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Resource manual for educating students with exceptionalities | ESE601 | Ashford University
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  • Design your Resource Manual using the Resource Manual Document Template provided .
  • Create a Table of Contents containing the following eight section headings:
    1. Key Terms in Educating Students With Exceptionalities
    2. Timeline of Important Legislation and Case Law
    3. Categories and Characteristics of Students with Exceptionalities Under IDEA
    4. Evidence-Based Practices Supporting Academic, Social/Emotional and Behavioral Needs
    5. Evidence-Based Goal Development, Progress Monitoring, and Informal Assessment
    6. Educational Support Team for Students With Exceptionalities
    7. Professional and Ethical Considerations
    8. How Does This Apply to My Target Student Population and Career Goals?
  • Explain five key terms in educating students with exceptionalities relating to IDEA.
    • After incorporating instructor feedback or changes, include the five key terms from your Week 1 Explaining It Clearly (Scenario) discussion forum, citing your sources.
  • Reflect on the development of a timeline of important legislation and case law in one paragraph.
  • Include the link to your Week 1 Historical Timeline for Students With Exceptionalities assignment.
  • List the thirteen categories of eligibility for students with exceptionalities under IDEA, citing your source.
  • Analyze the steps from referral to evaluation of students with exceptionalities under IDEA from the Navigate the Referral, Evaluation, and Eligibility Process in Accordance With IDEA (Scenario) discussion forum in Week 2 in one paragraph.
  • Include the link to your graphic organizer from your Week 3 Universal Learning Characteristics assignment, incorporating any instructor feedback.
  • Summarize the importance of identifying evidence-based practices supporting academic, social/emotional, and behavioral needs in one paragraph.
  • List and link three strategies from the What Works Clearninghouse (Links to an external site.) or other scholarly sources for each:
    • Academic Support Strategies and Resources for Students with Exceptionalities.
    • Social/Emotional Support Strategies and Resources for Students With Exceptionalities.
    • Behavioral Support Strategies and Resources for Students With Exceptionalities.
  • Interpret the importance of aligning assessment to practice with evidence-based SMART goal development, progress monitoring, and informal assessment in one paragraph.
  • Insert your Week 5 Instructional Planning: Assessment to Practice Plan assignment, incorporating any instructor feedback.
  • Describe the potential support personnel for students with exceptionalities, including required and important members of an IEP team, as well as any additional stakeholders in one paragraph.
  • Illustrate professional and ethical considerations supporting professionals working with students with exceptionalities.
    • List and link resources to relevant guidelines (e.g., CEC, NASET, NAEYC, etc.) and provide a link to FERPA.
    • In one paragraph, discuss the role of ethics and professional principles in supporting students with exceptionalities.
  • Reflect on how your resource manual applies to your Career Goals and future students.
    • In three paragraphs or less, reflect on how your resource manual applies to your target student population and career goals.
    • Discuss your target learning environment (e.g. classroom, University, home-based).
    • Discuss your target student level (e.g. birth to early childhood, school-aged, adult learners) in your current or goal.
    • Explain how will you apply what you gained from this course to your career goals.

Written Expectations

  • Using the Resource Manual Document Template provided, compile the appropriate resources within each section. Follow each section’s instructions and complete as indicated within the template. Please note that there is a minimum of five scholarly sources to be used including the course textbook.