboration and Communication Action Plan Template” to complete this assignment.
Part 1: Action Plan
Mr. Fleming has come to you, the special education teacher, for assistance with the situation. To assist the principal, create a 750-1,000 word action plan. The action plan should include one long-term goal and a minimum of four short-term goals to help reach the long-term goal. 
For each short-term goal, identify the following information related to implementation: 
At least 1-2 implementation activities/strategies
Resources needed
Timeline: To include measuring progress and implementing strategies
Persons Responsible: To include measuring progress and implementing strategies
Evidence of Success: How is this measured, or the desired outcomes to demonstrate success 
Keep in mind the following when you outline your goals and implementation steps:
John’s abilities and interests, the learning environments, and cultural and linguistic factors.
How you will incorporate collaboration to help the action plan be successful.
Your role as a coach and resource for John and Ms. Griedl.
Part 2: Rationale
Support your action plan with a 500-750 word rationale that incorporates researched best practices on collaboration and communication when working with colleagues, administration, and families. 
Your rationale should address the following considerations:
Theories or elements of effective collaboration you utilized in your action plan.
How diversity is a part of families, cultures, and schools, and how complex human issues can interact with the delivery of special education services.
The importance of supporting individuals with disabilities in all settings to help them reach their optimal potential and allow them to flourish academically and behaviorally.
Support your findings with 2-3 scholarly resources. 
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
MED Elementary Education and Special Education ITL/NITL
MED Special Education ITL/NITL
MED Special Education (Nevada)
6.3: Explain how diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services. [CEC 6.3; ICSI.6.K2, ICSI.6.K5, ICSI.6.K6, ICSI.6.K7, ICSI.6.K10, ICSI.6.S3, ICSI.6.S3; IGC.6.K5; InTASC 2(d); MC1, MC3, MC4, MC5]
7.1: Use the theory and elements of effective collaboration. [CEC 7.1; ICSI.7.K1, ICSI.7.S3; InTASC 7(o); ISTE-T 3a, 3d, 5a; MC1, MC4, MC5]
7.2 Serve as a collaborative resource to colleagues. [CEC 7.2; ICSI.7.S3, ICSI.7.S8, ICSI.7.S9; InTASC 10(k); MC1, MC4, MC5]
7.3: Use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators. [CEC 7.3; ICSI.7.K1, ICSI.7.S3, ICSI.7.S6; IGC.7.K4; InTASC 10(b), 10(j); ISTE-T 3b; MC1, MC2, MC3, MC4, MC5]

Steps to completing a Functional Behavior Assessment:
Behavior- Identify a behavior that you want to reduce for yourself (FBA only targets behavior reduction, not skill acquisition). You are not allowed to use another person/pet for this project. It is self-directed. Make sure the behavior is not a one you are uncomfortable talking about (as students are encouraged to discuss their FBA progress on FBA). Pick behaviors from general category such as eating, hair twirling, nail biting, frequent texting, drinking too much coffee, using curse words, teasing friends, getting off-task. If you have any doubt on which behavior to target, please check with your instructor.
Define- Operationally define the behavior using guidelines from your text book.
Data collection- Identify a measurement system. Plan for data to be collected few times a week. As we all are busy, I would recommend against a daily data collection, unless you are using permanent products (e.g., number of empty coffee cups at the end of work day, number of texts sent to XYZ, amount of coffee consumed). If you are doing direct measurement of behavior in real-time (e.g., nail biting), keep the session length no more than 30-45 minutes. You can use a paper-system, smartphones, or another creative approach (e.g., putting coins from one jar to another every time you used a curse word). Adapt the technical knowledge of data collection to your practical setting. If you are targeting cursing while driving, paper pen would not be feasible. It may be better to record yourself during driving and then come home and code that audio clip for frequency count. Make sure the measurement system matches the dimension of the behavior. If you have any doubt, please confirm the data collection system with your instructor.
Self-interview- Simulate an interview with yourself to figure out the various contingencies that may be in play with this target behavior.
Scatterplot- Figure out when are you most likely to engage in that behavior and direct your data collection during that time frame.
ABC data- Complete these observations to determine the function of the behavior. Even though a frequency count is derived from these observations, do not use the number from ABC observations for baseline. Those should come using the data collection system identified previously.
Problem behavior pathway- Now that you have all these various sources of information, complete this FBA blueprint to visually demonstrate what is happening. Fill in the boxes with relevant information as if you will need to use this form to explain to client’s family how the behavior is being maintained.
Hypothesis- Once you are done with the pathway, you will be able to confidently list a statement informing the function of this behavior.
Competing behavior pathway- Now you will complete this form to use as a blueprint for a function-based treatment. This will visually explain to the reader, what contingencies will be different during treatment. It will list the antecedents, replacement behavior and how it will be maintained, and consequences for the target behavior so that it is no longer reinforced. This form will serve as your behavior change proposal. This will allow your instructor to see what you are proposing as the intervention for the target behavior. Make sure that the replacement behavior matches the function of the behavior.
Once you have data collected from baseline (at least 5 data points), graph using excel. Please follow the graphing guidelines presented in various modules and also follow the various articles and graphing resources provided to help you create graphs.

Early Childhood Special Education Diagnostic Assessment / SPE /
Philosophy of Assessment Essay
Candidates will compose their philosophy of assessment so that they may have it available for administrators as well as parents. Include what has been learned in this course.

This paper encourages you to engage critically with the world around you to better understand various societal impacts on people with disabilities. You will choose a specific community you are a part of (for example: work, the university, family, a sports team, etc.) and describe how this community could learn from the 4 references provided ( two linked bellow and 2 linked in files) reference link 1: https://youtu.be/n_sw6Hjtfg8?si=6ubfkIv0yHVu5fWo
reference link 2: https://youtu.be/8K9Gg164Bsw?si=kIH-Z0t4YKyWYSvB

Assignment 5
For Assignment 5, you will be viewing a series of videos and reading articles on modifications to curriculum by several authors. The authors discuss the importance of inclusion and diversity in curriculum development. The videos and articles are located on your Blackboard account as well as most are also on Youtube.com.
Dr. James Stanfield provides vital information on the employment of inclusive strategies in the classroom. He describes the advantages of the inclusive model and how an educator can create an inclusive climate in the classroom. The link to his materials is: https://stanfield.com/11-strategies-promote-inclusion-in-the-classroom/
In addition, here are several useful articles regarding how teachers should deal with children of various backgrounds. These articles can be found in your Blackboard account and/or Youtube.com as indicated.
Castro, Q. “Twelve Tips All Educators Must Know about Educating African American and Latino Students,” The Huff Post, December 6, 2017.
https://www.huffpost.com/entry/twelve-tips-all-educators_b_4533419
Penna, R. “Understanding Your Community: The New Arab-American Student,” On-Target, New Jersey Association of School Administrators, February/March 2012.
Penna, R. “Understanding Your Community: The New Indian-American Student,” On-Target, New Jersey Association of School Administrators, December 2011/January 2012.
Penna, R. “Understanding Your Community: The New Chinese-American Student,” On-Target, New Jersey Association of School Administrators, October/November 2011.
“Accommodations and Modifications for Students with Disabilities” is a video which deals with the modifications and accommodations that students with special needs require to follow a district’s curriculum. For students with disabilities, the right teaching strategies and techniques can be as important to school success as appropriate IEP goals. The educational supports are similar, but they are not the same in all cases.

For Consideration:
After reading the above articles, how should educators insure that all children, regardless of ability level, race or national origin, are provided with the best opportunities to learn?
What steps, do you as a school administrator, take to insure the inclusion of all students into the fabric of your school?
What differences in instruction must be considered when dealing with children who come from different cultures?
As a building principal, how can you insure that student evaluations will insure that learning styles are taken into account?
As an educational leader, how do you involve the parents of children from foreign backgrounds into your school?
Describe the differences between accommodations and modifications.