Charac of Students with Mild Mod Disabilities Evidence base Stategies
Read the required text chapters and articles, and watch the video for Week One. Use these resources to inform and support your responses to the prompts below.
|Activity||Due Date||Format||Grading Percent|
|Post Your Introduction||Day 1||Discussion||1|
|Aligning Instruction with Common Core State Standards and the IEP||Day 3
|Designing a Mini-Lesson in Reading Comprehension||Day 3
|Optional Discussion: Share Your Lesson Plans||N/A||Optional Discussion||N/A|
|Week One Reflective Journal||Day 7||Journal||3|
|Lesson Plan #1: Reading Comprehension||Day 7||Assignment||8|
For help with the Course Calendar, review the overview video in
This week students will:
During Week One of this course, you will have the opportunity to delve into foundational concepts for planning effective instruction for students with disabilities. You will become familiar with the Council for Exceptional Children’s initial preparation standards to gain an understanding of the professional expectations for teachers in special education. You will also explore how Common Core State Standards (CCSS) will help guide the focus of instructional planning while considering the need to accommodate for students with disabilities in the lesson plan.
In addition, you will create a mini-lesson as part of a discussion where you can obtain feedback from the instructor and peers regarding their effective planning of instructional strategies in reading comprehension to prepare for their weekly written assignment of designing a full lesson plan in reading comprehension.
The written assignment, Lesson Plan #1: Reading Comprehension, will eventually be one of five complete lesson plans that will be included in the Final Project for the course, the Lesson Plan Portfolio. After you have received feedback on this assignment, you will revise the lesson plan to be included in the portfolio.
When looking at the many components that make up a good lesson, and how to approach that lesson with students, it can be very overwhelming at first. As teachers it is our job to impart knowledge to students. When we are faced with students who have different learning styles and require additional supports to access that lesson, the task can seem insurmountable. As an educator in the field of special education, I have found that it is imperative that I remain a lifelong learner. Research leads to new and improved strategies to help student’s access, demonstrate, and retain content area knowledge.
The Common Core State Standards are the backbone to every lesson. They provide the road map to where the teacher needs to be at the beginning and end of each lesson or unit. As a special education teacher, your role is to work closely with the general education teacher to identify the supports, accommodations, and materials necessary for each student to access and learn the material. Not every student will need the same supports. Therefore, as the special education teacher you need to critically examine what is necessary for EACH student. The Council for Exceptional Children is the leader in research, resources, and supports for teachers who work with special needs students. They provide guidelines and standards that support teachers when adapting curriculum within the Common Core State Standards for students who have disabilities.
As educators, we have a duty to look at the “whole” child when determining the best form of instruction for each of our students. What works for one child does not work for all students. As such, differentiated instruction is vital to lesson planning. Differentiated instruction is when teachers utilize various styles and levels of instruction to meet the needs of all students within the classroom. You may have several students who are excelling in reading and need supplemental curriculum to further challenge their skills. In contrast, you may have students who are reading several grade levels below the current grade level. Being able to teach the entire class at their individual level will be the essential piece in seeing growth. There are many programs and boxed curriculum to support student needs, and exploring these options and determining what is best for your students is your role as the special education teacher.
As you will discover in chapter one, there are many categories of eligibility for students who have disabilities. You will be introduced to a few of the students that you may find in your classrooms, such as students with emotional and learning disabilities. You will also be introduced to the RTI or response to intervention model. This is the model that drives our identification and levels of support for students. This chapter will also provide information related to data collection, ways to motivate learners, and a few of the individualized instructional supports and tools that we provide our special education students.
Chapter two provides information about reinforcers for students and the difference between a positive and negative reinforcer. You will learn strategies for increasing desired behaviors through consequences, as well as strategies for decreasing undesirable behaviors through consequences. The key is to remember that no single strategy will work with all students. The chapter will introduce you to cognitive strategy instruction, or CSI, as a way of teaching academic, cognitive, and social skills to students.
