ESE 601 Week 2 Assignment Characteristics Updated
Characteristics [CLO: 2]. Due by Day 7. In this assignment you will demonstrate your understanding of the learning objective: Identify the characteristics and learning differences of students with mild to moderate disabilities based on the IDEA. Additionally, completion of this assignment represents an introduction to Course Learning Outcome 2 and MASE Program Learning Outcomes 1 and 2.
Researchers have identified multiple potential causes as well as suggested interventions for children who have been identified as having mild to moderate learning disabilities. These strategies may include environmental, instructional, behavioral, and/or psychological approaches within the classroom or school setting. This information can be instrumental in the decision-making process, specifically for the IEP team, when developing a student’s individualized goals and services. Using research-based interventions along with the student’s present levels of performance, background and cultural influences, for the purpose of developing an individualized plan are the recommended procedure for supporting a student’s needs.
Assessments are one important measure of a child’s level of functioning. They can measure a variety of areas including academic performance, processing abilities, language comprehension and usage as well as many others. There are many types of informal and formal assessments that contribute to the overall picture of a student’s abilities and which help to determine the gaps that need remediation. Whether conducted by a teacher or school psychologist, a report is written to explain the findings, which include current levels of functioning, strengths, and weaknesses.
After reviewing Henry’s assessment report, you will contribute to his case study by completing the “Background” section.
In this assignment you will read a Case Study, Henry, and then create the “Background History” section using the characteristics of mild to moderate disabilities. In addition, you will explain how each determinant may impact his academic progress.
Re view Henry’s Case Study
I. Background History
II. Reason for Referral
Henry is a transfer student to the school who enrolled approximately three weeks after the start of the school year. His previous school did not send past school records. Henry is currently in an inclusive classroom that is being co-taught by Mr. Franklin and you.
Henry is a quiet young man who sits near the back of the classroom and is reluctant to participate in whole-groupdiscussions. Whenaskedtoreadaloud,Henrywillcomply;however,hisverbalexpression is reticent but he is able to decode each word. While reading silently during independent practice, he struggles with answering grade-level comprehension questions that require higher-level thinking skills. In group-work settings, Henry will volunteer for the secretary role to avoid peer engagement.
III. Behavioral Observations during Testing
During the reading portion of the education assessment, Henry told the assessor that he didn’t like reading because he “isn’t very good at it.” He also said that his mom takes him to the library once a week but he has a difficult time finding a book the he likes and usually ends up checking out a movie or CD instead.
Although Henry mentioned, several times, how he does not like reading, he was willing to try each portion of the assessment and seemed to be putting forth his best effort. It is relevant to mention that after each subtest, Henry asked the assessor if he did “a good job?”
Based on Henry’s overall performance on the education assessment and his academic history, the evaluation results appear to be a valid representation of his abilities.
IV. Sources of Information, Tests, and Procedures
Personal Observations and Interviews:
Formal and Informal Assessments:
CurriculumBasedMeasurements(CBM) o Student portfolio
V. Test Results
Woodcock-Johnson, Education Assessment: The following is a summary of Henry’s current performance in reading, math and language/content:
Letter-Word Identification: Henry was asked to read a list of words beginning at his level of independence and gradually becoming more difficult. He scored within the low average range (standard score: 88)
Word Attack: Henry was asked to decode (phonetically pronounce) a list of nonsense words using letter patterns that gradually advanced in difficulty. He scored within the low average range (standard score: 87)
PassageComprehension:Henrywasaskedtoreadapassage (beginningathislevelof independence) silently and then verbally provide the omitted word. This subtest measured Henry’s level of reading comprehension. He scored within the low range (standard score: 77)
ReadingVocabulary:Henrywasaskedtoprovidetheantonym(opposite)andsynonym(same) fortwoseparatevocabularylists,andthenhewasaskedtocompleteanalogies. Hescoredwithin the low range (standards score: 76)
WritingFluency:Henrywasaskedtoformulateandwritesentencescomprisedofthreegiven words along with a pictures within a 7-minute timeframe. He scored within the low average range (standards score: 82)
WritingSamples:Henrywasaskedtoformulatesentencesthatcombinevisualandauditory information. There is no penalty, in this subtest, for basic writing, spelling or punctuation errors. He scored within the average range (standard score: 92)
Math Calculation: Henry was asked to complete basic addition, subtraction, multiplication and division equations gradually advancing in difficult to more complex computations involving decimals, fractions and geometry. He scored within the average range (standards score: 95)
Math Fluency: Henry was asked to complete simple addition, subtraction and multiplication factswithina3-minutetimeframe. Hescoredwithintheaveragerange(standardscore:90)
Strengths:Henry’sstrengthsareinmathcalculationandfluencywherehescoredintheaverage range. He also excelled in completing the “Writing Samples” and “Letter-Word Identification” subtest that requires visual and auditory information input.
VII. Summary & Recommendations
StudentSummary:AtthistimetherehavebeennorecordstransferredfromHenry’sprevious school for teachers and other school personnel to review. Because there is no background information, the team is only able to use the current class performance and his educational assessment regarding his ability levels and eligibility for services provided under IDEA. It is evident from the teacher and parent reports along with classroom observation that Henry’s area of weakness is in reading and vocabulary comprehension.
TheassessmentresultsindicatethatHenryisnotmakingeffectiveprogressintheareasofreading and vocabulary comprehension at his grade level. If allowed to continue with proper support and intervention strategies, he will continue to fall behind his same-aged peers as he progresses through each grade level.
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