Working Draft Summer 2018

Foundations of Special Education Response Journal 

ED 242​ Common Assessment 
 
The following course objectives will be met in this assignment: 
(a) List​ the disability categories under Federal Law ​(InTASC 2, 9) 
(b) Describe​ the common characteristics of each disability with emphasis on high incidence ​(InTASC 2) 
(c) Describe​ the process by which a person is identified under IDEA ​(InTASC 2, 9) 
(d) Identify ​the components in an Individualized Education Plan (IEP) ​(InTASC 2) 
(e) Identify​ how someone else’s story impacts my understanding of that person’s rights and my responsibilities to them ​(InTASC 1, 3, 6, 7, 8, 9, 10) 
(f) Identify​ the legal, moral and ethical obligation we have to one another in the context of diversity and inclusivity ​(InTASC 1, 2, 3, 6, 7, 8, 9) 

The course essential questions this assignment focuses on are: 

● What’s the process for identifying people with a disability? 
● What do I believe about people with disability, about inclusion? 
● What assumptions do I have about disability? 
● What is my role in supporting people with disabilities? 
● What impact does disability have on various environments? (family, friend group, work environment, public places, social interactions, etc) 
 
The College of Education Student Learning Outcomes (SLOs) this assignment meets are: 
Challenge of Integrated Practice and Collaboration 
● COE SLO: ​Butler Students will articulate and apply required content knowledge within their area(s) of study.  
Excitement of Teaching, Learning, and Mentoring 
● COE SLO: ​Butler Students will use critical reflection as a basis for improving their own professional practices and creating positive, 
inclusive, and developmentally appropriate instructional environments that inspire learners.  
Strength of Integrity and Responsibility 
● COE SLO: ​Butler Students will display an ethical commitment and take responsibility for their interpersonal and professional interactions.  
Appreciation of Diversity and Similarities 
● COE SLO:​ Butler​ ​Students will have a defined set of values and principles and demonstrate behaviors, attitudes and skills that enable them 
to work effectively in a culturally responsive manner.  
 
The ISTE Technology Proficiencies this assignment meets are: 
● Candidates use technology to improve their efficiency. 
● Candidates use technology to support their ongoing professional development.  
 
 
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In order to stay committed to our practice of critical reflection and culturally responsive work, this ​electronic response journal​ will be a place for you 
to track your learning and a resource for you to reference in the future. The following prompts were written to guide your thinking and learning 
throughout this course. You will use the resources on Moodle, class discussions, and your own research to inform your responses. 
 
This is a self-directed assignment designed to be worked on throughout the course, but it will be assessed at the end of the course as a summation of 
your learning. The documentation of your thinking serves as a means to monitor your progress in the course. As your understanding deepens, you 
should revise your responses.  
 
Your response to each prompt should be 100-200 words. 
 
 
IDEA Disability Categories​ ​(Objective (a) and (b)) 
Note: Please add your reflection notes after each lesson. 
 
Traumatic Brain Injury 
 
Autism 
 
Emotional and Behavior Disorders 
 
Specific Learning Disabilities:  
“Learning disabilities are the most common reason that children are referred for special education services in the United States…” “The more precise 
term specific learning disabilities refers to a broad range of disorders that affect reading, writing, listening, speaking, reasoning, calculating, sensory 
processing, and memory.” (29) 
● Learning disabilities are the most common 
○ 5% of all students in public schools have learning disabilities 
● Encompasses many different disabilities 
● Developmental dyslexia is the most common form of reading disability 
“When I did my doctoral dissertation on the strengths of children diagnosed with learning disabilities, one capcity that kept coming up was artistic 
ability (Armstrong, 1988).” (30) 
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● Many kids with learning disabilities have great artistic ability 

“Unfortunately, little of the research concerning the gifts and abilities of individuals with learning disabilities has been incorporated into the field of 
special education.” (31) 
● Schools don’t have the resources to integrate these techniques 
Students who are struggling to develop hard skills (reading and math) tend to rely on developing soft skills 
Environmental modifications*** 
● Least Restrictive Environment is the best environment for them (40) 
○ Less printed words 
○ More strengths (art, design, entrepreneurship) 
○ Constant involvement for the students with hands-on material 
● Positive Niche Environment (32) 
○ Helping kids with learning disabilities adapt to where they excel 
○ Positive influence 
● Positive role models 
○ Need to be supported by others 
○ Look to others for example 
*Individuals with learning disabilities can be successful in whatever career field they desire. However, some career fields may be more appealing than 
others. 
 