In chapter eight, you will be introduced to the components of the Common Core State Standards, specifically in the area of reading comprehension and fluency. You will learn about anchor standards, including the 10 anchor standards that apply to reading, and the subgroups key ideas and details, craft and structure, integration of knowledge and ideas, and range of reading and level of text complexity. Reading fluency and the importance of assessing and monitoring student progress will be discussed. You will once again see how the response to intervention model is woven into fluency and the instruction of students, especially students who have been identified as needing additional supports. Several reading strategies will be introduced and reviewed, such as choral reading. You will also be introduced to the importance of assessing and monitoring student’s reading comprehension skills, teaching comprehension, and a framework for reading comprehension that includes three categories: textually explicit, textually implicit, and scripturally implicit. Various evidence-based practices and activities are presented to support you in developing your lesson plan ideas for this week’s assignment.
For your introduction, please tell us about yourself so we can get to know all of the members of our learning community. Be sure to include all the required information as noted in the discussion post requirements.
You will have four options for the introductory posting.
In this discussion you will first describe the special education teacher’s responsibility in planning instruction that is aligned with both Common Core State Standards (CCSS) as well as the needs of a child based on his or her individual education plan (IEP). Next, you will explain what challenges you anticipate in planning instruction for students with disabilities to meet CCSS and/or IEP goals.
You will create a mini-lesson in reading comprehension to teach a small group of students using an evidence-based strategy from the textbook. Plan a 15- to 20-minute mini lesson that addresses the needs of all four students in the group through effective strategies and accommodations for the learners.
In this discussion you will examine a mini lesson to determine if the activity clearly aligns to Common Core State Standards. Does it effectively teach the concepts to be learned, and what alternative strategies would you recommend? Describe any further accommodations or modifications you would use in this lesson and why. Finally, you will discuss any suggestions for using assistive technology in this mini lesson to assist the learner in accessing the content or environment? Be creative here. It can be something high tech like a SMART board or low tech like PECS cards.
Optional: Share Your Lesson Plans
You can share your lesson plans each week in this forum to obtain feedback from your peers or to work through any challenges you are having in developing your weekly lesson plans. This is a place where you will be able to engage in discussion, if you choose to ask your classmates for feedback, to share ideas and resources, to self-reflect, and to ask questions for additional support from your colleagues. This forum will remain open until the final grades are submitted.
Based on your learning style and preferences, you have various options for creating the two reflective journals in this course. Choose one option to complete your journal during Week One. Regardless of the format, you must thoroughly address each of the three required prompts.
In this journal you will discuss your prior beliefs about teaching students with disabilities. How have the readings, discussions, and the assignment altered or informed your current beliefs, knowledge and skills related to planning instruction for students with disabilities? After reviewing CEC Standard 5 and its two key elements, discuss three areas you would like to improve upon professionally during this course. Based on your experience, current role in education, and/or future role in education, how might you apply these concepts to plan effective instruction for students with disabilities?
Your first lesson plan will focus on using effective, research-based strategies for teaching reading comprehension to students with disabilities. For this lesson, you may plan for your choice of grade level, type of classroom, and disability areas. You may use your own classroom, or create a fictional classroom setting for the lesson. Although the Internet is a rich source of free materials and teaching suggestions, this lesson plan and all subsequent plans MUST BE YOUR OWN ORIGINAL CREATION.
Make sure you highlight at least one research-based strategy–if not more–for teaching in this content area for students with disabilities. Your textbook has a plethora of strategies, but you may also seek other strategies as well in other peer-reviewed texts or articles.
Council for Exceptional Children. (2013). Special educator professional preparation. Retrieved from http://www.cec.sped.org/Standards/Special-Educator…
Council for Exceptional Children. (2012). CEC initial level special educator preparation standards. Retrieved from http://www.cec.sped.org/sitecore/shell/Controls/Ri…
Johnson, S. (2016). Week 1 instructor guidance [EDU697:Characteristics of students with mild and moderate disabilities and evidence-based strategies]. San Diego, CA: Ashford University.
McLaughlin, M.L. (2012). Access to common core for all: Six principals for principals to consider in implementing CCSS for students with disabilities. National Association of Elementary School Principals. Retrieved from http://www.naesp.org/principal-septemberoctober-20…
National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common core state standards for mathematics. Retrieved from http://www.corestandards.org/assets/CCSSI_Math%20S…
Torres, C., Farley, C.A., & Cook, B.G. (2012). A special educator’s guide to successfully implementing evidence based practices. Teaching Exceptional Children, 45(1), 64-73. Retrieved from the EBSCOhost database.
TheHuntInstitute. (2011, September 22). Common core state standards: A new foundation for student success (stand alone)[Video file]. Retrieved from
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