ESE 631 ACADEMIC COACH / UOPHELP

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ESE 631ACADEMIC COACH

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ESE 631ACADEMIC COACH

• ESE 631 Entire Course(Ash Course)
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• ESE 631 Complete Class, New Syllabus
• Business - General Business
• LRE and FAPE. Please read the article Least
  Restrictive Environment How Do We Prepare Both
  Our Special Educators and Our General Educators
  to Comply with the Provision? (Keuhne, 1998).
• According to IDEA, what do the terms Least
  Restrictive Environment (LRE) and Free and
  Appropriate Public Education (FAPE) mean? How
  does inclusion fit into the big picture of LRE?
  Discuss the legal ramifications of the LRE
  provision as mandated by IDEA, the relative and
  dynamic properties of LRE, and the collaborative
  dimension of implementing LRE for students in
  special education. In addition, discuss any
  personal experiences you may have had as part of
  an IEP team for a student where LRE was
  determined, or any insights you might have on
  ensuring LRE and FAPE for all students.
• Importance of an IEP. Review the article from the
  National Dissemination Center for Children with
  Disabilities (NICHCY), Contents of the IEP.
  Summarize these components and explain the
  purpose and importance of the IEP in supporting
  the students

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ESE 631ACADEMIC COACH

• ESE 631 Week 1 Assignment Special Education Law
  Review
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• Special Education Law Review. Using this
  information from the readings for this week,
  prepare a three- to four-page written paper
  summarizing IDEA, NCLB, ADA and Section 504 of
  the Rehabilitation Act. Include a discussion on
  the following elements
• a. The purpose or main function of each law
• b. The six principles of IDEA

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ESE 631ACADEMIC COACH

• ESE 631 Week 1 DQ 1 LRE and FAPE
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• ESE 631 Week 1 DQ 1 LRE and FAPE
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ESE 631ACADEMIC COACH

• ESE 631 Week 1 DQ 2 Importance of IEP
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• Importance of an IEP. Review the article from the
  National Dissemination Center for Children with
  Disabilities (NICHCY), Contents of the IEP.
  Summarize these components and explain the
  purpose and importance of the IEP in supporting
  the students educational outcomes. Explain the
  role of the family in the IEP process. 

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ESE 631ACADEMIC COACH

• ESE 631 Week 2 Assignment Adapting Lesson Plans
  for an Inclusive Classroom
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• Adapting Lesson Plans for an Inclusive Classroom.
  Using one (or more) of the free resources below,
  write a three- to four-page critique of three
  lesson plans (one Grade K-5 lesson, one Grade 7-8
  lesson, and one high school lesson) in regard to
  addressing the needs of students with LD or CD.
  Make sure to include at least one additional
  resource beyond the above sources for lesson
  plans. Your critique should address the following
  elements
• a. Determine the elements of the lesson that
  would be specifically helpful in addressing

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ESE 631ACADEMIC COACH

• ESE 631 Week 2 DQ 1 Compare and Contrast LD and
  CD
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• Compare and Contrast LD and CD. Consider the
  characteristics of a student with a learning
  disability (LD) and a student with a
  communication disorder (CD). Compare and contrast
  the following aspects of LD and CD
• a. Definition of each disability
• b. Characteristics of each disability
• c. Evaluation of each disability area
• d. Research-based effective instructional
  strategies, supports, and services

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ESE 631ACADEMIC COACH

• ESE 631 Week 2 DQ 2 Response to Intervention
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• Response to Intervention. Choose one of the
  research articles/presentations available through
  the National Center on Response to Intervention
  Research website. Summarize the research article
  you reviewed for your classmates and then discuss
  your insights on how the RTI model differs from
  the discrepancy model of identifying a learning
  disability. What are the strengths and needs of
  both models? What challenges exist in
  implementing the RTI model in schools?
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ESE 631ACADEMIC COACH

• ESE 631 Week 2 Journal Educator Reflections
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• Educator Reflections. This week we have discussed
  learning disabilities and communication
  disorders. As you may have noticed, most students
  with these disabilities are in the general
  education classroom either part of, or most of,
  the school day. What is your comfort level with
  teaching students with learning disabilities
  and/or communication disorders in the general
  education setting? What challenges do you think
  you might experience? What actions can you take
  to mitigate these potential challenges? Journal
  options

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ESE 631ACADEMIC COACH

• ESE 631 Week 3 Assignment Accommodation Support
  Plan
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• Accommodation Support Plan. Read An ADHD Case
  Study and Teaching Students with
  Attention-Deficit/Hyperactivity Disorder. Create
  a fictional student in your classroom with either
  an emotional or behavioral disorder and create an
  accommodation/support plan. Include
• a. The childs name, grade, and disability.

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ESE 631ACADEMIC COACH

• ESE 631 Week 3 DQ 1 Emotional Disorders
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• Emotional Disorders. Read Emotional
  Disturbance. Define and discuss the
  characteristics of emotional/behavioral
  disabilities (EBD). Next, explain the educational
  implications and how IDEA plays a role in
  ensuring students are given the appropriate
  support in the classroom. Further, discuss any of
  your own personal insights and/or strategies for
  teaching students with EBD. What challenges have
  you typically found or would anticipate with
  teaching students with EBD? How can these
  challenges be mitigated? 

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ESE 631ACADEMIC COACH

• ESE 631 Week 3 DQ 2 ADD ADHD Characteristics and
  Accommodations
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• ADD/ADHD Characteristics and Accommodations. Read
  ADD/ADHD NICHYC and Teaching Children with
  Attention Deficit Hyperactivity Disorder
  Instructional Strategies and Practices.
  Summarize the characteristics of ADD and ADHD.
  Describe three practical accommodations for
  students with ADD and three practical
  accommodations for students with ADH

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ESE 631ACADEMIC COACH

• ESE 631Week 3 DQ 1 Curriculum-Based Measurements
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• Curriculum-Based Measurements. Review the
  articles What is Curriculum-Based Measurement
  and What Does It Mean to My Child? and A Guide
  to Choosing Web-Based Curriculum-Based
  Measurements for the Classroom (retrieved from
  the EBSCOhost database).

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ESE 631ACADEMIC COACH

• ESE 631 Week 3 Journal Teaching Strategies
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• Teaching Strategies. Watch ADHD Classroom
  Strategies. Post your reaction to the video.
  Which strategies did Dr. Jonas Bromberg and Jon
  Weinberger discuss that you found interesting?
  What tips do you feel might work best? What are
  three additional teaching strategies you believe
  may work for students with ADHD? Journal options
  
• a. Create a written reflection journal
• b. Create a Jing reflection using a screencast
• c. Create a Voki reflection using a talking
  avatar

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ESE 631ACADEMIC COACH

• ESE 631 Week 4 Assignment Research Paper
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• Research Paper. For this assignment, you will
  write a five-to six-page paper on intellectual
  disabilities, including information from at least
  three peer-reviewed articles and the class text.
• The paper must include
• a. Basic facts pertaining to the disability,
  including the legal definition, characteristics,
  and limitations in intellectual functioning and
  adaptive behavior.
• b. Ways to address the needs of students within
  this disability category (strategies,
  accommodations, modifications, assistive
  technology).
• c. Supplementary aids and services and/or related
  services that may be included on the IEP.

