Category: Special education

As you continue revising your problem statement and finding evidence for the problem, you need to make sure that these components are aligned. Using the same wording for your main concepts, populations, study, etc. helps. 
To complete:
By Day 7 of Week 3, post your revised one-sentence problem statement and three bullet points (do not post your paragraphs into the discussion) noting where you will find or have already found the evidence that support your problem.
Keep deliberating about the feedback on your problem statement and keep reading peer-reviewed research articles about the particular problem you have selected. Not only do you have to provide solid evidence that the problem exists, but also that this is a topic relevant to the educational community.
For example:
The problem to be addressed through this study is that approximately 60% of 9th grader do not score proficient on the reading comprehension subscale of the Georgia Milestone Assessment System (GMAS) at Georgia High School (GHS, a pseudonym).
The solid evidence for this problem statement is the actual reading comprehension 9th grade GMAS scores at GHS for the last 5 years as well as peer-reviewed studies that investigated low reading comprehension scores in Georgia and other states. And here is how you provide a table with the actual test scores in APA7:  https://academicguides.waldenu.edu/formandstyle/apa/tablesfiguresLinks to an external site. 
A note of caution: Providing solid evidence for the problem of your study takes time and effort. Do not give up if you cannot find evidence right away. Only reading multiple articles will get you there.
And once again, confirm that the problem you have selected falls within the specialization of your doctoral program.
Please remember that you are a few terms away from starting your actual capstone. If you receive a high score on your assignments, that means ONLY that you tried and that you are making progress. It does NOT mean that your problem statement is approved! All you are doing at this point is starting the doctoral journey. 
LEARNING RESOURCES
Required Readings
Walden University Office of Research and Doctoral Services. (n.d.-b). Doctoral prospectus resourcesLinks to an external site.. https://academicguides.waldenu.edu/research-center/program-documents/prospectus-resources
Note: Please refer to the EDD Prospectus Form link on this web page.
Walden University Capstone Form and Style. (n.d.). Tables and figures: HomeLinks to an external site.. Walden University Guides. https://academicguides.waldenu.edu/formandstyle/apa/tablesfigure
Walden University, LLC. (n.d.). Doctoral Degree CoachLinks to an external site.. https://coach.waldenu.edu/
Required Media
Walden University Office of Research & Doctoral Services. (2019, August 15). Doctoral degree coachLinks to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=qzp_Txk8yOI
Walden University, LLC. (2016d). Dr. Research: Ensuring alignment in capstone design [Video]. Walden University Canvas. https://waldenu.instructure.com.
Note: The approximate length of this media piece is 4 minutes.
So this is actually a discussion post paper

Choose two of the situations listed and script a coaching conversation for each. Use the knowledge you have acquired in this module and the questions at the end of each vignette to inform you as you create the script for the coaching conversations.
Use the template to create your two coaching conversations
Each conversation should be one to two pages in length
You will be graded on how completely you address each scenario and how you apply main concepts from the module
1) Elementary Educator in Need of Feedback and/or Professional Development
As you travel from your classroom to take a needed restroom break, you pass the kindergarten classroom. What you see as you glance into the classroom concerns you. So, when you return to your own classroom you take the time to complete a 5-minute observation of what is currently occurring in this kindergarten classroom. The classroom teacher is leading large-group instruction on the learning carpet. The students are sitting, listening, and responding to the phoneme lesson of the day; the form and sound of the letter ‘d’ is being presented with motions, verbal responses, and even song. The paraeducator assigned to this classroom is sitting on the floor at the back of the carpeted area, and sitting in her lap is Susie. Susie does not appear engaged in the lesson but instead appears to be snuggling in the paraeducator’s lap, relaxing.
During orientation, this paraeducator participated in a brief overview of the mandate concerning the privacy act and its application for all students, as well as the rights of students to be included with their peers at all time. But due to the limited time allotted to the initial professional development session, the majority of time was spent on an overview of specific disabilities of three students in this class (including Susie) and how to accommodate their needs to enhance their learning.
A loving paraeducator is a good thing, but Susie’s right to privacy and inclusion are being violated. Sitting in an adult’s lap is not a “cool thing” from the perspective of her peers; therefore, Susie will be considered different and babyish by these peers. Lap sitting is also not an adaptation that enhances Susie’s learning potential because she was not attending to the lesson.
What will you offer this loving paraeducator to improve both her knowledge and skill level? How and where will you address your concerns?
2) Secondary Paraeducator in Need of Feedback and/or Professional Development
A classroom teacher has approached you with a concern about his second-hour middle school math class. Paraeducator Miss Jane has been assigned to him during that class to offer students support under his direction; there are twenty-one students in this class, including two students with disabilities and one ELL student. Miss Jane offers the appropriate accommodations to all pupils except one particular student, Jonathan, and that support is bordering on inappropriateness. Miss Jane and Jonathan have a history together because she was his one-on-one paraeducator during his elementary school years. Miss Jane has formed a relationship with Jonathan’s mother as a result, meeting with her weekly for a chat and cup of coffee. Jonathan has no physical disability that makes it difficult for him to find the correct page in his textbook. He owns a pencil holder with plenty of writing instruments located in the front of his notebook. Yet, Miss Jane routinely turns his book to the correct page and gives him her pencil to use during the math lesson. When the teacher asks students to take notes, Miss Jane is taking those notes and putting them into Jonathan’s notebook (students earn points for maintaining class notes).
Jonathan’s academic team agrees that supporting Jonathan to become academically independent is one of his IEP goals. The classroom teacher has privately discussed with Miss Jane appropriate accommodations for Jonathan once and has documented that conversation. However, Miss Jane continues to hover over Jonathan, performing the aforementioned acts. The math teacher wishes for you, the special education teacher, to follow up on his instructions with this paraeducator. He also wants to know what professional development related to increasing a student’s independence level might be offered to Miss Jane.
As you think back to the paraeducator orientation presented at the beginning of the year, Miss Jane was offered professional development concerning student privacy and inclusion rights. Miss Jane has also participated in the academic team’s meetings concerning Jonathan when increasing Jonathan’s independence as a student was discussed. You recall that she was silent during those discussions and goal-writing sessions.
How will you follow up on the math teacher’s directives with Miss Jane? What topic(s) may need to be presented as professional development to improve Miss Jane’s knowledge and skills? How and where will you address these concerns?
M6: Coaching Conversation
854: M6: Coaching Conversation
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeContent
20 pts
Both scripts address a given scenario.
10 pts
One script addresses a given scenario.
0 pts
Neither script addresses a given scenario.
20 pts
This criterion is linked to a Learning OutcomeApplication of Coaching Techniques
10 pts
Application of coaching techniques from the module’s readings in both scripts.
5 pts
Application of coaching techniques from the module’s readings in one script.
0 pts
No attempt to apply coaching techniques from the module’s readings to scripted conversations.
10 pts
This criterion is linked to a Learning OutcomeMechanics and Style
5 pts
Scripts are written in a professional tone and are free from any grammatical or spelling errors
2 pts
Scripts are written in a professional tone, but have a few grammatical or spelling errors.
0 pts
Language (unprofessional tone), spelling, and grammatical errors inhibit comprehension
5 pts
This criterion is linked to a Learning OutcomeOrganization
10 pts
Template followed for both scripts.
5 pts
Template followed for one script.
0 pts
No attempt to follow given template for scripts.
10 pts
This criterion is linked to a Learning OutcomeFormatting Requirements
5 pts
Page guidelines are applied to both scripts.
2 pts
Page guidelines are applied to one script.
0 pts
Neither script adheres to page guidelines (1-2 pages per script)
5 pts

Each day teachers use differentiated instructional, remediation, and intervention strategies designed to meet the diverse needs of students in their classrooms. Using knowledge of the Science of Reading, Scarborough’s Reading Rope, and research-based best practices, is a critical skill to ensure that instruction can help all students perform key tasks associated with English language arts.
Arrange the clinical field experiences for this course in a 9-12 grade inclusive, resource, or self-contained English language arts classroom or block where students are receiving special education services and where you will be monitored by a certified teacher mentor, principal, reading specialist, special education coordinator, etc.
Prior to the clinical field experience, review the requirements of all clinical field experiences for this course. Complete the “Clinical Field Experience Planning Template” to share with your mentor detailing these requirements and what is being requested of the mentor. This document should include the scheduling required to complete all assignments. 
Allocate at least 2 hours in the field to support this field experience.
Part 1: Teacher Interview
To gain understanding of the students you will be working with and to learn more about how to apply the Science of Reading and integrate creative arts when instructing students in ELA, interview your mentor teacher. You will submit a copy of your interview notes. For the interview, focus on addressing each of the following:
Describe the literacy needs and abilities (reading, writing, speaking, and listening) of the students you typically teach.
Describe the literacy needs and abilities (reading, writing, speaking, and listening) of the students you typically teach.
Discuss the various literacy skills that are typically taught at the grade level(s) you most frequently teach.
Explain how you apply your knowledge of the Science of Reading, Scarborough’s Reading Rope, and research-based instructional best practices. Include specific discussion of the language processing requirements that are necessary for students to be proficient in reading, writing, speaking, and listening.
Describe explicit, systematic, cumulative, and multisensory instructional strategies that you employ in the classroom to teach reading, writing, speaking, and listening, and provide an example of each.
Describe how exceptionalities, including dyslexia, can affect the acquisition of reading and writing skills. Provide examples of how these exceptionalities can vary in presentation and degree within the classroom. 
Explain why it is important to differentiate instruction for various students including ELLs, students with exceptionalities, above grade level students, below grade level students, and struggling, striving, and reluctant readers. Include discussion of the challenges you face in providing instruction that meets the diverse needs of students.
Describe strategies for collecting formal and informal data and using assessments to help you make decisions about ELA instruction, remediation, and intervention strategies that are appropriate for your students.
Describe the use of RTI and discuss how you select remediation strategies that are appropriate for students.
Explain how you typically develop an intervention plan for students who are struggling with ELA and literacy skills, particularly in reading and/or writing.
Explain how you have set up the classroom to promote literacy skills.
Part 2: Classroom Observation
Upon completion of the interview, observe the mentor teaching or co-teaching at least one ELA lesson in the classroom. You will submit a copy of your observation notes. Record information related to the following:
Instructional strategies and activities particularly those associated with teaching/reinforcing word recognition, language comprehension, writing, and speaking and listening skills.
Differentiated instruction for small groups and individual students.
Remediation strategies.
Intervention strategies.
Student grouping during instruction, remediation, and intervention activities.
Reading and writing materials and genres.
Activities and assignments that integrate creative arts (dance, music, theater, and art).
●Informal and formal assessment activitie
s and data collection related to ELA skills, i
ncluding reading, writing, speaking, and lis
tening.
Use any remaining field experience hours to provide support or assistance to the class as directed by your mentor.
In 250-500 words, reflect on what you learned from your interview and classroom observation by addressing the following.
Discuss the effectiveness of the instruction you observed in meeting the diverse needs of the students in the class.
Describe the remediation and intervention strategies that seemed to be most effective in meeting the needs of the students in the classroom.
Discuss additional opportunities for differentiating instruction for students to better address their needs. Include a discussion of the challenges that could be faced when attempting to provide this level of differentiation.
Describe one instructional strategy you discussed in the interview or observed and would like to use in your future professional practice. Explain why you selected the strategy and how it will help meet the diverse learning needs of students.
APA format is not required, but solid academic writing is expected.
Submit a copy of your interview and observation notes and the reflection as a single Word document.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Examine the IEP goals for Jason listed below. Determine the times during a typical classroom day that Jason’s teachers could use Embedded Learning.
Jason’s IEP Goals
Hand washing
Using the augmentative communication board
Turn taking/sharing
Putting his coat on independently
Identifying his written name

Educational theories and theorists lay the foundation for understanding how young children learn and can help early childhood special education (ECSE) professionals create high quality learning experiences that support the development and needs of young children with and without exceptionalities.
Create a 15-20 slide digital presentation for future early childhood special education teachers that provides a research-based description of two of the following major early childhood educational/developmental theories:
Piaget’s theory of cognitive development
Maslow’s theory of self-actualization/human motivation
Bronfenbrenner’s ecological theory of human development
Vygotsky’s sociocultural theory
Erikson’s stages of psychosocial development
Skinner and Bandura’s behaviorist theories
Within your presentation include the following for the two selected theories:
Theorist and overview of the theory.
Describe the ways the theorist/theory applies to educating young children with and without exceptionalities.
A research-based rationale explaining why it is appropriate to consider the theory when working with early childhood special education students.
Discuss how the theory promotes the common good for early childhood students, families, and colleagues in ways that are consistent with the Christian worldview.
A title slide, reference slide, and presenter’s notes.
Support your presentation with a minimum of 3 scholarly resources.
While APA Style format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Course Materials if you need assistance.

Assignment # 2: Levels of Autism Spectrum Disorder Research Handbook 
You will research and create an abridged investigative handbook to address High Functioning Autism Spectrum Disorder (also known as Asperger’s Syndrome), Low Functioning Autism (LFA)  and Level 2 Autism Spectrum Disorder.  The investigative handbook should be created through google slides and should begin with a Title Page, your name and the title of our course.  You should include a simple Table of Contents indicating each of the different levels of Autism Spectrum  
Each level of ASD  of your handbook slide presentation must include the following headings and descriptions: 
a) Definition of the each Level of ASD  & Characteristics of the specific levels
b) Accommodations and Adaptations in either the classroom or in life
c) Working with Families & Support Structures
d) Instructional Strategies
E) Service Provider & School  Organizations that work with the particular disability.
F) Instructional & Assistive Technology

I have uploaded the rubric and the article she has approved for me to use. The information must come from the article. I have also listed a screenshot of how the title page should look as well.

Part of a special educator’s responsibilities include understanding the characteristics of the major disability categories and how the characteristics affect typical development. When conducting observations and consulting with staff who work with students with disabilities, teachers must be able to articulate the differences in development and prescribe appropriate interventions. Understanding the effect of culture and language development must also be considered in meeting student needs.
Case Study:  Larissa
Grade:  3rd
Age:  8
Larissa is a female third grade student with a specific learning disability in written expression and an executive functioning disorder. She is originally from El Salvador and moved to the U.S. with her mother, father, older sister, and newborn brother when she was 14 months old. In first grade, she was assessed for special education services and was found eligible in the areas of written expression and executive functioning due to a diagnosis of dyslexia and ADHD by an outside psychologist referred by her primary care physician. Larissa’s verbal expression is close to grade level, but when asked to express her thoughts on paper, she often uses lower level vocabulary and fragmented sentences, and her writing lacks organization. This could be due to her inability to focus on longer tasks as well as her difficulty with spelling, written expression, and multiple languages spoken in the home. Larissa also struggles with starting tasks independently, staying on task, and with task completion. She often cannot find her materials when needed such as pencils, paper, assignments, books, etc.
Recently, her mother and father separated. Her mother has since moved the children out of their home and in with family friends. The family friends have three children and two adults living in the home already, so the three bedroom, one bath home is very crowded. Their new home is within walking distance of Rosewood Elementary, where Larissa has recently transferred.
Larissa’s mother, Rita, has a job in which she works long hours and is currently struggling to establish her own line of credit. At home, Larissa’s family speaks both English and Spanish. Rita considers English her primary language; however, Spanish is her first language and she sometimes has difficulty understanding written English, despite speaking it well.
At a recent parent-teacher conference with Larissa’s teacher, Mr. Fleming, Rita shared that she obtained an order of protection against her husband after they separated. Because the order of protection extends to the children, she provided Mr. Fleming legal documentation of the order. The day after the conference, Mr. Fleming notified the office and gave them the documentation in the event that Larissa’s father should come to the school.
Using the information from the case study, address the following in a 1,000-1,250 word essay:
Discuss how the Christian worldview perspective can be demonstrated in professional practice by explaining why teachers need to be committed to respecting students’ individual strengths, interests, and needs to promote each student’s growth and potential.
Explain how language, culture, and family background influence the student’s student’ learning.
Describe three research-based, specially designed instructional strategies that can be used to respond to the developmental differences and individual needs of the student.
Cite research to provide justification for how the selected strategies provide specially designed instruction and access to the general education curriculum and standards as required by IDEA.
Support the assignment with at least three scholarly resources. 
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. 