Intellectual Impairments 
 
Speech and Language Impairments 
 
ADHD 
 
Visual Impairments 
 
Hearing Impairments 
 
Orthopedic Impairments 
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Understanding Exceptionality and Special Education and its Process​ ​(Objective (c)) 
What are the main principles of IDEA? How does each principle protect students with special needs and their families? 
 
What is your definition of exceptional learners? 
 
How do you define special education? 
 
What is your perspective on the progress of special education? 
 
 
The Special Education Process ​(Objective (c) and (d)) 
Describe the special education process in your own words beginning with the identification of a possible disability through the implementation of the 
IEP, if the student is eligible to receive services. 
 
IRIS Module - The Pre-Referral Process: Procedures for Supporting Students with Academic and Behavioral Concerns OPTIONAL: 
http://iris.peabody.vanderbilt.edu/module/preref/ 
Describe three benefits of the pre-referral process. 
 
List the six stages of the pre-referral process and briefly explain each of them. 
 
Why is it important to begin the initial team meeting with a discussion of the student’s strengths? 
 
 
Social Imagination Questions ​(Social Imagination Books Study Assignment Link)​ ​(Objective (e) and (f)) 
IRIS Module - What Do You See? Perceptions of Disability AND Social Imagination Book Analysis 
Optional: ​http://iris.peabody.vanderbilt.edu/module/da-5/ 
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Initial Thoughts: 
1. I saw many happy individuals and families. I saw people who don’t let disabilities define them. In two of the pictures specifically, I saw two people 
who worked to overcome adversity in order to do something they are passionate about. 
2. I am extremely proud of the accomplishments these individuals have made. I think it is amazing to see them so happy, despite having a disability. 
They might show that they have a disability but they are not a disability. I think each and every person in these pictures are happy, upbeat, inquisitive, 
talented, and passionate. 
3. Perceptions do matter, they can have a huge influence. Obviously not everyone has the same perceptions. Although, several people have a negative 
perception of individuals with disabilities. This makes it very difficult for those individuals to feel welcomed and accepted by their peers. People 
should be promoting inclusion and equity through their perceptions. 
Activity: I think Erik might struggle with adapting to not being able to see while playing sports. This might be a difficult transition but if he still loves 
basketball and riding his bike, he should be capable of doing so. 1. I think most people may subconsciously stereotype Erik and say he isn’t capable of 
doing much because he is blind now. However, I think I would keep the barriers the same because I said he could overcome it as long as he tried his 
hardest. 2. I think another organization would have agreed to be his sponsor but more likely for the purpose of showing him off since Erik has 
become so successful. I would want someone who has summited all seven of the world’s highest mountain peaks and a visual impairment to be my 
teammate. The person would be familiar with the process and thus they would be ready to help me. Since they lack one of their 5 senses, this may 
also enhance the other four. Someone may opt to climb with the inexperienced climber with “normal” vision because they feel as though they can 
rely on someone more if they are “normal”. Many people are discomforted by the idea of differences and for that reason they will likely choose the 
more “normal” climber. 
I think Jody Barnes’s perception of disability is that it lets other people define you even if you don’t define yourself. I feel as though sometimes 
teachers don’t fully understand students with disabilities and sometimes they even judge them. Growing up with a younger brother who has ADHD, 
I understand how difficult it is to be a parent for a child with a disability. I think because it is familiar to me, I have grown to appreciate the 
uniqueness of the situation and why I embrace the differences.  
I haven’t seen any of these movies or read any of these books. 
I think people with disabilities are less likely to be employed, earn more money, attaining a higher education, and get married. They have similar rates 
of absenteeism, people with disabilities make less annually, there is still a gap in education, and the marriage percentage is similar. 
In both of these situations, if someone uses the word “retarded” I get very frustrated. It is an outdated and derogatory term that should no longer be 
used. 
Final Thoughts: 
1. As I said previously, I saw many happy individuals and families. I saw people who don’t let disabilities define them. In two of the pictures 
specifically, I saw two people who worked to overcome adversity in order to do something they are passionate about. 
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2. Once again, I am extremely proud of the accomplishments these individuals have made. I think it is amazing to see them so happy, despite having 
a disability. They might show that they have a disability but they are not a disability. I think each and every person in these pictures are happy, upbeat, 
inquisitive, talented, and passionate. 
3. Finally, perceptions do matter, they can have a huge influence. Obviously not everyone has the same perceptions. Although, several people have a 
negative perception of individuals with disabilities. This makes it very difficult for those individuals to feel welcomed and accepted by their peers. 
People should be promoting inclusion and equity through their perceptions. False perceptions lead to misinterpretations about people with disabilities 
and how they are “not capable” of achieving everything “normal” people can. 
Assessment: I think people’s perceptions of children with disabilities play a role in their success because it may make them feel as though they are 
trapped in a stereotype that they cannot escape. Based on my own perceptions I would welcome these children in my classroom, I think integrated 
classrooms are fantastic and beneficial for everyone. If I had to make a movie production about a blind person, I would want to portray all the 
amazing things they are capable of. I don’t want people to leave the movie feeling pitiful for this person suffering from a vision disability, rather 
inspired by what this person has accomplished.  
 
