Students with Exceptionalities

Prior to beginning work on this assignment,

• Review all posted course announcements.
• Review the Week 1 Instructor Guidance.
• Review Chapter 1 in the course textbook, Teaching in Inclusive Classrooms.
• Review the article .
• Review the article .
• Review the article .
• Review the webpage .
• Review the example of a historical timeline for students with exceptionalities: .
  • As you review, begin selecting three landmark cases to summarize and analyze.
• Review the .
  • Check the Week 6 final project (Resource Manual for Educating Students with Exceptionalities) description to understand where this artifact fits into your final project.
• Review the sample site: .

Technology Note: In this assignment, you will:

• Explore several technology tools.
• Create your timeline using the Canva .
• Create your resource site and place your timeline on a page of your website.
  • This will eventually become your Week 6 final project.
• Post a link to your resource site in your e-portfolio account.

Select Reflect to continue. Be sure to review all tabs.

| Reflect

This assignment will allow you to better understand how relevant court cases and outcomes impacted the development and evolution of special education processes and policies over the years. As you navigate this assignment, consider the following:

• How these landmark cases impacted the education and treatment offered to exceptional learners
• How these court cases and outcomes influenced federal legislation that guides the foundation of special education laws and regulations
• How special education legislation and policy have progressed over the years and what changes are still needed to meet the needs of exceptional learners in todays educational environments

The history of special education has included a long and arduous path for parents, teachers, and children. However, this process also has generated some very positive outcomes.

Beginning in 1954 with the , the Supreme Court ruled that separate is not equal, and therefore, educating children with special needs in isolated environments does not provide an identical education to that of their non-disabled peers.

Since the passage of this groundbreaking legislation, other individuals and activist groups have followed suit, fighting for the legal rights of individuals with disabilities.

Success Tip: Start preparing now for the Resource Manual for Educating Students with Exceptionalities final project in Week 6. It involves creating a resource manual for students with exceptionalities to support Mr. Franklin and other colleagues. Preparation for this assignment must begin early to ensure you are thinking ahead and saving your work.

Select Take Action to continue. Be sure to review all tabs.

| Take Action

Part 1: Create a free Google Site, which you continue to build throughout the course in preparation for your Week 6 final project. You may refer to the interactive as your guide and the as a sample.

In your template, identify at least three influential landmark cases specific developing 21st-century special education practice beginning as early as 1960.

For each of the three cases, complete a timeline entry to:

• Identify the case by name and date.
• Paraphrase a description of each partys stance for each of the three selected cases in two to three sentences, citing your sources.
• Restate, in your own words, a two- to three-sentence summary of the final court ruling for each of the three selected cases, citing your sources.
• Explain in two to three sentences, using your own words, how the historical legal rulings you selected have supported the needs of students with disabilities.
• Provide a relevant resource link to a website or video that describes each selected case in user-friendly terms.

Include the following additional entries in your timeline:

• The Americans with Disabilities Act
• Individuals With Disabilities Education Act

For each of these two pieces of legislation, complete a timeline entry to:

• Identify the legislative act by name and date.
• Paraphrase a description of the legislative act in one to two sentences, citing your sources.
• Explain in one to two sentences, using your own words, how the legislative act has supported the needs of students with disabilities.

Provide a list of all the references.

Part 2: Create a free Google site, which you continue to build throughout the course in preparation for your Week 6 final project. Use the as a sample.

For this part of your assignment

• Create a title for your Resource Manual Google Site.
• Create the following 8 subpages on your Google Site. To learn more about adding subpages, review Googles .
  • Key Terms in Educating Students with Exceptionalities
  • Timeline of Important Foundational Legislation and Case Law
  • Eligibility and Characteristics of Students with Exceptionalities Under IDEA
  • The Assessment to Practice Cycle
  • Assessment-Based Goal Development and Progress Monitoring
  • Evidence-Based Practices
  • Educational Support Team for Students with Exceptionalities
  • Professional and Ethical Considerations
• Create a list of linked buttons on the home page of your Google Site containing links to the following 8 subpages. To learn more about adding linked buttons, text, images, or other elements, as well as grouping and ungrouping items, review Googles .
  • Key Terms in Educating Students with Exceptionalities
  • Timeline of Important Foundational Legislation and Case Law
  • Eligibility and Characteristics of Students with Exceptionalities Under IDEA
  • The Assessment to Practice Cycle
  • Assessment-Based Goal Development and Progress Monitoring
  • Evidence-Based Practices
  • Educational Support Team for Students with Exceptionalities
  • Professional and Ethical Considerations

Insert your Part 1 in pdf, .png, or .jpg format on your Timeline of Important Foundational Legislation and Case Law website subpage. To learn more about adding linked buttons, text, images, or other elements, as well as grouping and ungrouping items, review Googles .