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ESE 631ACADEMIC COACH

• ESE 631 Week 4 DQ 1 Planning for Students with
  Intellectual Disabilities
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• Planning for Students with Intellectual
  Disabilities. Please read Intellectual
  disability Matthews story. Discuss what it
  means to have an intellectual disability and how
  this might impact Matthews overall education.
  Then, based on his interests and needs, discuss
  the supplementary supports and services that
  could be integrated into his IEP to support his
  success in school. Further, discuss specific ways
  in which interagency collaboration and
  community-based instruction could support Matthew
  in achieving his goals and dreams beyond high
  school. If applicable, share any personal or
  professional experiences you have had with
  working with students with an intellectual
  disability. 
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ESE 631ACADEMIC COACH

• ESE 631 Week 4 DQ 2 Supporting Students with
  Physical Impairments
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• Supporting Students with Physical Impairments.
  Consider the characteristics of an individual
  with physical disabilities. Choose one physical
  disability area you are interested in learning
  more about (e.g., spina bifida or cerebral palsy)
  to elaborate on. How might the characteristics of
  your chosen disorder affect development and
  learning? What accommodations could an educator
  make to address the needs of a student with a
  physical disability? What related services might
  support the needs of a student with this
  disability? What assistive technology tools or
  devices might provide greater access and
  independence for students? 

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ESE 631ACADEMIC COACH

• ESE 631 Week 5 DQ 1 Families and Autism
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• Families and Autism. Watch the video Families of
  Kids with Autism Talk about Their Successes. Post
  your reaction to the video, and then discuss how
  families of children with autism partner with
  educators to provide appropriate accommodations
  for learning and development. Imagine yourself in
  the role of a teacher of a child with autism in
  your classroom. Generate a list of research-based
  best practices for collaborating with the family
  to build a strong school-family partnership. 
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ESE 631ACADEMIC COACH

• ESE 631 Week 5 DQ 2 Transition and
  Self-Determination
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• Transition and Self-Determination. Read the
  articles, Designing Individualized Education
  Program (IEP) Transition Plans and
  Self-Determination and the Education of Students
  with Disabilities. Identify and discuss the
  elements of an IEP transition plan, as well as
  the importance of promoting self-determination in
  the transition plan and process. Discuss your
  experiences and insights on effective strategies
  to teach self-determination skills to a student
  with a disability and what challenges you might
  anticipate when teaching these skills. How would
  you overcome these challenges to ensure students
  are well prepared for life beyond high school? 

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ESE 631ACADEMIC COACH

• ESE 631 Week 6 DQ 1 Sensory Impairments
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• Sensory Impairments. Discuss some of the learning
  needs of students with visual impairments (VI)
  and hearing impairments (HI). How might the
  characteristics of each disability affect
  development and learning? What accommodations
  could an educator make to address the needs of a
  student with each of these disabilities? What are
  some important inclusion tips to support students
  with VI and students with HI in the general
  education classroom? 
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ESE 631ACADEMIC COACH

• ESE 631 Week 6 DQ 2 Diverse Learners and
  Differentiated Instruction
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• Diverse Learners and Differentiated Instruction.
  Visit the DifferentiationCentral website and
  review at least two videos of your choice. In
  your post, summarize the main ideas of your two
  videos and discuss your perspective on
  differentiation and how this approach can meet
  the needs of a diverse classroom. Additionally,
  what challenges will an educator have when trying
  to teach a lesson to a diverse group of learners?
  Assume the class consists of students who are
  considered gifted, typical students and students
  with disabilities

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ESE 631ACADEMIC COACH

• ESE 631 Week 6 Final Paper Professional
  Presentation
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• Professional Presentation
• In an article from the Council for Exceptional
  Children, Beckman (2001) states Improved student
  learning requires teachers, schools, and
  districts to give up unproductive traditions and
  beliefs, replacing them with validated practices
  and a full understanding of the intent of the
  law. Successful student access to the general
  education curriculum is most likely when there is
  general acceptance of best practices in special
  education and adherence to the Individuals with
  Disabilities Education Act (IDEA).

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ESE 631ACADEMIC COACH

• ESE 631 Week 6 Journal Course Reflections
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• ESE 631 Week 6 Journal Course Reflections

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ESE 631ACADEMIC COACH