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 

 
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Emotional and Behavior Disorders 

 
Specific Learning Disabilities 
● SLDs are more prevalent in boys than girls 
○ Looks different for boys and girls 
● More prevalent in reading than math 
● Response to Intervention (RTI) 
○ Goal is to help students before they fail 
○ Make a plan with a group for someone you suspect has a SLD 
■ At each round, the plans get more intense and there is a lot of documentation 
■ If none of the rounds work, have the student tested 
● First test: IQ 
○ What should the student be able to do? 
○ Kids must have an average IQ (85-115) or higher 
■ Intellectual Disability 
● Second test: Achievement Test 
○ What is the student actually doing? 
■ Learning Disability 
● Normal IQ with Achievement score that’s 15 points off their IQ score 
● We can give students an IEP if we decide they have a learning disability 
● IEP: provides services, people, accommodations and modifications 
● 504: only provides accommodations 
● IDEA only protects students through high school 
● College students with disabilities are protected by ADA 
● Causes: 
○ Neurologically based-- lives within the wiring of the brain 
○ Environmental 
■ Examples: lead paint, lead poisoning 
■ Especially during prime brain development time 
■ How they grew up-- Were they read to? When did they begin their education? 
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○ Genetic Link 
■ Especially in boys 
● Give kids access to books at a young age, while their brains are in their prime developmental stage 
● People with a learning disability will generally call out others with a disability when they mess up 
● People with a learning disability may seem uninvolved or uninterested but reading is just too hard for them and they’re embarassed 
● The most common learning disability is dyslexia 
 
Intellectual Impairments 
● Jason was seen as shameful because he had down syndrome 
● “The chief obstacles faced by people with intellectual disabilities are the limiting expectations that others have for them” (93). 
● IQ tests are not accurate, yet they are a main criteria in determining intellectual disabilities 
● IQ scores can be lowered by visual or hearing defects as well as low expectations 
● Intelligent behavior is not solely based on IQ scores 
● Even characterizing people with intellectual disabilities in a positive light is stereotyping 
● Studies show that people with certain intellectual disabilities have certain strengths not generally found in the population 
● The parents of successful people with intellectual disabilities focused on what their child could do, rather than what they couldn’t do 
● People with intellectual disabilities are successful when others who understand them stand up for them or recommend them 
● Special Olympics appears to help its participators “achieve physical health, self-confidence, self-esteem, and socialization skills” (98). 
● Assistive technologies are very helpful to students with learning disabilities and intellectual disabilities 
● There are multiple forms of communication that aren’t oral, and they are augmentative and alternative communication (AAC) 
● Interactive mimetic digital game (IMDG) helps people with disabilities engage in physical motions and learn 
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? 
1. Free Appropriate Public Education 
a. Every kid (within school age) deserves a free, appropriate education 
b. Public schools have to accept any student, no matter what the disability is 
c. Private schools don’t have to accept kids with special needs because they don’t get federal money 
2. Appropriate Evaluation 
a. A parent who wants an evaluation gets an evaluation within 30 days 
b. The evaluation must be appropriate and real 
c. Schools have to pay for the evaluation so it’s free for the family 
3. Individualized Education Plan 
a. Plan put together once the evaluation happens that lays out the goals that are made 
4. Least Restrictive Environment 
a. Offer the most support without enabling them 
b. Just enough support to push them (because they’re capable) but we are not enabling them 
5. Parent Participation 
a. Parents needs to be part of everything they do 
b. They have the final say 
c. The parents know their children best 
6. Procedural Safeguards 
a. The rights the parents have 
What is your definition of exceptional learners? 
Exceptional learners are students who require some extra assistance or different accommodations in order to achieve their potential in the classroom. 
How do you define special education? 
Special education is the act of educating students who are exceptional learners. This isn’t necessarily confined to a classroom, and it definitely isn’t 
confined to a segregated classroom. 
What is your perspective on the progress of special education? 
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I think it’s good that it’s very careful and that every child is still given an education. For the most part, I think it’s good that parents have the final say, 
but I worry about the kids whose parents won’t allow them to receive the attention they need. I really like the ideas under Least Restrictive 
Environment, because it’s more helpful to students to challenge them and support them than enable them. 
 