Hi, this is what my professor wrote:
On the Street Knowledge of ASD & Neurodivergency: 
You are asked to interview at least 3 different men in your community. These interviews are informal and can take place anywhere within the community. In your interviews, please include the following:
Your Interview Questions regarding your subjects’ knowledge of ASD & Neurodivergence
A summary of whom you interviewed (no names) and their responses; 
A reflection on what you learned about on the street knowledge of  ASD from these responses; 
As future leaders of men & educators, how can you include further knowledge on ASD & Nuerdivergnecy within the community. 

This assignment assesses the following Course Outcomes:
PS558-1: Explain the philosophical foundations underlying the science of behavior analysis.
PS558-2: Explain behavior from the perspective of radical behaviorism.
PS558-3: Examine the goals of behavior analysis as a science.
Foundations of Behavior Analysis
Throughout the first half of this course, you have explored the history of behaviorism and the roots of applied behavior analysis in the philosophy and practices of natural science. In this assignment, you will have the opportunity to synthesize the knowledge you have gained.
For this assignment, you will provide a long-answer essay response to each of the questions below. For each question, you are encouraged to use the peer-reviewed resources provided throughout the units to support your responses. Please do not copy and paste the whole question into the document. Rather, use APA format section headings to organize your paper, with separate sections for each question. Use the rubric and the assignment prompts as guides to be sure you address all topics. Be sure to use the sources provided so far in the course and support your work throughout with in-text citations and a reference list at the end of your paper.
Please respond to the following:
Compare the three branches of behavior analysis (behaviorism, EAB, and ABA).
Explain how the evolving historical and philosophical perspectives of behaviorism have influenced the study of applied behavior analysis as a natural science.
Name at least four important figures who have developed and furthered the science of behavior analysis and, specifically, discuss their contributions to the field.
Define radical behaviorism.
Explain the ways in which radical behaviorism attempts to create a set of universal laws to understand all behavior.
How does radical behaviorism differentiate between private events and public events?
How does the distinction between private events and public events relate to a distinction between mentalistic and environmental explanations for behavior?
In radical behaviorism, which explanation is preferred and why?
Explain the six attitudes/assumptions of experimental analysis of behavior, the goals of behavior analysis as a science, and the seven dimensions of applied behavior analysis.
Examine how each of these areas contribute to the development of a technology that is used to influence socially significant behavior.
Your assignment should be 8–10 pages, not including the title and reference pages, and should include the following elements:
Title Page: Provide the assignment title, your name, course and section number, instructor name, and date.
Body: Include an introductory and a concluding paragraph. Answer all the questions in complete sentences and paragraphs, using appropriate personal and professional insights.
The assignment must be written in Standard English and demonstrate superior organization, including a highly developed viewpoint and purpose that is clearly established and sustained. The communication of your thoughts must be highly ordered, logical, and unified, displaying exceptional content, organization, style, and mechanics (including the use of correct grammar, punctuation, and sentence structure).
Your responses should meet professional writing standards, using proper tone and language. The writing and writing style should be correct and accurate and reflect knowledge of applied behavior analysis.
Reference Page: Sources listed in APA format.
Include a minimum of five scholarly peer-reviewed sources to support your responses and conclusions.
Use Arial or Times New Roman 12-point font, double-spaced and left aligned.
Use standard 1″ margins on all sides.
Use current APA formatting and citation style.
If you need assistance with APA style, please visit the Academic Writer