Category: Special education

St. Peter, C. C., Byrd, J. D., Pence, S. T., & Foreman, A. P. (2016). Effects of treatment‐integrity failures on a response‐cost procedure. Journal of Applied Behavior Analysis, 49(2), 308-328.
Jowett Hirst, E. S., Dozier, C. L., & Payne, S. W. (2016). Efficacy of and preference for reinforcement and response cost in token economies. Journal of Applied Behavior Analysis, 49(2), 329-345.
Lerman, D. C., & Vorndran, C. M. (2002). On the status of knowledge for using punishment: Implications for treating behavior disorders. Journal of Applied Behavior Analysis, 35(4), 431-464.
Hester, P. P., Hendrickson, J. M., & Gable, R. A. (2009). Forty years later—The value of praise, ignoring, and rules for preschoolers at risk for behavior disorders. Education & Treatment of Children, 32(4), 513-535.
Pokorski, E. A., & Barton, E. E. (2021). A Systematic Review of the Ethics of Punishment-Based Procedures for Young Children With Disabilities. Remedial and Special Education, 42(4), 262-275.
+ find two outside articles, and answer the same questions

Over the course of the term, you are required to spend 15 clock hours in one or more Early Childhood Special Education settings. You will develop two questions you want to explore and answer by spending time observing students with disabilities and those who work with them and by reading a corresponding professional development book and/or professional, peer-reviewed journals. Be sure to use APA style when citing your sources.
To complete this project, you will:
Due in Module 2, but your questions might change or be refined!
Formulate 2 questions, one about being an early childhood special education teacher and one about the early childhood intervention setting you want to work in. Collect information (data) to address your question by spending time observing/working with children with disabilities and interviewing teachers, administrators, and/or parents of children with disabilities.
Locate and read one professional development book or a minimum of three professional, peer-reviewed journal articles on your topic
Report and explain (make sense of) the information/data
‘Answer’ your question(s).
There is no minimum word count, but make sure to offer clear detailed information based on your learning.
PSA: (Questions is attached )

Because lessons do not stop when a student leaves the classroom, purposeful collaboration with other teachers, staff, and families can help reinforce and expand the student’s knowledge and skills. Whenever possible, teachers should try to engage families in ways that encourage them to have their child practice the math skills at home. Having both the teacher and parents/guardians on the same page helps to support the student.
Read the case study to inform the assignment.
Case Study: Fiona
Grade: 9th
Age: 14
It is the beginning of the second semester, and Fiona is having a great deal of difficulty in her mainstream algebra class. Prior to this year, she was receiving instruction in the resource setting. At her eighth grade transition IEP meeting, her parents expressed their wishes that Fiona be in the mainstream algebra class, despite her special education teacher explaining that low reading comprehension negatively affects the understanding of math concepts. Fiona understands basic concepts of algebra but has not mastered the skills needed to move to the higher-level concepts her class is now working on. Currently, her math performance has been measured two years below grade level and her reading performance one year below grade level. Fiona’s general education math teacher has spoken with her parents about the possible need for additional support, and her parents have agreed to help at home, as they do not want her being pulled out for resource at this time.
The following goals have been identified by the special education teacher collaborating with the general education math teacher for Fiona:
Simplify addition, subtraction, multiplication, and division equations [e.g., (2x + 6) + (4x + 7) = 6x + 13].
Solve expressions with variables (e.g., 3x = -24).
Write and solve the algebraic equation in a real-life word problem.
Part 1: Strategies
As the special education teacher, select two researched-based instructional strategies that could be used to help Fiona meet her identified goals.
Instructional strategies should include:
Explicitly teaching related vocabulary
The use of the concrete-representational-abstract strategies
Graphic organizers
Mnemonic devices
The use of assistive technology
In 250-500 words, summarize the recommended instructional strategies, rationalizing their appropriateness for Fiona’s goals and ability to help motivate Fiona to meet her goals. Include specific tips for implementation.
Part 2: 3 Day Unit Plan
Design a comprehensive mathematics unit plan based on the goals identified for Fiona. Outline three sequenced lesson plans, using the “3 Day Unit Plan Template.”
Your unit plan must include:
Appropriate augmentative and alternative communication systems and assistive technology to make the lesson content more accessible.
Integration of both formative and summative assessments to demonstrate mastery and support the generalization of learning for the student.
Integration of an appropriate ELA writing standard related to Fiona’s third identified goal.
Part 3: Home Connection
In 250-500 words, explain how you plan to involve Fiona’s parents in meeting her goals. Include a specific at-home activity to help in her continued success.
While APA format is not required for the body of this assignment, sold academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
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.
Support your choices in Parts 1 and 3 with 1-2 scholarly resources.
This benchmark assignment assesses the following programmatic competencies and professional standards:
MEd in Special Education ITL/NITL 
MEd in Special Education (Nevada)
3.1:  Understand the central concepts, structures of the discipline, and tools of inquiry of the content areas taught, organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with disabilities. [CEC 3.1, ICSI.3.K1, ICSI.3.K2, ICSI.3.K3, ICSI.3.S1, IGC.5.K3; InTASC 4(a), 5(c); GCU Mission Critical1, GCU Mission Critical 2, GCU Mission Critical 4]
3.2:  Understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with disabilities. [CEC 3.2, ICSI.3.K2, ICSI.3.K3, ICSI.5.S15; InTASC 4(b), 5(c), 8(n); GCU Mission Critical 1, GCU Mission Critical 2, GCU Mission Critical 4]
3.3:   Modify general and specialized curricula to make them accessible to individuals with disabilities. [CEC 3.3, ICSI.1.K3, ICSI.3.K2, ICSI.3.K3, ICSI.5.S15, ICSI.5.S21, IGC.5.S23, IGC.5.S24; InTASC 1(a); GCU Mission Critical 1, GCU Mission Critical 2, GCU Mission Critical 4, GCU Mission Critical 5]      
5.6:  Teach to mastery and promote generalization of learning. [CEC 5.6, ICSI.5.S16, ICSI.5.S18; InTASC 8(s); MC1, MC2, MC4]

Assistive Technology Paper Assignment Instructions
1.  You will choose 3 peer-reviewed
research articles related to assistive technology and        augmentative/alternative
technology to write a paper distinguishing between the varying    use of assistive
and augmented/alternative technologies.
2.  You will differentiate between the use
of each in terms of services and how these are            addressed on an IEP. 
3.  Additionally, you will report on 1 current issue in the field of special
education related to assistive technology and augmentative/alternative
technology based on the findings in the literature. 
4.  Finally, you will offer
recommendations based on the research to resolve the issue.
All articles must be
current (5 years or less). The 3-4-page paper will include a title page,
abstract, and reference page (not included in the page count). A minimum of 6
citations       must be included and must be paraphrased and/or summarized. Include current
APA format headings for organization.

There are various methods and tools that can be used to improve the accessibility of curriculum for students with disabilities. Augmentative and alternative communication devices as well as other assistive technologies are often used for this purpose. It is important for teachers to understand the options that are available, and that they advocate for students to be provided with the best possible tools to assist them.
Part 1: Measurement Data Lesson Plan
Select a 1-5 grade level, a corresponding Arizona or other state standard based on the Measurement and Data domain, and a group of 3-4 students from the “Class Profile” who would benefit from the use of augmentative and/or alternative communication devices or other forms of assistive technology.
With your identified learning target and small group in mind, complete a lesson plan, using the “COE Lesson Plan Template,” that specifies applicable assistive technology and includes differentiated activities to facilitate students making measurement comparisons, and
Using models of measuring units; or
Using measuring instruments; or
Representing and interpreting the data.
Part 2: Communication Device Rationale
In addition to your completed lesson plan, justify your augmentative and/or alternative communication devices or other forms of assistive technology choices in a 250-500 word rationale.
Support your choices with 2-3 scholarly resources.
Prepare this assignment according to the APA guidelines found in the 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.

Ch 1-2
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After reading the article Scruggs and Mastropieri’s (2017) “Making Inclusion Work with Co-Teaching” from Teaching Exceptional Children, and Chapters 1 and 2 of Knackendoffel, Dettmer, and Thurston (2017), respond to the following prompts. Initial 1+page   Respond to 1 peer with 1+ paragraph   For both the initial post AND the reply to a peer, you may type/paste text, upload a document, or do the discussion assignment in any format that you would prefer: written discussion, powerpoint/slides, poster, audio or video recording, Prezi, or other.
What challenges do consultation and collaboration present?
Using Scruggs and Mastropieri (2017), what suggestions or brainstorming ideas do you have as a next step for the teachers in this article?  (Don’t worry if you are unsure – this is before you have learned the core content – more for me to see the background knowledge you bring to the course – just write what comes to mind for you)
In Scruggs and Mastropieri (2017), what would help these teachers to be successful?  What strengths would you bring to this situation as the special ed teacher?  As the gen ed teacher?
What factors motivate educators to collaborate in teams?  Do you see some of these factors as more viable reasons than others?  Describe why the educators you work with in your placement/job collaborate or consult in teams.
Using the roles listed in figure 1.2 (Knackendoffel, Dettmer, & Thurston, 2017, p.15) and the chart in the Ch 1 powerpoint (slide 15), describe one collaborative relationship in your placement/job.  Be sure to name the consultant, consultee, and client, and describe.
What is the difference between a professional perspective and a personal preference?  Provide an example of each.
Using Knackendoffel, Dettmer, and Thurston (2017), Describe some of your own professional perspectives and personal preferences (use prompts in Activity 2.4 (pp.57-58) and Activity 2.5 (p.61).  How might these create challenges and opportunities in collaborating in your placement/job?

Important policies, guidelines, and procedures are mandated concerning the discipline of students who receive special education services. The staff, parents, district and campus administration, and related service providers may all be involved in the decision making process regarding consequences for actions that may be related to the disability. There are procedural processes involved in determining the following: manifestation hearings, the need to conduct a functional behavioral assessment (FBA), and the development and implementation of behavior intervention plans (BIP). IEP team members must also document decisions regarding suspension, expulsion, or a need for a change of placement. Administrators, lead teachers, and other key special education staff are responsible for implementing the policies and disciplinary regulations. Failure to comply with these important regulations can place these individuals and the district in a liable situation.
Allocate at least 2 hours in the field to support this field experience.
Interview two of the following: a principal; assistant principal; administrator; lead special education teacher; school psychologist, or behavior interventionist/coach. 
Discuss the role in which the interviewee plays regarding the following: 
In your role, what types of discipline issues have you found to be the most common with students with disabilities?
In regards to IDEA, what is your responsibility regarding the discipline components for students identified as receiving special education services?
How do you play a role with in-school suspension versus out-of-school suspension for students who receive special education services?
How are you involved in the decision making process regarding the discipline of students with disabilities?
What types of data do you collect regarding behavior/discipline issues of students with disabilities? If you do not collect the data, do you review the data to assist with any discipline issues?
How are special education services provided to students with disabilities who are suspended, if needed? Does your role have responsibilities in determining or providing these services or ensuring these services are met?
What other additional insight can you offer in the areas of due process, discipline, and student/family rights related to your role and responsibilities? 
In 250-500 words, summarize your interviews and reflect upon professional practices related to legal and ethical discipline for students with disabilities. Discuss the similarities and differences of roles and responsibilities based on your feedback from the interviews. In addition, provide any additional insight the interviewees provided you might not have realized until now. Explain how you will use your findings in your future professional practice.
APA format is not required, but solid academic writing is expected.
Note: the interviewer’s Names Jossenny Batista and Johana Andujar, School Leep Dual Language Academy

Instructions
For your teacher toolbox resource, visit the following website for an overview/example of Community-Based Instruction or CBI and areas to focus on for PreK students, Students in grades K-2, 3-5, Middle School, and High School (Note: This link can be found in the Activities & Assignments section of this module):
Filozof, C., Eberhardt, K., & Freehold Township Public School District, (2021, January 01). The World is Our Classroom: Using Community-Based Instruction to Advance Socially Significant Behavior in Students with Disabilities. Autism Spectrum News. 
Step 1 Research and Identity 2 additional CBI programs that help students with special needs learn to navigate and be a part of their community 
Step 2  Evaluate the effectiveness of each CBI program from the information in Community-Based Instruction: A Guidebook for Teachers. Council for Exceptional Children. Ch 6 pages 97-108. (Note: This link can be found in the Activities & Assignments section of this module): 
Step 3 Compare/Contrast the CBI programs. Which one is better? Why? Which one would you use in your classroom?
Step 4: Reflect on the plausibility of using parts of CBI in your future classroom 1/2 page
Step 5: Make sure you are using the required module resources including INTEXT citations.
Submit:
1) Cover page
2) Identify 2 CBI programs, give the URLs, and describe each briefly (1/2 page)
3) Evaluate the effectiveness of each based on the given resource (1 page)
4) Compare and contrast the 2 programs (1 page)
5) Reflection with intext citations
6) APA references
Answer the following prompts in your Toolbox Reflection: a) Did you make changes? If so, what changes did you make? b) Why did you/did you not make the changes? Ground your responses based on feedback and/or the literature/resources you have explored.
Required for Module 6 Assignment:
Read in your textbook, “Exceptional Lives” pages 76 to 91.
Read: Wrights Law. (n.d.). Procedural Safeguards in IDEA Protect the Rights of Children with Disabilities and Their Parents. https://www.wrightslaw.com/info/safgd.index.htm 
Read: Illinois State Board of Education (ISBE). (n.d.). Notice of Procedural Safeguards for Parents/Guardians of Students with Disabilities.  https://www.isbe.net/SPEDReqNotConForms/nc_proc_sfgrds_34-57j.pdf
Optional/Outside for Module 6 Assignment:
Read: Chicago Public Schools. (n.d.). Know Your Rights. https://www.cps.edu/services-and-supports/special-education/understanding-special-education/know-your-rights/ 
Read: Illinois State Board of Education (ISBE). (n.d.). Parents/Guardians Information. https://www.isbe.net/Pages/Special-Education-Parents-of-Students-with-Disabilities.aspx  

Tiered instruction and support programs are often implemented on a school or district-wide level. Response to Intervention (RTI) and Multi-tiered Systems of Support (MTSS) are common programs that provide a framework for assessment, delivery of instruction, provision of supports, and guidelines for referrals for eligibility in special education. The law requires that teams document efforts to support students in general education settings before they can be referred for special education evaluation. Not all students who struggle have a documented disability or meet eligibility requirements. Teachers and staff must address screening and assessment to identify the needs of students and make data-driven decisions regarding delivery of instruction, needed supports, and referrals when necessary for additional supports and services. RTI is a framework that includes general supports for all students, supports that are more specific for at-risk students, and identification of students who need interventions that are more intensive.
Select a grade level “Class Profile” relevant to your field of study and imagine you are the classroom teacher for these students. Review the profile and formulate a small group of students with whom you will implement RTI strategies. Using this group as an example, create a 15-20 slide digital presentation providing an introduction to the RTI for new educators.
Within your presentation, provide:
An overview of RTI and MTSS, including an explanation of the tiers and how these systems can be used to enhance and adapt instruction.
An explanation of the role of the child study team.
A discussion and examples of the types of data collected throughout the RTI process.
An explanation of what factors determine appropriate student placement within the RTI tiers. Refer to your example student group to illustrate specific ideas.
An explanation of how the RTI model can help meet the needs of students without disabilities and as a means of adapting instruction prior to evaluating students for a disability.
Five examples of research-based intervention strategies that you will use with students in your example student group who are struggling in English language, arts, or mathematics. Include justification for each intervention strategy.
Description of the data that would be collected as part of implementing the research-based intervention strategies. Explain how this data could be used to evaluate the effectiveness of the RTI strategies and how this information could be used as justification for testing for possible special education eligibility.
A title slide, reference slide, and presenter’s notes.
Support your presentation with a minimum of three scholarly resources.

The purpose of this assignment is to conduct an in-depth research analysis on a specific teaching methodology for participant(s) with a low incidence disability and I have the approved arrticle attached. For this project, first, you will summarize the study including population, skill, and intervention. Then, the you will utilize CEC quality indicator standards and instructor-provided guidelines to critique the study and make a determination of quality.  Last, you will submit the typed analysis with all relevant sections.