Publish the most recent version of your site. To learn more about publishing your site, review Googles .

If you have accessibility considerations when creating the resource manual website, please contact your instructor for an alternative assignment.

Select Format Options to continue. Be sure to review all tabs.

| Format Options

• Writing and Format Expectations: In the Timeline for Disability Education Rights assignment, adhere to the following writing expectations:
• Academic Voice: Must use academic voice in all speakers notes and written portions of this assignment. Review the resource for additional guidance.
• Academic Integrity: Originality matters. Adhere to the principles of academic integrity, including a strong demonstration of your original thinking and academic voice. Students fully support ideas with research, following rules of proper citation to fully attribute words and information to the original source. Review the Writing Centers for more information. The use of AI has become common in your daily lives and even in your academic work. It can be confusing to know if AI is acceptable in your coursework or if any uses would be considered plagiarism. Be sure you know the Dos and Donts of using AI technologies in your academic work by reviewing this useful infographic from UAGC SupportU, . In this assessment, you are asked to use AI as a brainstorming tool for academic use, showing your process.
• Syntax and Mechanics: Exhibit meticulous use of grammar, spelling, organization, and usage throughout your submission.
• Page, Slide, and Length Requirement: The assignment must be 1 to 2 pages in length and be formatted according to as outlined in the Writing Centers and resources.
• APA Format: All in-text citations, page formatting, and references must be written in current APA format according to .
• Organization: Your assignment should demonstrate organization and APA formatting considerations:
  • Use the instruction guidelines in the Take Action section of the assignment to develop explicit level headings within your presentation.
    • Visit the Writing Centers to format level headings.
    • Review the Writing Centers resource for additional guidance.
  • Must include an introduction and conclusion paragraph or slide.
    • Your introduction paragraph or slide needs to end with a clear thesis statement that indicates the purpose of your artifact.
    • For assistance on writing and , refer to the Writing Center resources.
• Source Requirement: Reference at least 3 scholarly sources to provide compelling evidence to support your ideas.
  • The table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source.
  • To assist you with completing the research required for this assignment, review tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips.
• Citing Sources: Must document any information used from sources in APA Style as outlined in the Writing Centers guide.
• Scholarly Sources: Must include a references list formatted according to APA Style outlined in the Writing Center. Review the resource in the Writing Center for specifications.
• Resource Website: Must include components of this assignment as a subpage in your website in preparation for your Week 6 final project.
• Folio: Must upload the link to your website subpage link to Folio.

Select Submit Assignment to continue. Be sure to review all tabs.

| Submit Assignment

Review and Submit Assignment: Review your assignment with the Grading Rubric to ensure you have achieved the distinguished levels of performance for each criterion. Next, submit your assignment no later than Day 7 using the following instructions.

Step 1: Submit Assignment to Waypoint

Submit the components of your assignment to Waypoint using the Assignment Submission button.

Turn your completed timeline into a .pdf to submit to Waypoint. To learn more about turning your timeline into a PDF, review Canvas . Include the link to your Google Site in Waypoints submission comments. To learn more about sharing the link to your site, review Googles . For more detailed instructions, refer to the tutorial.

After your instructor has graded your work, to review your feedback for Waypoint assignments, follow the instructions in the linked video, .

Step 2: Add Assignment Link to Folio

A part of this assignment is adding your work to Folio. Folio is your free digital portfolio tool to visually showcase your academic and professional accomplishments and experiences. To learn more about setting up your Folio account and adding future assignments, review the Building an e-portfolio and .

Use the following instructions to upload your Week 1 assignment to Folio:

• Access Folio by selecting the Account link in the global navigation of this course and selecting Folio or the button.
• Select +New Project or Add new project from the Portfolio tab in your Folio account.
• Add a project title: Title your project with the course code ESE601 Educating Students with Exceptionalities. You will add to this ESE601 project throughout the course.
• Categorize it as Education.
• Description: Each week, you may add to this description accordingly.
• Skills, Tools, and Software: List skills you display through completing this assignment (Here is a of career readiness competencies).
• Select Publish.
• Add your Resource Manual website link to the ESE601 Educating Students with Exceptionalities project.

• • To learn more about sharing the link to your Google Site, review Googles .

Recommendation

Your masters program allows you to create an online portfolio for your career development and professional practice. Throughout the program, you will have various assessments that can be included in this e-portfolio, and these will be finalized in the final course of the program, your final capstone course, EDU696. You may select this assignment and other coursework to include as artifacts. Therefore, it is strongly encouraged that, in addition to your Folio project, you save your coursework on a flash drive (e.g., a USB removable drive, etc.) or store it in a cloud-based option such as Dropbox, Google Drive, or other similar applications.

Select Competencies Unlocked to continue. Be sure to review all tabs.

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