EDSP521 Assignments Latest 2021 July (Full)

EDSP521 Foundations of Exceptionality

Law Analysis Key SPED Laws Assignment

To review the assignment information below, you may click the Preview icon next to the document name to view the document or click the document name to download the document.

Law Analysis: Key SPED Laws Assignment Instructions Download Law Analysis: Key SPED Laws Assignment Instructions

Law Analysis: Key SPED Laws Grading Rubric Download Law Analysis: Key SPED Laws Grading Rubric

Law Analysis: Key SPED Laws Template Download Law Analysis: Key SPED Laws Template

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool. For more information about Turnitin, click here (Links to an external site.).

LUO Submission Policy

The first submission of this assignment will be used for grading.  If you need an exception to this policy, please contact your faculty member.

 

EDSP521 Foundations of Exceptionality

IEP Project IEP Goals Assignment

IEP PROJECT: IEP GOALS ASSIGNMENT INSTRUCTIONS

Read the Claxton IEP Book and view the presentations on Writing IEP Goals and Objectives. Use the Present Level of Academic Achievement and Functional Performance (PLAAFP) example of Elli to write 3 standards-based goals specific to Reading and Decoding (SOLs 2.5–2.10). Please see the English Standards of Learning for Virginia Public Schools document located under the IEP Project: IEP Goals Resources on the assignment page. Include a progress checklist for each goal. Act as if this is an Annual Review occurring at the beginning of Elli’s 2nd grade year. Your goals should be written professionally with correct spelling and grammar. Use the IEP Goals Assignment Template to complete the assignment.

You will receive comments and feedback from your instructor on these goals and objectives to help you complete your Final IEP.

PLAAFP/CASE STUDY FOR ELLI SMITH

Student’s Strengths, Preferences, and Interests

Elli Smith is a cheerful8-year-old girl currently entering the2nd grade. Elli was found eligible for service for Specific Learning Disability.

Elli loves school, her friends, enjoys art and anything craft related. She works hard and always seems ready for a challenge.

Elli also has asthma and needs access to her inhaler, as well as regular check-ins with the school nurse.

According to the psychological evaluation, Elli demonstrates an overall ability in the average range. She demonstrates substantially less developed long-term retrieval associative memory and auditory processing, specifically phonemic awareness. These relative weaknesses coupled with difficulties in the aspect of auditory processing, such as phonemic awareness, which is the understanding of the smallest units of sound (phonemes), might make the acquisition of reading difficult. Also, the spelling of unfamiliar words might also prove to be a challenging task. Elli’s social functioning, as assessed through rating scales, teacher interviews, and direct observation appears to be a challenging at times, but not a major concern. According to achievement assessment, Elli demonstrates average oral language skills, mathematics and written expression in the low average range with significant deficient range. Teacher reports indicate that Elli demonstrates an independent reading level of pre-primer 1. Her auditory comprehension is very good, but her word attack is very poor. She has received PALS remediation and Title I supports for reading for a period of 6 months and has made very minimal progress despite supplemental instruction interventions targeting her identified areas of deficit.

Student’s Areas of Need (Deficits that Require Supports)

Elli’s areas of need resulting from her disability related deficits include:

Decoding

Reading

Spelling

Written language

Prolonged or moderate/heavy physical activity (Asthma)? Medical aspect, not related to the SLD category.

Effect of Disability on Student

Elli demonstrates substantially less developed long-term retrieval, associative memory, and auditory processing, specifically phonemic awareness. These relative weaknesses coupled with difficulties in aspects of auditory processing, such as phonemic awareness, which is the understanding of the smallest units of sound (phonemes), makesthe acquisition of reading difficult as well as the spelling of unfamiliar words.

Academic Performance

Wechsler Individual Achievement Test – Third Edition (WIAT–III)

Subtests with age-based scores:

Listening Comprehension 90, Early Reading Skills 92, Reading Comprehension 79

Math Problem Solving 80, Alphabet Writing Fluency 96, Sentence Composition 90

Word Reading 72, Pseudoword Decoding 77, Numerical Operations 93

Oral Expression 95, Oral Reading Fluency 63, Spelling 80, Math Fluency – Addition 83, Math Fluency – Subtraction 89, Oral Reading Accuracy 61

Oral Reading Rate 78,

Listening Comprehension

Receptive Vocabulary 81 Below Average

Oral Discourse Comprehension 103 Average

Sentence Composition

Sentence Combing 98 Average, Sentence Building 84 Below Average

Oral Expression

Expressive Vocabulary 85 Average, Oral Word Fluency 107 Average

Sentence Repetition 97 Average, Oral Language 91 Average

Total Reading 69 Low, Basic Reading 75 Below Average

Written Expression 85 Average

Mathematics 85 Average, Math Fluency 86 Average

Total Achievement 82 Below Average

Teacher Educational Information

Reading instructional level (1st); independent level (Readiness); Elli’s comprehension is good as long as it is tested orally. She can recall story elements and information when the story is read to her. Her word attack skills are extremely limited. She knows sounds when they are isolated but has difficulty putting the sounds together. Her retention of words (sight words) is very weak. She is currently receiving Title 1 and Pals Remediation, but she has made very little growth. Language instructional level (below grade level); She has memorized certain sentence structures and adapts it to the current topic. Elli is an excellent speller, but she cannot read the words she is spelling. She memorizes the spelling features. Math: She is very good at adding and subtracting and has caught on well to the strategies she has been taught. She does a great job deciding which operation should be used and then working out a word problem. Social Studies and Science: Elli does very well in both classes. Movement Ed.: She follows directions and does all activities; seems to get along with everyone during class and seems to enjoy PE. She does need access to her inhaler during PE and recess, as well as regular check-ins with the school nurse. She appears to love Art and Library and works well with other students.

 

EDSP521 Foundations of Exceptionality

Law Analysis Landmark Court Cases Comparison Assignment

To review the assignment information below, you may click the Preview icon next to the document name to view the document or click the document name to download the document.

Law Analysis: Landmark Court Cases Comparison Assignment Instructions Download Law Analysis: Landmark Court Cases Comparison Assignment Instructions

Law Analysis: Landmark Court Cases Comparison Grading Rubric Download Law Analysis: Landmark Court Cases Comparison Grading Rubric

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool. For more information about Turnitin, click here (Links to an external site.).

LUO Submission Policy

The first submission of this assignment will be used for grading.  If you need an exception to this policy, please contact your faculty member.

LAW ANALYSIS: LANDMARK COURT CASES COMPARISONASSIGNMENT INSTRUCTIONS

After reviewing Chapter 2 in the Kirk, et al text and researching major special education court cases (not laws) (either in Liberty’s database or through the Gale search engine), candidates will choose two landmark, special education court cases by stating the facts of each case, the rulings of each case, and the implications to special education. Please review the grading rubric to make sure all needed points as well as proper formatting are covered. At least two citations should be included in your paper with two References from credible sources.

Please set up your paper with the following headings, using APA formatting throughout:

Law Analysis: Landmark Court Cases Comparison

Introduction

Landmark Court Case #1:___________________

                Background

                Rulings

                Implications to Special Education

Landmark Court Case #2: ___________________

                Background

                Rulings

                Implications to Special Education

Conclusion

References

(Include at least two references tied to direct citations in your paper.)

 

EDSP521 Foundations of Exceptionality

Community Engagement Project Part 1 – Plan Assignment

To review the assignment information below, you may click the Preview icon next to the document name to view the document or click the document name to download the document.

Community Engagement Project Assignment Instructions Download Community Engagement Project Assignment Instructions

Community Engagement Project: Part 1 – Plan Grading Rubric Download Community Engagement Project: Part 1 – Plan Grading Rubric

Community Engagement Project: Part 1 – Plan Template Download Community Engagement Project: Part 1 – Plan Template

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool. For more information about Turnitin, click here (Links to an external site.).

LUO Submission Policy

The first submission of this assignment will be used for grading.  If you need an exception to this policy, please contact your faculty member.

COMMUNITY ENGAGEMENT PROJECT ASSIGNMENT INSTRUCTIONS

OVERVIEW         

Part 1 – Plan

1.            Candidates will submit a paragraph informing the instructor of the plan for the required 10-hour volunteer service in an educational/community setting, including the supervising organization’s name and other pertinent information.

2.            Candidates who are unable to complete the 10 observation hours within an educational/community setting may read the Feeling Excluded: An Inclusion Teacher’s Guide located in the Kirk, Gallagher, and Coleman text in MindTap as an alternative. If this option is selected, the candidate will complete the Community Engagement Project: Part 1 – Plan Template and note on the template that this is the plan to satisfy the 10-hour observation requirement.

Part 2 – Community Engagement Log, Reflective Journal, Engagement Assessment OR Alternative Assignment

1.            If the candidate completes the 10 observation hours in a community or school setting, he/she will follow the instructions for Community Engagement Project: Part 2.

2.            If the candidate completes the 10 observation hours by reading the Feeling Excluded: An Inclusion Teacher’s Guide, he/she will follow the instructions for the Community Engagement Project: Part 2 – Alternative Assignment.

 COMMUNITY ENGAGEMENT PROJECT: PART 1 – PLANASSIGNMENT

Candidates whoare able to do so should complete at least 10 hours of observations for this Community Engagement Project.Observations can be in a community setting or a school setting, if employed in a school system. Candidates may observe in any community setting that has students (ages 3-21) with disabilities. This could be in a church, daycare, YMCA, community center, youth facility, group home, or even in a personal residence. Candidates should consider that there are families of foster children with a variety of backgrounds who may need help with tutoring or households who homeschool, if there is a need to be creative getting the 10 observation hours. Aim to observe at least two different students with disabilities.

Candidates whoare unable to complete the 10 observation hours within a classroom or community setting may read the Feeling Excluded: An Inclusion Teacher’s Guidelocated in your Kirk, Gallagher, and Coleman text in MindTap. Candidates who choose this route will mark this on the Community Engagement Project: Part 1 – Plan Template.

All candidatesmust use the Community Engagement Project: Part 1 – Plan Templatethat outlines their plan for this assignment.

•             If completing observations in a community or school setting, the candidate must explain:

o             Thevolunteer location,

o             The hours/dates planned for the observation,

o             Include enough hours/dates cover the required 10 hours

o             The students observed, and

o             Supervisor information.

Note: If the candidate is employed in a school, he/shemay complete hours in a different classroom with students who have disabilities.

•             If completing observations by reading the Feeling Excluded: An Inclusion Teacher’s Guide,the candidate will still complete the Community Engagement Project: Part 1 – Plan Template and note on the template that this is the plan to satisfy the 10-hour observation requirement.

In order to complete this assignment, the candidate will download the Community Engagement Project: Part 1 – Plan Template. On the template, the candidate will locate the chart that best describes how the 10 observation hours will be completed.

If the candidate completes the 10 observation hours in a community or school setting, he/she will complete the first chart on the template describing:

1.            Where he/she will complete the observation hours,

2.            The supervisor’s contact information,

3.            When he/she plans to complete the hours

4.            The anticipated disabilities he/she will observe

In addition, the candidate will acknowledge on the chart that he/she understands that a Log of all hours will need to be kept using the Community Engagement Log (CEL) document, a Reflective Journal entry for each day observed will need to be created, and having a supervisor evaluate the candidate’s professional dispositions will be required on the Community Engagement Assessment (CEA).

If the candidate completes the 10 observation hours by readingFeeling Excluded: An Inclusion Teacher’s Guide, he/she will complete the second chart on the template:

1.            The candidate will acknowledge that he/she will read Feeling Excluded: An Inclusion Teacher’s Guide to fulfill the observation hours.

2.            The candidate will detail the plan to complete the reading.

3.            The candidate will acknowledge that he/she must write a summary, select and respond to a Case Study, and create and respond to a personal case study.

COMMUNITY ENGAGEMENT PROJECT: PART 2

If the candidate completesthe10 observation hours in a community or school setting, he/she will follow the instructions below for the Community Engagement Project: Part 2 – Log, Reflective Journal, and Assessment Assignment.

If the candidate completes the 10 observation hours by reading the Feeling Excluded: An Inclusion Teacher’s Guide, he/she will follow the instructions below for the Community Engagement Project: Part 2 – Alternative Assignment.

COMMUNITY ENGAGEMENT PROJECT: PART 2 – LOG, REFLECTIVE JOURNAL, AND ASSESSMENT ASSIGNMENT

During the10 observation hours, the candidate will keep a detailed log that specifies the dates and times of the observation, complete a reflective journal entry after each observation, and submit the supervisor’s assessment of his/her professionalism during the observations.

•             Log: The candidate will use the Community Engagement Log(CEL) document located on the Community Engagement Project: Part 2 – Log, Reflective Journal, and Assessment page under the Community Engagement Project Resources to log the observation hours. The candidate must specify the dates and times of your observations, as well as the disability category observed (e.g., LD, ED, ID, etc.). This log must be signed by the supervisor by the end of the observations.

•             Reflective Journal: The candidate will complete a reflective journal entry following each of your observations. Journal entries should include direct observations of children (ages 3-21) who have a labeled disability. Entries should include summaries and reflections as they relate to individuals with exceptionalities and culturally responsive practices for meeting the needs (academic, social, emotional, behavioral) of diverse populations. Each journal entry should be at least 150 words in length and separated by APA formatted headings. There should be an introduction, conclusion, and at least one citation from the text and at least one citation from a current scholarly journal article.

•             Assessment: Use the Community Engagement Assessment (CEA) documentlocated on the Community Engagement Project: Part 2 – Log, Reflective Journal, and Assessment page under the Community Engagement Project Resources. Candidates will provide this document to the supervisor and request the supervisor to evaluate the professional dispositions during the observations. Candidates are highly encouraged to review the professional dispositions they will be evaluated on prior to starting the observations.

COMMUNITY ENGAGEMENT PROJECT: PART 2 – ALTERNATIVE ASSIGNMENT

After reading the Feeling Excluded: An Inclusion Teacher’s Guidelocated in theKirk, Gallagher, and Coleman text in MindTap, the candidate willcomplete a summary of the text, a Case Study Response, and a Personal Case Study.

After completing all three tasks, the candidate will submit three separate documents – one document for the Summary, one document for the Case Study Response, and one document for the Personal Case Study – in Canvas.

•             Summary:The candidate will create a one-page synopsis ofFeeling Excluded: An Inclusion Teacher’s Guide.This synopsis should include what was helpful in the text and strategies that could be implemented in the candidate’s own classroom. The candidate must include an introduction, conclusion, and at least two citations from the text to support the summary.

•             Case Study Response: The candidate will create a one-page detailed answer to one of the 10 provided Case Studies located in the textbook,Feeling Excluded: An Inclusion Teacher’s Guide. The response must include:

1.            Strategies to be used,

2.            Connections to a similar situation, and

3.            A plan to best meet the needs of the Case Study student.

The response must include an introduction, conclusion, and at least two citations from the text to support the response.

•             Personal Case Study: Using the 10 detailed Case Studies provided in the text, the candidate will create a one-page detailed personal case study from his/her own experience and detail a plan using strategies he/she learned from Feeling Excluded: An Inclusion Teacher’s Guide. The case study can be a student, teacher, parent, or administrator, but must focus on meeting the needs of diverse learners. The personal case study must include:

1.            Background of the situation

2.            Full details

3.            Maintain confidentiality by changing all names (people, schools, and location)

Then, using the personal case study as the launching point, minimally the candidate must:

1.            Detail the plan to meet the needs of the student, teacher, parent, or administrator you mentioned

2.            Include strategies from the text, and

3.            At least two citations to support the detailed plan. Additional resources and research may be used.

 

EDSP521 Foundations of Exceptionality

Exceptionality Chart Assignment

To review the assignment information below, you may click the Preview icon next to the document name to view the document or click the document name to download the document.

Exceptionality Chart Assignment Instructions Download Exceptionality Chart Assignment Instructions

Exceptionality Chart Grading Rubric Download Exceptionality Chart Grading Rubric

Exceptionality Chart Template Download Exceptionality Chart Template

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool. For more information about Turnitin, click here (Links to an external site.).

LUO Submission Policy

The first submission of this assignment will be used for grading.  If you need an exception to this policy, please contact your faculty member.

EXCEPTIONALITYCHART ASSIGNMENTINSTRUCTIONS

Candidates will complete the remaining sections of the Exceptionality Chart, using information found in the Kirk, et al text and other credible sources. The completed sections are there for review, as well as to set an example for the content and formatting of the entire chart.

Candidates are encouraged to work on this chart throughout this course and leading up to the due date.

 

EDSP521 Foundations of Exceptionality

IEP Project: Final IEP Assignment

To review the assignment information below, you may click the Preview icon next to the document name to view the document or click the document name to download the document.

IEP Project: Final IEP Assignment Instructions Download IEP Project: Final IEP Assignment Instructions

IEP Project: Final IEP Grading Rubric Download IEP Project: Final IEP Grading Rubric

IEP Project: Final IEP Template Download IEP Project: Final IEP Template

IEP Project: Final IEP Case Study Download IEP Project: Final IEP Case Study

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool. For more information about Turnitin, click here (Links to an external site.).

LUO Submission Policy

The first submission of this assignment will be used for grading.  If you need an exception to this policy, please contact your faculty member.

IEP PROJECT: FINAL IEP ASSIGNMENT INSTRUCTIONS

Instructions: Special education teachers are responsible for developing and implementing Individualized Education Programs (IEPs) for students with exceptionalities. This assignment allows you to demonstrate your ability to use multiple types of assessment information from a provided case study to develop an IEP for a student with an exceptionality. Individual abilities, interests, learning environments, and cultural and linguistic factors should be fully considered in the development of the IEP to ensure it meets the academic and functional needs of the student.  Use the provided Case Study located on the IEP Project: Final IEP Case Study document, the information below, and theIEP template to develop an IEP for the student.Be sure to carefully review the IEP evaluation rubric to ensure each section of the IEP fully addresses the required criteria.

Complete the following in the IEP template:

1.            Present Levels of Academic Achievement and Functional Performance

a.            Use the assessment data provided in the selected case study located on the IEP Project: Final IEP Case Study document to identify the student’s interests, preferences, strengths and areas of need, including assistive technology and/or accessible materials. 

b.            Fully describe the effect of the student’s disability on his or her involvement and progress in the general education curriculum, including the student’s performance in academic as well as functional areas.

2.            Measurable Annual Goals(at least 3)

a.            Develop measurable and observable annual goals for each area where the student’s disability impacts his or her progress in the general curriculum. There must be a directly relationship between the goals and the PLAAFP. Be sure to include:

i.              The student’s name (Elli)

ii.             The condition under which the behavior will be performed

iii.            The specific observable behavior to be performed

iv.           The criterion to which the level of performance at the goal will be achieved

v.            The target date/timeline for goal attainment (note that for an ANNUAL goal, this should be at the next annual review meeting for the IEP).

3.            Instructional Modifications/Accommodations

a.            Develop modifications/accommodations that will allow the student equal opportunity to access the curriculum and demonstrate achievement. Accommodations/ modifications also provide access to nonacademic and extracurricular activities and educationally related settings. Accommodations may be in, but not limited to, the areas of time, scheduling, setting, presentation and response including assistive technology and/or accessible materials. Identify frequency, location, setting, and duration.

b.            Identify supports for school personnel (e.g., equipment, consultation, or training for school staff to meet the unique needs for the student)

4.            Participation in State and District Assessments/Accountability Systems

a.            Based on the PLAAFP, determine if the student will participate in state and/or division wide assessments or if the student meets the criteria for participation in an alternative assessment program.

b.            If the student is participating in statewide assessment, determine if accommodations will be provided. For the accommodations that may be considered, you may refer to Virginia Department of Education’s (VDOE’s) Students with Disabilities: Guidelines for Assessment Participation for guidance.

c.             If the student WILL NOT participate in the state or division wide assessments, include a statement of justification.

5.            Placement (LRE), Services, and Supplementary Aids and Services

a.            Based on the principle of Least Restrictive Environment (LRE), identify all special education and related services the student will receive, including frequency, location, and duration.

b.            Include a statement of justification for each/all services provided and how your placement decisions reflect the principles of LRE with respect to the student’s PLAAFP.

Alignment: This IEP assignment and each assignment component is aligned with CEC 2012 Initial Preparation standards:

•             CEC 3.3: Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities.

•             CEC 4.2: Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities.

•             CEC 4.3: Beginning special education professionals, in collaboration with colleagues and families, use multiple types of assessment information in making decisions about individuals with exceptionalities.

•             CEC 5.1: Beginning special education professionals consider individual abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities.

•             CEC 6.1: Beginning special education professionals use professional ethical principles