 
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/ 
 
- Initial Questions 1st Time: 
What did you see? I saw people who looked like they were having fun. Some of them seemed to have something wrong with them while 
others didn’t appear to have anything wrong. 
What feelings did you have about the photos? Some of them brought me joy because the people looked so happy. I was very impressed by 
some of them. 
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What thoughts did you have about the individuals in this challenge? Just because they have challenges doesn’t mean that they are any less 
deserving of love or an education. 
Do perceptions matter? No. A lot of times perceptions about people are misconceptions because you can’t tell what’s going on inside of 
someone. 
- Notes: 
- “Blindness isn’t the handicap. The handicap consists of the poor attitudes and misconceptions that people have about blindness.” 
~Michael Hingson 
- Use people first language, though there are exceptions with blind, deaf, and autistic people 
- Special needs people don’t always see the world in the same way we do; oftentimes we are aware of different things 
- Disability does not equal handicapped 
- It isn’t as hard as we generally think to make accommodations for people with special needs 
- Just because a person has special needs doesn’t mean that they don’t have amazing abilities and potentials 
- Initial Questions 2nd Time: 
What did you see? I see people who have amazing stories and amazing capabilities. They don’t let anything slow them down or keep them 
from achieving their very best. 
What feelings did you have about the photos? There is so much more to the people in the photos than the image can capture. 
What thoughts did you have about the individuals in this challenge? They’re amazing people who have shown the world that their disabilities 
are nothing but a unique part of them that make them who they are. They are determined to live their lives fully, even in the face of adversity. 
Do perceptions matter? Sometimes. Perceptions can’t tell you anything about the person on the inside, but it is important to know when a 
person might need your help to do something. 
What fiction book did you read? What non-fiction chapter did you read? What did the books teach you about students with exceptionalities? 
Fiction books: Wonder, The Curious Incident of the Dog in the Nighttime, rules 
Non-Fiction: Fully Alive 
 
Every student is unique and wants to be loved. You can’t judge a person from the outside. Get to know people so you can understand their struggles. Sympathy is different than empathy. What’s going on 
inside a person’s head is completely unrelated to how they appear. The exceptionalities don’t just affect the people who have them, they also affect their families. Pay attention to students whose siblings 
have special needs. Their thoughts and feelings matter just as much. 
What did the books teach you about the role(s)/perspectives of peers, families, and educators? 
These people have such an important role. They fight for the person with exceptionalities, and show the world that the people with exceptionalities are completely awesome. The people with exceptionalities 
have no limits as long as they are supported by the people closest to them. 
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What terminology was used for exceptionality (if any)? 

Di(f)ability, differently abled, the actual name (ex. autism) 
In what ways did the stories emphasize similarities rather than differences among characters with and without exceptionalities? 
The stories emphasized that we’re all just people, no matter what we look like or what abilities we have. We all have thoughts and emotions and they are all completely valid. We all have dreams and 
aspirations. We feel many of the same things. 
How are aspects of culture portrayed? Consider how financial conditions, social settings, race, religion, sexual orientation, or gender identity may have 
impacted the character. 
I think society was portrayed exactly how it is. Not everyone is nice and accepting. Some people can be mean and lack understanding. But there are still good people in the world. And everyone has the 
ability to change, but that doesn’t guarantee that they will. Some people just believe stereotypes or follow other people, until they get to know someone on a person level, human to human.  
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? 
I wouldn’t want there to be a lot of perceptions, because I would want the audience to understand that everyone is not as they appear. For the perceptions that I did include, I would want to debunk a lot 
of misconceptions. For example, many people would think Jason in Rules is stupid because he can’t talk, even though he can think just fine. I would use perceptions to show that the way people look means 
nothing, because the only thing that’s important is what’s on the inside. I would want to avoid the stereotype that people with disabilities need help all the time. I would want to show the audience that 
people with special needs have the ability to function on their own and the ability to do amazing things. 
Do you think people’s perceptions of others play a role in the success of children with disabilities? Why or why not? 
I think this is definitely true. If people believe that children with disabilities are stupid, they won’t bother to teach them, or to teach people otherwise. Also, emotion drives attention drives learning. 
This makes me think of Jason, from Rules. He didn’t like his therapist at all, because she didn’t understand his abilities, she just assumed what he could not do. Because he didn’t like her, he didn’t pay 
attention to her or anything she had to say, therefore she couldn’t help him at all. 
 
 
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? 
UDL is a design that can benefit many different people who have different abilities. Differentiation is when something is different than it’s normal 
design. These approaches are similar because generally UDL products are altered from the products that inspired them, so that they are more friendly 
for everyone. They are different because UDL wants to include everyone, whereas differentiation divides people into groups based on their 
differences. 
Explain how UDL and differentiation apply to the Response to Intervention framework? 
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These apply because they can help teachers educate students who need extra help. By using UDL, teachers can include all their students in the same 
process of learning, so no child is treated any differently. Differentiation may need to be used if there is not one way that will help all students learn. 
How is utilizing UDL in instruction an ethical obligation of teachers? 
It’s an ethical obligation of teachers to provide an education to all of their students, and UDL is a great way to make sure all their students get the 
same education. 
 
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? 
An educator’s disposition is so important to help a student achieve their potential to thrive. The educator needs to show their student that they 
believe in them and that they are capable of so much. If an educator believes and supports their students with differences, then their students will 
believe in themselves and their potential. Further, when a teacher supports students with identifiable differences, other students will see that and 
respond in the same way. 
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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? 
I want to learn more about the different special needs that may be present in my classroom, so that I can understand how to respond to them and so 
that I can try to empathize with all of my students. 
 
 
 
 
 
 
 
 
 
  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 
Understanding of IDEA  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 
 
Objective (c)  partially discussed and an incomplete  IDEA are discussed and a partial  defined and accompanied by definition  are well-defined and accompanied by 
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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. 
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: