Category: Special education

• Complete the – Part 1 using the information from the textbook, the module resources, and your own research. Use reliable resources when locating information.
• Assignment Description: Students will research the disability categories of autism, intellectual disabilities, and developmental delay. Students will locate information related to IDEA definition, incidence, etiology, cognitive characteristics, social characteristics, physical characteristics, and instructional strategies for each disability area. Course Objectives 1,2,3

No instructions provided

Please no plagerism, read instructions.assignment in files. There is an example for the first one.

• Read (required):
• Read (required): Harry & Ocasio-Stoutenburg, Chapter 5
• Read (required): Council for Exceptional Children. (2022). Ethical Principles and Practice Standards.
• Read (required): AERA. (n.d.) Tenets of Disability Studies in Education. What is Autism Spectrum Disorder? Retrieved from
• Watch: Autism Every Day. Retrieved from
• Watch: Silentmiaow. (2006). Rreply to Autism Speaks and GRASP Articles of Understanding. Retrieved from
• Watch: Silentmiaow. (2007). In My Language. Retrieved from
• Watch: Organization for Autism Research. (2013). Understanding Autism: A Guide for Secondary School Teachers (Part 1). Retrieved from
• Autism Aging Out. (Watch first 6 or 7 minutes.) Retrieved from
• I’m an autistic Christian. (Watch first 6 or 7 minutes.) Retrieved from

–>PLEASE WRITE A 500 WORD REFLECTION FOR EACH WRITING SEPARATELY

Reflective Writing Assignments

Purpose:

The reflections are designed to help you critically examine your beliefs, experiences, and developing professional identity as a special educator. These reflections are not summaries of readings; they are opportunities for analysis, self-reflection, and application.

Requirements:

• Length: 500 words
• Format: Double-spaced, 12-point font, professional academic tone
• Submission: Upload to Brightspace by the posted due date
• Citations: When referencing course readings, lectures, or laws (e.g., IDEA), use APA 7th format

Strong reflections will:

• Engage directly with the prompt
• Connect personal experience to course concepts
• Demonstrate critical thinking and self-awareness
• Acknowledge complexity, tension, or uncertainty
• Reflect on growth over time in understanding special education

Evaluation Criteria (5 points each):

• Depth of reflection and critical analysis
• Integration of course concepts
• Clarity and organization of writing
• Thoughtfulness and professional voice

Reflection 2: Law, LRE, and Ethical Tensions

(Aligned with: IDEA, LRE, Historical Context, Families)

Special education law often presents tensions between compliance and equity.

• How do IDEA and the principle of Least Restrictive Environment attempt to balance students rights with institutional constraints?
• Where do you see potential gaps between the spirit of the law and its implementation in schools?
• What ethical responsibilities do educators have when families and schools disagree about placement or services?

–>

Reflection 3: Culture, Language, and Disability

(Aligned with: Multicultural & Bilingual Special Education, LD/ID)

Disability does not exist in isolation from culture, language, or environment.

• How can cultural and linguistic differences influence referral, identification, and classification in special education?
• In what ways might schools unintentionally pathologize difference rather than respond to it instructionally?
• How can educators actively work against bias while still meeting students learning needs?

Reflection 4: Behavior, Classification, and Teacher Disposition

(Aligned with: ADHD, Emotional Disability, Placement, Teacher Attitudes)

Consider how teacher perceptions influence behavioral classifications and student outcomes.

• How do teacher attitudes, expectations, and classroom practices shape how behavior is interpreted?
• When does behavior become a disability, and who gets to decide?
• Reflect on how your own dispositions might impact students with behavioral or emotional needs.

Reflection 5: Developing Your Philosophy of Special Education

(Aligned with: ASD, Communication Disorders, Low-Incidence Disabilities)

As you synthesize course content, reflect on your emerging philosophy of special education.

• What core beliefs now guide how you view inclusion, accommodations, and access?
• How do social justice and equity show up in your vision of effective special education practice?
• How do you see yourself advocating for students with disabilities within school systems that may resist change?

Fill in the entire research report template with the article attached below

Chapters 1 and 2 have been written and revised multiple times. There is a final submission this coming Monday for Chapter 1, and I want to make sure it is going to Pass to move on to next doctoral phase. Chapter 2 is being reviewed tis week and NEW feedback wil be given to me by this Saturday. So I need a writer to review my work for Chapters 1 and 2, and let me know if what I have is at a “Passing” level.

Special Education Procedures Case Study

Directions: After reading through this weeks literature on special education procedures. Complete the following case study.

Scenario: Marco is a 10-year-old in the 4th grade who receives specialized pull-out instruction for a Specific Learning Disability (SLD) in reading comprehension. His current IEP is four months past its three-year reevaluation date, meaning his present levels of performance and services are outdated. Marco’s parents recently shared a private pediatrician’s note suggesting he exhibits significant signs of Attention Deficit/Hyperactivity Disorder (ADHD), which is not currently addressed in his expired IEP.

In the last month, Marco has received two detentions for being out of his seat and disrupting small group work. His general education teacher, Mrs. Davis, admits that she has not implemented any new behavioral support strategies because the potential ADHD symptoms are not officially documented in Marco’s current, outdated IEP.

The special education teacher, Mr. Jones, has acknowledged the behavioral issues but is still delaying the overdue reevaluation paperwork due to a high caseload. Marco’s parents call the principal is demanding an immediate resolution to the legal timeline violation and a full evaluation of the potential ADHD symptoms.

Question:

1. Identify the Legal Violation: What is the primary legal procedural violation (e.g., related to a required timeline or document) that has occurred in Marco’s case?
2. Identify the Ethical Violation: Use the CEC Code of Ethics ( ), cite the code, and explain its relevance to this case

Links to documents to read and use:

Book Link: Chapter 2 The Personnel and Procedures of Special Education

Special Education Procedures Case Study

Directions: After reading through this weeks literature on special education procedures. Complete the following case study.

Scenario: Marco is a 10-year-old in the 4th grade who receives specialized pull-out instruction for a Specific Learning Disability (SLD) in reading comprehension. His current IEP is four months past its three-year reevaluation date, meaning his present levels of performance and services are outdated. Marco’s parents recently shared a private pediatrician’s note suggesting he exhibits significant signs of Attention Deficit/Hyperactivity Disorder (ADHD), which is not currently addressed in his expired IEP.

In the last month, Marco has received two detentions for being out of his seat and disrupting small group work. His general education teacher, Mrs. Davis, admits that she has not implemented any new behavioral support strategies because the potential ADHD symptoms are not officially documented in Marco’s current, outdated IEP.

The special education teacher, Mr. Jones, has acknowledged the behavioral issues but is still delaying the overdue reevaluation paperwork due to a high caseload. Marco’s parents call the principal is demanding an immediate resolution to the legal timeline violation and a full evaluation of the potential ADHD symptoms.

Question:

1. Identify the Legal Violation: What is the primary legal procedural violation (e.g., related to a required timeline or document) that has occurred in Marco’s case?
2. Identify the Ethical Violation: Use the CEC Code of Ethics ( ), cite the code, and explain its relevance to this case

Links to documents to read and use:

Book Link: Chapter 2 The Personnel and Procedures of Special Education

Introduction

This module will culminate in 5-minute student PowerPoint (PPT) presentations that you will prepare and upload. A voice track within the PPT is preferred. Alternately, you can record yourself narrating your Power Point on Zoom or on the Blackboard Panopto feature and upload a link but be sure to grant viewers access to this recording.

There are three parts to this assignment. This page constitutes Part I.

To supplement the textbook material, additional learning resources are provided on the Module 4 Readings page. These include four developmental checklists:

1. Developmental Tasks (compiled from various sources)
2. Social Participation Play Types (Roth & Clark, 1987)
3. Child Development Norms (compiled from various sources)
4. Rescorla Vocabulary Checklist (Rescorla, 1989)

Your presentation must describe how SLPs can use these sources. What do these tools allow the SLP to assess? Consult the textbook, particularly where Owens (2024) discusses transdisciplinary assessment of children in early intervention settings and the importance of play in child development.

The main source for your presentations should be the Owens (2024) textbook. The suggestions on the Module 04: For Further Reading page in Blackboard are also useful. (Note that Prompt 2 is focused on additional learning materialsfour developmental checklistsfound on the Module 04 Readings page.) Outside sources are probably not needed to complete your presentation. Judicious use of select, high-quality outside sources may be helpful, but its not recommended that you spend a lot of time searching for outside sources. Cite the page numbers of all sources so that we can see what you have used.

Use of generative artificial intelligence (AI) is discouraged, but even a simple Google search usually yields an AI summary, which may be meaningful to consult. Please cite any generative AI material. The page from Brown University (2025) explains how to cite AI.

You can mention and provide links to videos or other media.

We will use the Module 04, Discussion 01 board to share feedback with one another (Parts II and III of this assignment).

Consult the document Tips for Creating a PowerPoint Presentation, located in this module, for additional guidance. Please also feel free to contact your instructor with questions or for help as you prepare this presentation.