SPD 300 Full Course GCU

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SPD 300 Full Course GCU

SPD 300 Full Course Discussions GCU

SPD 300 Topic 1 DQ 1

IDEA emphasizes the value of inclusion for students with disabilities in the general education classroom. What are some positive effects of inclusion for both students with and without disabilities?

SPD 300 Topic 1 DQ 2

Review your state’s department of education website. Identify and describe three resources from the website that are available to schools and teachers in your state regarding compliance with IDEA. How do these resources specifically support students with disabilities and their families? What is your opinion of the site? Was it easy to find? Is it easy to navigate? Do you think families will find it helpful? Why or why not?

SPD 300 Topic 2 DQ 1

Under IDEA, consider the rights afforded to students with disabilities who attend private schools and who are eligible for special education services. How do they compare to those who attend public schools? Describe the related obstacles for students who receive services in private school settings.

SPD 300 Topic 2 DQ 2

The special education referral process involves a variety of stakeholders. Who are the stakeholders, and what unique information should be offered to each during the process? Sometimes it can be overwhelming for parents to go through the special education process and attend meetings with multiple professionals. How can a teacher help to alleviate this?

SPD 300 Topic 3 DQ 1

When conflicts relating to special education services lead to due process hearings or go to court, teachers may be asked to submit data regarding the student involved. What types of data should you, as the teacher, be collecting continuously on all students? What are some ways to organize that data so that it can quickly be submitted when requested?

SPD 300 Topic 3 DQ 2

Consider the following scenario:

Francisco is a fifth grade student who meets the eligibility requirements for emotional behavioral disorder. While his testing indicates no cognitive deficiencies, he consistently performs in the average to below average range in most subjects. He has current IEP goals to work on requesting assistance, anger and stress management, and completing requested tasks.

In the past two weeks, Francisco has had five referrals for behaviors such as yelling at the teacher, tossing paper and books on the floor, refusing to comply with requested tasks, and pushing another student while on the way to the office.

The IEP team has been working with Francisco on his goals and an FBA has already been completed. The function of the behavior has been determined as task avoidance. His work has already been reduced and modified to make sure it is at the correct level of difficulty and prompts and frequent breaks have been offered.

Positive behavior supports have also been put in place to help Francisco in meeting his goals (i.e., cue card to remind him of his options when he is frustrated, praise reinforcement, and earned breaks to work or play on the computer before returning to work when a task is finished).

Despite the interventions, the team feels Francisco’s disruptive behavior is escalating. On two recent occasions, the class had to be moved away from him because of his outbursts when he refused to go to the office.

What additional steps might the team take to assist Francisco? How should they determine whether a different placement is needed? How might FAPE and LRE affect this decision-making? Rationalize your choices.

SPD 300 Topic 4 DQ 1

Why is it important to relate student goals and services to the information in the student’s PLAAFP? What are possible ramifications of goals and services not being aligned to the PLAAFP?

SPD 300 Topic 4 DQ 2

Why do you think families of students with disabilities hire advocates? What is the role of an educational advocate in the school setting? Describe a scenario when an advocate can be a useful member of the IEP team during a meeting.

SPD 300 Topic 5 DQ 1

It can be difficult for some students to articulate their desires for their life after high school. What are some alternative ways you can have students share this information?

SPD 300 Topic 5 DQ 2

Compare the changing roles of the parent and their child with disabilities between elementary school and high school. How are these changing roles reflected on the IEP and in the IEP development process? What can you conclude about these changing roles as a young person with disabilities prepares to transition from high school to adult services?

SPD 300 Topic 6 DQ 1

What can educators do to be proactive in avoiding conflicts with families that may lead to due process issues? Describe two strategies to proactively resolve or prevent conflicts and thereby avoid formal due process steps when families and a school do not agree. Rationalize your choices.

SPD 300 Topic 6 DQ 2

Provisions for special education services can be expensive and each state government is tasked with the responsibility for funding all schools. Examine how IDEA supports your state regarding special education funding. Are there situations in which a school district can refuse services or accommodations due to expense? Provide examples.

SPD 300 Topic 7 DQ 1

As a teacher, you will have students with a variety of religious and cultural backgrounds. How would you ensure that a family’s specific religious beliefs are respected in the IEP process? Support your response, citing the “Statement on the Integration of Faith and Work.”

SPD 300 Topic 7 DQ 2

Read the scenario below:

Mrs. Peterman serves as the intervention specialist in autism spectrum disorder for a K-8 school. Mrs. Peterman was asked to focus on traveling to classrooms to provide support for her students and to work with students in her own classroom when deemed necessary.

Kris is one of Mrs. Peterman’s students this year and spends his day in Mr. Lujano’s classroom, the only general education teacher in the sixth grade.

Recently Mrs. Peterman made the decision to keep Kris with her for reading and math. Performance reports for Kris indicate he has average to low-average skills in both areas. Mrs. Peterman wants to keep Kris for these two core subjects because she does not approve of Mr. Lujano’s teaching techniques.

What is the ethical dilemma presented? How should this dilemma be dealt with in order to promote respect and success for Kris as well as the teachers involved?

SPD 300 Topic 8 DQ 1

What is a manifestation determination? Provide an example of a situation that requires a manifestation hearing. What must a team do when the results of the hearing determine the student’s disability may be contributing to the behavior in question?

SPD 300 Topic 8 DQ 2

It can be difficult to determine if a behavior is the result of a child’s disability in a manifestation determination. What type of data could be analyzed to support making this decision?

SPD 300 Full Course Assignments GCU

SPD 300 Topic 1 Special Education Law Presentation Video

In order to be compliant with current education laws and policies relating to individuals with disabilities, it is important to understand their historical context. There have been many education policy changes resulting from court cases, laws, and social movements in society. The laws that have formed special education today will most definitely effect the job of a special education teacher.

For this assignment, create a 3-5 minute video that could be posted on a school special education webpage as a resource for parents of students with disabilities. The video should show you as the presenter, summarizing the history of special education law in the United States, highlighting important historical judicial decisions.

Use the “Special Education Law Presentation Video Template” to outline the video. Your video presentation should consider the parental/guardian audience, be clear, and follow the “Professional Dispositions of Learners.”

Include the following in your video:

1. Brief history of special education before the 1970’s and from the 1970’s to present day  referencing appropriate judicial decisions.
2. Brief description of two court cases about parental rights and students educational rights such as FERPA, IDEA, or rights of students in public charter schools or private schools.
3. At least 3-4 recommended resources including at least one from the state in which you will teach to stay up-to-date with current legal trends in special education

Support your findings with a minimum of three scholarly references.

While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation 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. Refer to the LopesWrite Technical Support articles for assistance.

 

SPD 300 Topic 2 Identification, Referral, Evaluation, and Eligibility for Individuals with Disabilities Presentation

It is vital that special education teachers understand the process for identifying individuals with disabilities and involve general education teachers, special education teachers, administration, parents, and other experts. The most valuable part of this process is collecting and analyzing data through the Response to Intervention (RTI) or Multi-Tiered System of Supports (MTSS) processes. Teachers will need to understand these processes, know how to follow the processes, and be able to articulate the processes to other stakeholders.

For this assignment, take on the role of a special education teacher at a K-5 elementary school. Your principal has asked you to prepare a presentation to inform new general education teachers about the basics of special education identification and referral, evaluation, and eligibility for individuals with disabilities.

Create a 10-15 slide digital presentation on the topic of special education referral, evaluation, and placement procedures.

Within your presentation:

• Review the RTI and MTSS processes and how they support students with and without disabilities who are struggling academically.
• Describe laws, policies, and procedures regarding referrals, assessments, and placements for students who have, or are suspected as having, a disability. Include which individuals may make such a referral, and distinguish special education identification from a special education referral .
• Identify rights and responsibilities of students being evaluated for special education services, their parents, teachers, schools, and other professionals within the evaluation process .
• Include a title slide, reference slide, and presenter’s notes.

Your digital presentation should include graphics that are relevant to the content, visually appealing, and use space appropriately.

Support your presentation with a minimum of three scholarly resources, referencing all applicable laws and policies.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation 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. Refer to the LopesWrite Technical Support articles for assistance.

 

SPD 300 Topic 3 Clinical Field Experience A: The IEP Process

Special education teachers spend a lot of time working with the IEP process and writing the IEP documents. It is important to become familiar with this process, including who the stakeholders are, how to write a thorough and effective IEP, how to identify supports for the student, and the types of meetings that can occur.

Allocate at least 2.5 hours in the field to support this field experience

Observe, interview, and collaborate with a Grades 9‐12 certified special education teacher about the IEP processes to help you synthesize the following:

1. What individuals are asked to attend an IEP meeting?
2. Have you ever had an educational advocate attend an IEP meeting? Describe the role of the advocate and experiences during the IEP meeting.
3. What is the difference between an annual IEP and an IEP review? How does your team document the review of the IEP if the annual IEP and review occur in the same meeting?
4. How do you determine the specific educational needs of an individual with disabilities?
5. How are students’ needs addressed in the present level of performance, goals, and services sections of the IEP?
6. How do you specifically build on the strengths of students with disabilities?
7. Are students typically involved in their IEP meeting and/or in the development of their IEP? Why or why not?
8. Ask at least two additional questions of your own.

Use any remaining time to assist the teacher in providing instruction and support to the class.

In 250‐500 words, summarize and reflect upon your observations, interview, and collaboration with your mentor teacher. Explain how you will use your findings in your future professional practice .

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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. Refer to the LopesWrite Technical Support articles for assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to the LMS in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

 

SPD 300 Topic 3 Free Appropriate Public Education (FAPE) and Least Restrictive Environment (LRE)

The Individuals with Disabilities Education Act (IDEA) mandates that all students with disabilities receive a FAPE in the LRE. The decisions regarding these two components of the law are to be made based solely on the unique needs of each individual student. Teachers will be a part of this decision making process and must adhere to the requirements of IDEA.

In 750-1,000 word essay, summarize what FAPE and LRE are and how they are related . Within your essay, describe and evaluate the ramifications on public policy, on students/families, or on LEAs/schools/teachers of one FAPE court case and one LRE court case.

Choose cases from the lists below:

FAPE Cases

• Board of Education v. Rowley
• Alamo Heights Independent School District v. State Board of Education
• Kevin T. v. Elmhurst Community School District No. 205

LRE Cases

• Daniel R.R. v. State Board of Education
• Roncker v. Walter
• Hendricks v. Gilhool

Support your summaries with a minimum of 3-5 scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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. Refer to the LopesWrite Technical Support articles for assistance.

 

SPD 300 Topic 4 IEP Goals and Measuring Progress

The IEP is a federally mandated document. Although the format or template can vary, all IEPs must adhere to the requirements outlined by IDEA. Every public school student who qualifies to receive specialized instruction and related special education services will receive an IEP. The IEP outlines a number of things, including the student’s category of eligibility under IDEA; present levels of performance; performance goals; accommodations and modifications; parent’s input; assessment accommodations; least restrictive environment; and the services to be provided. The Present Levels section of the IEP should provide a rationale that supports the IEP team’s choices regarding student goals.

Based on the provided PLAAFP, outline the following for Dan on the “IEP Goals and Measuring Progress Template”:

1. Three annual, measureable IEP goals  based on an analysis of the assessment data provided in the PLAAFP
2. At least three action steps for achieving each identified goal .
3. A brief explanation of how Dan and his family would be involved in approving each goal, and suggestions for how they can monitor his progress at home .Beneath the template, in 250‐500 words, write a rationale explaining your PLAAFP choices.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in‐text citations and references should be presented using APA documentation 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. Refer to the LopesWrite Technical Support articles for assistance.

 

SPD 300 Topic 5 Clinical Field Experience B: Transition

As students transition into high school, they will also begin considering and planning what they want to do after high school . This process is specifically outlined by IDEA for students receiving special education services in public schools. Students need to be involved in the development of their own transition plan, planning for support in post‐secondary life.

Allocate at least 2.5 hours in the field to support this field experience.

Observe, interview, and collaborate with a Grades 9‐12 certified special education teacher about transition assessments, plans, goals, and post‐secondary transition to help you synthesize the following:

1. Who is involved in the development of the transition plan?
2. How can the student advocate for himself or herself through the development of the transition plan?
3. What types of assessments are used to develop the transition plan?
4. What types of supports can be provided to help the student meet their transition goals?
5. What types of organizations can be included in the transition plan to support the student’s goals?
6. Ask at least two additional questions of your own.

Use any remaining time to assist the teacher in providing instruction and support to the class.

In 250‐500 words, summarize and reflect upon your observations and collaboration. Explain how you will use your findings in your future professional practice .

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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. Refer to the LopesWrite Technical Support articles for assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to the LMS in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

 

SPD 300 Topic 5 Gabriel’s Transition Goals

IDEA requires that every student receiving special education services in a public school will receive a post‐secondary transition plan no later than the age of 16. This transition plan outlines the student’s interests and plans for life after high school whether that be community college, university, employment, an adult day program, independent living, or other options they would like to pursue. Action steps for the student to achieve those goals are also outlined in the transition plan.

Based on the “Gabriel Case Scenario,” use the “Transition Goals Template” to draft one measurable transition goal for Gabriel in each of the following areas:

• Education/Training (i.e., vocational, post‐secondary education, on‐the‐job training, apprenticeship)
• Employment (i.e., sheltered, volunteer, competitive)
• Independent Living (i.e., daily living skills, leisure, transportation, access to adult services)

For each transition goal, identify one applicable transition‐related service and one activity appropriate for Gabriel to reach his goals.

Beneath the template, in 250‐500 words, write a rationale explaining the goals and activities  you planned for Gabriel and how they demonstrate compassion, justice, and care.

Support your findings with a minimum of two scholarly resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in‐text citations and references should be presented using APA documentation 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. Refer to the LopesWrite Technical Support articles for assistance.

 

SPD 300 Topic 6 Analyzing Due Process Decisions

IDEA provides protections and rights to families of students with disabilities who are receiving special education services, including due process. Parents/caregivers have the right to due process if they have a conflict with their child’s school relating to the services the child receives. It is important that teachers understand due process as they may be called upon to share data regarding a student in a due process hearing.

Use the “Analyzing Due Process Decisions Template” to complete this assignment.

Select three of the due process hearing decisions from this topic’s “Due Process Hearing” readings.

• Case Arguments: For each side presented, related to assessment, eligibility, and/or placement with a continuum of services.
• Case Supporting Evidence: For each side presented.
• Case Ruling: Including law cited to support ruling.
• Decision Position: State whether you agree or disagree with the decision made and justify your position citing current education policy and research to analyze specifics from the case.

Support your summaries with a minimum of 1-2 scholarly resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation 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. Refer to the LopesWrite Technical Support articles for assistance.

 

SPD 300 Topic 7 Benchmark – Case Study: PLAAFP and Annual Goals

The IEP is an essential part of each student’s special education program and plays a large part in the role of special education teacher responsibilities. Special education teachers must include all of the information needed to describe the student’s strengths, needs, background information, etc. All of this information is used to develop an effective program for the student.

By the age of 16, students with special education services must have an additional transition plan that addresses current functioning based on observations, student surveys, and other age appropriate transition services. Goals must be developed for further education and training as well as employment after high school. Aligned transition activities for each goal must be realistically developed to assist students in achieving their goals. Teams must also consider the need for goals associated with independent living. These goals could address community access and participation, adult living and post‐school options, as well as daily living skills to support independence in adult settings.

Review the “Alicia Case Study” to inform the assignment that follows.

Use the “Case Study: PLAAFP and Annual Goals Template” to complete this assignment. The template includes:

• Part 1: Present Level of Academic Achievement and Functional Performance (PLAAFP)
• Part 2: Post‐Secondary Transition – including student interests and transition plan with measureable goals.
• Part 3: Rationale and Reflection

Support your rational with 1‐2 scholarly resources, in addition to the CEC Code of Ethics.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in‐text citations and references should be presented using APA documentation 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. Refer to the LopesWrite Technical Support articles for assistance.

College of Education (COE) program competencies and national standards assessed in the benchmark assignment:

COE 3.8: Consider individual abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities.

[CEC 5.1, ICSI.5.S8, ICSI.5.S15, IGC.5.K1, IGC.5.S7, IGC.5.S23, IGC.5.S24; InTASC 1(b), 2(d), 5(f), 6(v), 8(s), 9(h); Mission Critical 2, 3, 4, 5]

COE 3.10: Develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams.

[CEC 5.5, ICSI.5.S8, ICSI.5.S8, ICSI.5.S15, ICSI.5.S17, ICSI.5.S19, IGC.5.K1, IGC.5.K3, IGC.5.K8, IGC.5.S1, IGC.5.S2, IGC.5.S11 IGC.5.S23, IGC.5.S24; InTASC 7(b), 7(e); Mission Critical 1, 2, 4, 5]

COE 5.1: Reflect on practice in light of research on teaching, professional ethics, and resources available for professional learning in order to improve student learning. [ACEI 5.0; CEC 6.1, ICSI.6.K2, ICSI.6.K4 ICSI.6.S1, ICSI.6.S2, ICSI.6.S3, ICSI.6.S4, ICSI.6.S5, ICSI.6.S7, IGC.6.K4, IGC.6.K6, IGC.6.S2; InTASC 9(l), 9(o); Mission Critical 2, 3, 4]

COE 5.4: Integrate foundational knowledge and current issues to inform professional practice.

[CEC 6.2, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, IGC.6.K1, IGC.6.K2, IGC.6.K3; InTASC 10(h); Mission Critical 1, 2, 4]

COE 5.8: Demonstrate legal, ethical, and quality requirements related to the management of confidential student information.

[CEC 6.1, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, ICSI.7.S1, IGC.6.K1, IGC.6.K6; InTASC 5(k); Mission Critical 1, 2, 4, 5]

 

SPD 300 Topic 8 Discipline Case Study Flowchart

IDEA includes very specific guidelines regarding the discipline of students with disabilities in public school settings. Special education teachers must be knowledgeable of, and adhere to, these guidelines when dealing with any discipline issues regarding students who receive special education services. It is important that the student’s disability be taken into consideration when making discipline decisions.

Review the case scenario below to inform the assignment that follows.

Carrie is a 15‐year‐old student with a language impairment. In particular, she struggles with understanding expressive language (i.e., sharing thoughts, ideas, and feelings completely). Recently, Carrie and the bus driver exchanged words about Carrie’s seat on the bus. Carrie proceeded to call the bus driver several inappropriate names. Prior to this incident, Carrie had not exhibited any of these behaviors in her classroom or in any other school environment, and she had not received any disciplinary action in the school year.

Following the incident, Carrie’s parents received a letter from the principal stating that Carrie would be suspended for 11 school days, has been expelled from riding the school bus for the remainder of the semester, and that, for the remainder of the year, special transportation would be provided to Carrie at the end of the 11‐day suspension.

Carrie’s parents have requested that Carrie’s IEP team gather in order to complete a functional behavioral assessment, develop a behavioral intervention plan, and conduct a manifestation determination review. Further, they object to Carrie having special transportation. Carrie’s IEP indicates that she is to ride the “general education” bus.

Part 1: Flowchart

Create a flowchart that clearly depicts the two possible discipline paths following a manifestation determination identify that the misconduct was:

1. The result of Carrie’s disability
2. Not the result of Carrie’s disability

In addition, discuss how to proceed given the current details of Carrie’s behavior. What next steps need to be addressed, if any, in regards to her behavior and the parent’s requests for an assessment and transportation ?

Part 2: Analysis

Include a 250‐500 word analysis regarding any legal issues raised by the principal’s decision to change in Carrie’s transportation. Reference relevant statutes, regulations, and case decisions as appropriate .

Support your findings with a minimum of three scholarly resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in‐text citations and references should be presented using APA documentation 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. Refer to the LopesWrite Technical Support articles for assistance.

 

SPD 300 Topic 8 Clinical Field Experience Verification Form

Candidates must complete all programmatic requirements, including practicum/field experience hours defined in the coursework. Additional information about practicum/field experience can be found in the Student Success Center.

To earn credit for this assignment, all required course hours must be completed and the form submitted by the assignment due date.

• Access the Clinical Field Experience Verification Form in the Document Management section in the Student Portal.
• Complete all required fields on the Clinical Field Experience Verification Form.
• Submit by clicking “Click to Sign.” An email will be sent to the mentor to verify the practicum/field experience hours.
• Communicate with the mentor to request he or she verify the practicum/field experience hours. Once the practicum/field experience hours have been verified by the mentor, the completed form will be available in the Student Portal.
• Save a .pdf copy of the completed Clinical Field Experience Verification Form to your computer.
• Submit the Clinical Field Experience Verification Form to the LMS.

*The data entered into this document is subject to a verification audit. Candidates who engage in fabricating, falsifying, forging, altering, or inventing information related to practicum/field experiences, internships, clinical practice, and/or any associated documentation may be subject to sanctions for violating GCU academic integrity policies, which may include expulsion from GCU.

 

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