What fiction book did you read? What non-fiction chapter did you read? What did the books teach you about students with exceptionalities? 
 
What did the books teach you about the role(s)/perspectives of peers, families, and educators? 
 
What terminology was used for exceptionality (if any)? 
 
In what ways did the stories emphasize similarities rather than differences among characters with and without exceptionalities? 
 
How are aspects of culture portrayed? Consider how financial conditions, social settings, race, religion, sexual orientation, or gender identity may have 
impacted the character. 
 
If you were put in charge of a movie production about a person who has an exceptionality such as the child portrayed in the book you read, what 
type of perceptions would you want to make sure are portrayed in your movie? What myths could you debunk? What clichés and stereotypes would 
you want to make sure to avoid? 
 
Do you think people’s perceptions of others play a role in the success of children with disabilities? Why or why not? 
 
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Universal Design for Learning​ ​(Objective (f)) 
What is your understanding of UDL and differentiation? In what ways are these approaches similar? How are they different? 
 
Explain how UDL and differentiation apply to the Response to Intervention framework? 
 
How is utilizing UDL in instruction an ethical obligation of teachers? 
 
Inclusive Practices and the Continuum of Services​ ​(Objective (d) and (f)) 
What needs to be considered in LRE placement decisions? Who decides placement and where is this documented? 
 
IRIS Module - Accommodations: Instructional and Testing Supports for Students with Disabilities  
OPTIONAL: ​http://iris.peabody.vanderbilt.edu/module/acc/#content 
 
What are accommodations? How do they differ from modifications? 
 
A student’s accommodations might differ from one setting to another. Explain why this might be the case and offer an example. 
 
Name at least three accommodations categories. For each, give an example of an accommodation and describe how it could support a student with a 
disability. 
 
 
Closing Thoughts on What it Means to be a Professional Educator ​(Objective (e) and (f)) 
What role do practitioners’ dispositions toward students with identifiable differences (e.g. students with IEPs, English language learners, students 
identified as gifted, people with physical impairments, and/or social differences) play in their potential to thrive? How can an educator’s disposition 
support or threaten their best learning? 
 
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What knowledge, skills, and dispositions do you need to work on in order to be ready to move into the next level of learning? 
 
 
 
 
 
 
 
 
 
 
  Emerging  Basic  Competent  Proficient  Total 
ISTE Technology Proficiencies and Student Learning Outcomes (SLOs) 
Communicates and connects complex 
  Communicates clearly and effectively  ideas clearly and effectively by 
Professional  Communicates own ideas 
and attempts to connect ideas using  creating or using a variety of 
Communication  Communication is ineffective, and there is no  some embedded links to digital resources  embedded links to other digital 
effectively but connect ideas to   
SLO Strength of Integrity and  attempt to connect ideas to other resources.  such as pictures, video, voice over,  resources such as pictures, video, 
other resources in limited ways. 
Responsibility   music, etc. within the electronic journal  voice over, music, etc. within the 
  to support responses.  electronic journal to support 
response.  
Student curates information to  Student curates information to create a  Student curates information to create 
Student does not create a collection of 
Organizational Framework  artifacts, and submitted product 
create a minimal collection of  collection of artifacts that demonstrate  a collection of artifacts that 
SLO Excitement of Teaching, Learning  artifacts that demonstrate  some connections or build knowledge  demonstrate meaningful connections   
demonstrates minimal new knowledge 
and Mentoring  knowledge in order to improve  in order to improve professional  and build knowledge in order to 
towards improving professional practice. 
professional practice.  practice.   improve professional practice.  
Content Objectives 
Disability Categories and 
Characteristics  All (10) categories are addressed  All (10) high incidents categories are 
Some categories are addressed with  All (14) categories are addressed with 
Objectives (a) (b)  with a somewhat complete list of  addressed with a mostly complete list of   
incomplete list of characteristics.   a complete list of characteristics.  
SLO Challenge of Integrated Practice  characteristics.   characteristics.  
and Collaboration 
The process and principles of IDEA are  The process and principles of  The process and principles of IDEA are  The process and principles of IDEA 
Understanding of IDEA  partially discussed and an incomplete  IDEA are discussed and a partial  defined and accompanied by definition  are well-defined and accompanied by 
 
Objective (c)  definition of exceptional learners and special  definition of exceptional learners  of exceptional learners and special  thorough definition of exceptional 
education may be included.  and special education is included.  education.  learners and special education. 
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Most components of an IEP and  All of the components of an IEP and 

Understanding of IEP  Few components of an IEP and an a limited 
an explanation of the process are 
The components of an IEP and an 
a thorough explanation of the process   
Objective (d)  explanation of the process are included.  explanation of the process are included. 
included.  are included. 
It is present in the reflection that  It is clear through various pieces of 
Understanding of and  It is not present in the reflection that the 
the student is learning to value 
It is clear through reflection that the 
reflection that the student values the 
student is learning to value the impact of  student values the impact of learning 
Responsibility to Students  learning about learners with disabilities, and 
the impact of learning about 
about learners with disabilities, and can 
impact of learning about learners with 
 
learners with disabilities, and can  disabilities, and can draw a connection 
with Disabilities   does not appear to be drawing connections 
draw some connection to their 
draw a connection to their responsibility 
to their responsibility to ensure that 
Objective (e)  to their responsibility to those students.  to those students.  
responsibility to those students.   those students’ rights are met.  
Legal, Moral and Ethical  Legal, moral or ethical obligations are 
Legal, moral or ethical obligations 
Legal, moral and ethical obligations are 
Legal, moral and ethical obligations 
Obligation  are explored and few personal  are thoroughly explored and deep 
superficially explored and no personal  explored and some personal connections 
Objective (f)  connections are made to how this  personal connections are made to   
connections are made to how this knowledge  are made to how this knowledge will 
SLO Appreciation of Diversity and  knowledge will impact student  how this knowledge will impact 
will impact student ability to thrive.    impact student ability to thrive.   
Similarity  ability to thrive.    student ability to thrive.   
        Total Points: