RESOURCE MANUAL 2

Table of Contents

Resource
Manual for
Educating
Students with
Exceptionalities

RESOURCE MANUAL 3
Resource Manual for Students with Exceptionalities 4
Key Terms in Educating Students with Exceptionalities 4
Timeline of Important Legislation and Case Law 6
Categories and Characteristics of Students with Exceptionalities under IDEA 8
Evidence-based Practices Supporting Academic, Social/Emotional and Behavioral Needs 10
Academic Support Strategies and Resources 10
Social/Emotional Support Strategies and Resources 11
Classroom Management and Behavioral Support Strategies and Resources 11
Evidence-based Goal Development, Progress Monitoring, and Informal Assessment 13
Educational Support Team for Students with Exceptionalities 22
Professional and Ethical Considerations 23
Resources 23
Ethical Considerations 23
How Does This Apply to My Target Student Population and Career Goals? 24
References 26

RESOURCE MANUAL 4

Resource Manual for Students with Exceptionalities

IDEA provides a list of categories of disability categories. Individuals under this
category struggle in attaining educational milestones. This resource manual is designed to
provide guidance to instructors and other professional when dealing with students with
exceptionalities. The manual is not a comprehensive resource. However, it contains a detailed
description of issues relating to children with exceptionalities. It identifies key terms in educating
learners with exceptionalities and provides a timeline of legislation and case laws related to
individuals with disabilities. The manual explains some evidence-based practices that support
the academic, social, and behavioural needs of students with exceptionalities. It provides ethical
and professional considerations when dealing with students with disabilities.

Key Terms in Educating Students with Exceptionalities
 Individualized Education Program (IEP)
An IEP refers to a legal document in the United States that is designed for every child in a public
school who requires special education. The document is developed by a team of professionals
comprising of the teacher, district personnel who are knowledgeable in special needs and the
child’s parent or guardian. An IEP shows a child’s performance level, abilities, and functionality.
Within the document is a detailed description of how the child’s form of disability affects their
engagement in curricular activities (Center for Parent Information & Resources, 2017). Further,
the statement describes a child’s progress and how it will be evaluated. For example, a child with
autism and a child with a learning disability such as dyslexia cannot be assessed the same way. A
child with dyslexia, for example, will encounter difficulty reading some words and decoding. A
teacher is guided on how to deal with this learning disability. Also, their forms of disability

RESOURCE MANUAL 5
affect academic performance and involvement in different ways. Thus, an IEP gives directions
on how such specialities are to be dealt with in a learning environment.
 Supplementary Aids and Services
These refer to support provided to children requiring special education. Support is provided in
regular classrooms, academic as well as non-academic settings. Supplementary aids and services
are stationed in these different areas to ensure that students with disabilities receive instruction in
the least restrictive environment, which in this case are regular classrooms. Through support,
learners with disabilities are able to learn together with nondisabled children to an appropriate
extent (Center for Parent Information & Resources, 2017). Thus, supplementary aids and
services make it possible to create inclusive classrooms where children can learn together. For
instance, there may be preferential seating spaces for children with disabilities. Also, the seating
arrangement may be altered to accommodate children using wheelchairs to have easy access to
the sitting area.
 Specially designed instruction
Specially designed instruction refers to instruction, content, and methodology that is specially
adapted and suitable for the unique needs of the eligible child. The instruction is designed in a
way that addresses the unique needs that a child has as a result of the disability (Center for Parent
Information & Resources, 2017). It ensures that a child has access to the curriculum. For
example, teaching in sign language ensures that a deaf child receives instruction that meets their
unique needs. A visually impaired child, whose sight is affected but not totally blind will benefit
from seating strategically in the classroom to have a clear view of any materials projected on the
board. Also, using a large font and preparing handouts for such a child ensures that they have
access to the content.

RESOURCE MANUAL 6
 Travel training
Travel training is a method of instruction where a teacher delivers content appropriately
depending on the cognitive disabilities experienced by a child (Center for Parent Information &
Resources, 2017). It is aimed at enabling a child to become aware of their environment. For
example, when dealing with a visually impaired student, I will train them on how to use a long
cane, electronic travel aids, and how to operate low-vision devices. Also, I will orient them to the
classroom environment or any new environment. Some of the things they will learn to do by
themselves are how to cross streets safely, use public transport, and travel using remaining
vision, hearing senses, or any other sense. Travel training aims at adapting a child to their
environment.
 Transition services
These refer to a set of activities that are well-coordinated depending on a child’s individual needs
(Center for Parent Information & Resources, 2017). It considers the specific interests,
preferences, and strengths of the child. Further, transition services are designed through a process
that is result-oriented. For example, depending on a child’s functional and academic
achievements, he or she may be facilitated to transit from school activities to taking vocational
education. A child who may be good at hands-on activities may be facilitated to take a course
that aligns with their abilities and interests.

Timeline of Important Legislation and Case Law
In week 1, I developed a historical timeline using a creation tool known as Tiki-Toki.
Within the timeline, I identified three influential landmark cases that were specific to the
development of 21 st -century special education. The cases in the timeline include Brown v. Board
of education case of 1954. It was a landmark case that saw the end of segregation within public

RESOURCE MANUAL 7
schools in the country. The second case was the Board of Education v. Rowley case of 1982,
which ruled that IDEA was developed to ensure that all children living with disabilities had
access to education. Through the ruling, learners with disabilities were accorded education that
ensured they received an educational benefit. Another case included in the timeline is the
P.A.R.C. v. Pennsylvania case of 1972. The court ruling enabled children with mental disabilities
to have access to education. Thus, denying children access to education based on their mental
disabilities was declared unconstitutional. The timeline also included two acts. The first one is
the Individuals with Disabilities Education Act (IDEA) of 1990, which guarantees that all
learners be given equal and free access to Free Appropriate Education (FAPE). It ensures that the
education needs of learners with disabilities are appropriately met. Lastly, Americans with
Disabilities Act of1990 (ADA), which ensures that individuals with disabilities are not
discriminated. The link to my timeline is;
https://www.tiki-toki.com/timeline/entry/1454836/Timeline-for-Students-with-Exceptionalities/

RESOURCE MANUAL 8

Categories and Characteristics of Students with Exceptionalities under IDEA
IDEA provides a list of thirteen different disability categories under which individuals aged
between three years to twenty years are eligible to receive special education services (Lee, 2020).
The categories of eligibility for students with exceptionalities include:
i. Autism spectrum disorder (ASD)
ii. Specific learning disability
iii. Emotional disturbance
iv. Hearing impairment
v. Speech or language impairment
vi. Visual impairment including blindness
vii. Intellectual disability
viii. Orthopaedic impairment
ix. Multiple disabilities
x. Traumatic brain injury
xi. Deaf-blindness
xii. Deafness
xiii. Other health impairment
The process of identifying individuals with exceptionalities takes place in several distinct steps.
First, the pre-referral step. This entails teachers and parents working together in collaboration to
informally resolve behavioural and/or academic problems faced by a child in the classroom. At
this stage, the child’s response to intervention is closely monitored. There are multi-tiered
systems of support that involve parents, the general education teacher, and other stakeholders
(Ashford University, 2020). The second step is referral. At this stage, parental consent is sought,

RESOURCE MANUAL 9
and the child is evaluated to see if he or she is eligible for special education services. The initial
evaluation is the third step, where qualified school personnel assesses the child using practices
that are fair and non-discriminatory (Ashford University, 2020). Evaluation is aimed at
determining whether a child is eligible for special education services. The step is followed by
eligibility review and determination, which basically entails discussing evaluation results. It is
determined whether a child falls under any of the thirteen categories of eligibility for students
with exceptionalities as provided by IDEA. In case a child is found eligible, then an IEP is
developed. A child starts receiving special education, and an annual review is conducted to
review child progress.
Below is a link to the graphic organizer prepared in week 3. It contains the universal learning
characteristics of children living with a learning disability.
https://drive.google.com/file/d/1uIdl6pPZV2MsL_HCGH_KkUFLdMQ9WdDn/view?usp=shari
ng

RESOURCE MANUAL 10

Evidence-based Practices Supporting Academic, Social/Emotional and Behavioral Needs
Evidence-based practices are usually validated through controlled studies, making them
effective. Thus, it is important to ensure that the practices supporting academic, behavioural and
social or emotional needs are evidence-based. This is because these are usually broad and hence
cater to the diverse needs of different students. Studies have shown that of evidence-based
practices that support the academic, social and behavioural needs of learners have been seen to
yield positive outcomes. Students are known to show improvements in standardized academic
tests and a reduction in problem behaviours, such as violence and drug abuse (Dusenbury et al.,
2015). Such practices make it possible for teachers to integrate curriculum instruction with skill
instruction leading to the holistic development of the learners.
Academic Support Strategies and Resources
 Embed tutorials in the instruction process
 Team teaching
 Build a strong rapport with the students
These are evidence-based strategies and resources that have been tested through controlled
studies. Studies have shown that tutoring can power the academic success of a student. Tutoring
is affordable and covenant, thus making it accessible to more students. Secondly, team teaching
helps meet the diverse needs of students. Since different instructors incorporate a variety of
instructional techniques, team teaching widens that scope and ensures that the different academic
needs of all students are adequately met (Elias, 2003). Lastly, building a strong relationship with
the students has been seen to be effective. Excellent teachers are those that relate well with their
students and are committed to building student strengths.
Social/Emotional Support Strategies and Resources

RESOURCE MANUAL 11
 Freestanding lessons
 Classroom-based emotional and social skills programs
 General teaching practices
Freestanding lesson provide step-by-step and explicit instructions on the social and emotional
competencies. Learners are taught ways of coping with stress or anxiety, being assertive and
responsible, as well as developing empathy and compassion (Dusenbury et al., 2015). The skills
should be made practical to the learners by ensuring that they exercise them within their groups
during discussions and other classroom activities. Freestanding lessons complement classroom-
based emotional and social skills programs. These are programs that teach emotional and social
skills. The teacher may run the programs or incorporate a professional to help. Third, the teacher
can use general teaching practices that are geared towards creating classroom conditions that
support and facilitate the development of social and emotional skills in students.
Classroom Management and Behavioral Support Strategies and Resources
 Address bad behaviour promptly
 Model ideal behaviour
 Document clear rules and expectations
One of the key strategies of managing student behaviour in the classroom is to address bad
behaviour as soon as it is noted. Whenever a student breaks a documented rule, it is important to
address the issue promptly. This ensures that bad feelings between the teacher and the student
will not fester. Also, the teacher should model or demonstrate the behaviour that he or she wants
to see. Studies have proven that demonstrating desirable behaviour teachers learners how to act
(Parsonson, 2012). It is a straightforward way of teaching good behaviour. For instance, a
teacher should model using polite and respectful behaviour, and it will be easier for students to

RESOURCE MANUAL 12
also use such language to each other. Third, having a simple and clear set of rules documented
ensures that students are aware of what they are expected to do. It becomes easy to predict
behaviour.

RESOURCE MANUAL 13

Evidence-based Goal Development, Progress Monitoring, and Informal Assessment
Assessments are aimed at revealing how well students have learned what the teacher
intended them to learn. Through instruction, teachers ensure that content is delivered to the
learners. However, instruction and assessment only come after the instructor has set SMART
goals. Through proper alignment, the instructor ensures that he or she remains on track. The
goals are aligned with instructional techniques and assessments. The goals also provide a point
of reference when monitoring the progress being made by students. By referring to the goals, the
teacher established the effectiveness of his or her instruction. Thus, proper alignment ensures
that the instruction process is well coordinated.

Progress Monitoring Plan

Assessment to Practice Alignment:

I. Evaluation Results Henry is a transfer student in Mr Franklin’s inclusive
classroom. An evaluation identifies some academic areas
that he is struggling with and needs to be addressed. After
Woodcock-Johnson education assessment test was
administered, Henry performed as follows;
 letter-word identification- his standards score was
88, and this was within the low average range
 Word Attack- Henry’s standard score was 87, and
this too was a low average score showing that he

RESOURCE MANUAL 14

struggles with decoding and phonetic pronunciation
of words
 Passage Comprehension- the standard score was 77
which was also within the low average range
 Reading vocabulary- the student scored within the
low range and had a standard score of 76
 Writing fluency- he managed to score 82 which falls
within the low average score
 The test also measured writing samples, math
calculation, and math fluency whose scores were all
within the average range. The standard scores were
92, 95, and 90, respectively.

II. Present Levels of
Performance

Henry’s evaluation report shows that he is strong at math
calculation, math fluency and writing samples. His score for
the three areas above were 95, 92, and 92, respectively. This
means that Henry is good at basic addition, subtraction,
multiplication and division equations. He is also good at
complex computations that involve fractions, decimals, and
geometry. Other than math, he is also strong at formulating
sentences that combine auditory and visual information.
When the sentences are not checked for spelling, and
punctuation errors, his score is high.

RESOURCE MANUAL 15

However, he is struggling with formulating sentences that
are grammatically correct. When the sentences involve three
words and are checked for spelling and punctuation, then his
score is low.

Other deficit areas are in letter-word identification. Henry
struggles with reading a list of words correctly; when
reading a passage, he omits certain words. His score in
decoding is within the low average range, and this is a clear
indication that he struggles with phonetic pronunciation of
words.

III. Annual Goals Goal 1: In order to read a list of ten words beginning at his
level of independence and gradually becoming difficult,
Henry will be given guided reading and individualized
reading instruction in the use of context and word chunking,
and he will be able to read aloud with an accuracy of 93 %
at a rate of 70 correct words per minute in two-thirds of
three trials by the end of August.
Goal 2: Before the end of the year, given direct instruction,
practice and necessary support, and then prompted to
formulate and write five sentences comprised of three given
words along with a picture within a 6-minute timeframe,
Henry will write four out of the five sentences correctly

RESOURCE MANUAL 16

after two trials and by the end of September.
Goal 3: Given the necessary support and then provided with
a list of ten words to phonetically pronounce using letter
patterns that gradually advance in difficulty, within five
minutes, Henry decodes nine words correctly in three
consecutive trials by the end of August.

Data Collection and Management System Alignment

IV. How will the
student’s progress
be measured?

Goal #1:
Henry will be provided with a list of ten words. The list will
begin with simple words, and as it progresses, it will contain
more complex words. Some of the words that will be in the
list include; “soar, table, write, and gap”. He will then be
asked to read the words. The assessment will be timed. He
will be required to read the words within one minute. He
will do so in three trials, and the highest score will be
recorded.
Henry will also be given a list of words recorded in a tape.
He will be required to listen to the words as many times as
possible. He will then write the words down and record
himself as he reads the words. The teacher will then listen to

RESOURCE MANUAL 17
Henry’s tape and evaluate his effectiveness at listening,
writing, and then reading the same words.
Goal #2:
Henry will be provided with the following words and
pictures and asked to use them to construct five sentences
within 6 minutes
in, cat, above, box, small, the, is, a, big, under, on

some of the sentences he will be expected to create include:
The cat is on the box.
The cat is under the box.
The box is big.
Henry will also be asked to listen to a tape of someone
reading five three-word sentences. He will be asked to listen
to the tape severally, and then write the sentences down.
Goal #3:
The teacher will stick ten flashcards on the board containing
a list of words arranged in order of complexity. Henry will
then read the words in order. The teacher will use a pointer
to indicate the word that Henry should read at a time. He

RESOURCE MANUAL 18
will be given a total of five minutes to read as many of the
ten words as possible. The teacher will listen to how he
pronounces the words.
Other than flashcards, Henry will read words provided by
the teacher on the worksheet. The teacher will listen for
accuracy and speed as the activities will all be timed.

V. How often will
progress be
measured?

Progress will be measured on a weekly basis. After
receiving the necessary support from the teacher and other
teaching materials throughout the week, Henry will be
tested at the end of every week. Periodical assessment is
important in noting his progress and also adjusting the kind
of support being provided. In case the teacher realizes that
no progress has been achieved by the end of the week, then
he will change the instructional techniques being used. The
aim is to ensure that effective techniques are used to help
Henry do better and improve in the areas where his scores
fall within the low average range.
There will also be formative assessments that will be
conducted in the course of instruction or during the lessons.
These will be aimed at helping the teacher know whether
Henry has understood content taught during the lesson.

VI. Data collection
process: Where

Informal and periodic assessments will be conducted during
the lessons. These will be short, unstructured and informal.

RESOURCE MANUAL 19

and when will
assessments occur?

No records will be kept as these will be aimed to help the
teacher tailor instruction to better meet Henry’s learning
needs.
Assessment will occur in the classroom. It will be done
every Friday at 3.00 pm. Scores from these assessments will
be recorded for review.

VII. Who is responsible
for collecting and
managing this
data?

Mr Franklin will be responsible for collecting and managing
the data. Henry is in his inclusive classroom. Being the
teacher-in-charge, he will collect the data and use it to make
decisions concerning the student’s progress. Depending on
whether the goals set will be met, then adjustments will be
made accordingly. Learning and assessment are learner-
entered, and the data collected will further help in ensuring
that Mr Franklin understands Henry’s needs even more.

VIII. Where will these
data be stored?

Data will be stored in an online grade book. Online grade
books store student records safely, and they can be accessed
by students by parents using a username and a password
(Gallagher, Magid, & Pruitt, 2020). Henry’s parents will
have access to the results, and they will be able to follow
and get periodical updates of their child’s academic
performance.

IX. How will these
data be

Henry’s parents will have access to the child’s academic
results. However, for follow and be-on-one discussions, the

RESOURCE MANUAL 20

communicated to
the IEP team?
How will it be
shared with
parents/guardians
?

teacher will call them and update them on areas that Henry
is doing better and where he will require more support and
encouragement.
The results will be communicated to the IEP team through
emails. A reevaluation meeting will only be convened if
need be. Some of these instances may if the student does not
improve and may require additional resources or even to be
taken to another classroom, such as a resource classroom
where his needs will be met better. Also, he may improve
necessitating a change in his IEP. In such a situation, then
Mr Franklin will reach out and inform the team of any
changes in academic performance or behaviour that he will
observe.

X. How often will
these data be
shared and
communicated
with the IEP
team?

The data will be shared and communicated with the IEP
team on a monthly basis. It may change depending on the
prevailing circumstances. For instance, in the case of Goal
2, Henry will take two months to accomplish it. Thus,
during these two months, the team may be updated on the
results for the formative assessments or the general progress
of the student. Complete results will be analyzed after the
said two months. Then the results will determine the next
course of action depending on whether the goal has been
fully achieved or the extent to which the child has

RESOURCE MANUAL 21

progressed.

XI. How will you use
these data to drive
your instructional
practices?

Data from the formative assessments will be used to make
decisions during the lessons. If a certain instructional
technique has been used and Henry appears not to be
understanding the content, then the technique will be
changed. Formative assessment will be used to inform
instruction. However, results on the achievement of the
goals will e used to make major decisions. The goal may be
adjusted if it is not achieved, and the complexity of the
assessment adjusted as well to realistically measure Henry’s
progress. If the goals are achieved, then higher goals will be
set using the results to inform their complexity.

RESOURCE MANUAL 22

Educational Support Team for Students with Exceptionalities
Students with exceptionalities require support for them to build and strengthen their
abilities for personal, academic and even vocational success. An educational support team is
necessary to help a student with exceptionalities perform optimally in the least restrictive
environment. An IEP team helps provide such kind of support. It comprises of different members
who play different roles in supporting students with exceptionalities. First, a special education
teacher is involved. He or she is a core member of the tea and facilitates IEP meetings,
communicates the child’s progress, recommends instructional techniques appropriate to meet the
learning needs of the child, and ensures that an IEP is well implemented. A general education
teacher takes part in the referral process and represents the classroom environment and general
curriculum ring IEP meetings. School personnel acts as the district representative and helps in
carrying out assessment and diagnostic duties. Also, the parent is a key member and acts as a
representative of the student. Additionally, a school diagnostician ensures that assessment is
carried as per the given guidelines and in a manner that is not discriminative. There are also
stakeholders who take part, such as an education agency representative who identifies available
resources and allocates additional ones whenever there is a need.

RESOURCE MANUAL 23

Professional and Ethical Considerations
Resources
FERPA Link: https://youtu.be/nhlDkS8hvMU
CEC link:
https://journals.sagepub.com/doi/abs/10.1177/004005990303500606?journalCode=tcxa
NASET Link: https://www.naset.org/
NAEYC Link: https://www.naeyc.org/sites/default/files/globally-
shared/downloads/PDFs/resources/position-statements/DEC_NAEYC_EC_updatedKS.pdf
Ethical Considerations
The conduct of special instructors is guided by CEC professional, ethical principles, code
of ethics, professional policies and practise standards. Ethics and professional standards play a
key role in ensuring that the psychological and physical safety of students with exceptionalities is
supported and protected. They also ensure that professional special educators promote meaning
and inclusive engagement of learners with disabilities in their learning environments. Ethics and
professional standards also ensure that professional special educators demonstrate competence of
a high level and exercise their professional duties with integrity. Professional educators are
guided on how to participate in the development and spread of knowledge and skills. Overall,
ethics play a role in guiding the interaction between instructors and learners with disabilities by
ensuring that their relationship is healthy and professional.

RESOURCE MANUAL 24

How Does This Apply to My Target Student Population and Career Goals?
This course has been instrumental in equipping me with the necessary knowledge that I
will incorporate in my career as a teacher. My goal is to create an inclusive classroom where all
children will fit, and their needs are appropriately addressed. My target learning environment is a
classroom, and my target student level is school-aged. As a general classroom teacher, I will play
a key role in IEP meetings. When interacting with students in the classroom, I will be one of the
first persons to note that the children require special attention. Throughout the course, I have
learnt about tiered interventions which help a child get tailored assistance in areas that they are
struggling with. I understand that it is after the tiered interventions have failed to work that I
refer a child for evaluation as there could be more underlying issues such as a disability affecting
the child.
Throughout the course, I have learned that providing support in an inclusive classroom
entails more than my physical presence in that classroom. In meeting my goals of having an
inclusive classroom, I will ensure that resource support is available for the students. These will
include an adapted computer depending on a learner’s form of disability and how it will affect
their learning and use of computers. Other than physical support resources, I will also ensure that
learners have access to human support, such as a peer tutor or an instructional assistant. Other
than resources, I will also provide moral support. This will entail one-on-one interactions with
the students, which will be aimed at validating their worth and encouraging them to exploit their
potential maximumly.
Lastly, I have learned that the key to success when dealing with students with
exceptionalities lies in having appropriate accommodations, adaptations, and modifications.
Depending with the kind of students that I will be handling adaptations will range from moving a

RESOURCE MANUAL 25
student to the front seat to ensure they do not distract others, to providing audio learning
materials to auditory learners. It may also involve rearranging the classroom to allow for ease of
movement for a student with orthopaedic impairments. Adaptations, modifications, and
accommodations do not necessarily have to be complicated, but they will be tailored to meet the
needs of different learners. I have become better and will incorporate all the knowledge that I
have acquired in creating an inclusive classroom that will cater to the needs of students with
exceptionalities as well as the non-disabled students.

RESOURCE MANUAL 26

References

Ashford University. (2020). ESE601 Week 2 IDEA eligibility process (Links to an external
site.)v. [Interactive]. https://content.bridgepointeducation.com/curriculum/file/8d09dad4-
dd66-4835-8f2c-
49da74d689b0/1/ESE601_WeeK_Two_Discussion_Interactive.zip/story.html
Center for Parent Information & Resources. (2017, October 8). Key terms to know in special
education (Links to an external site.). Retrieved May 5, 2020, from
https://www.parentcenterhub.org/keyterms-specialed
Dusenbury, L., Calin, S., Domitrovich, C., & Weissberg, R. P. (2015). What Does Evidence-
Based Instruction in Social and Emotional Learning Actually Look Like in Practice? A
Brief on Findings from CASEL’s Program Reviews. Collaborative for Academic, Social,
and Emotional Learning.
Elias, M. J. (2003). Academic and Social-Emotional Learning. Educational Practices Series.
Gallagher, K., Magid, L., & Pruitt, K. (2020). The Educator’s Guide to Student Data Privacy |
ConnectSafely. Connectsafely.org. Retrieved 27 July 2020, from
https://www.connectsafely.org/eduprivacy/.
Lee, A. (2020). The 13 Disability Categories Under IDEA. Understood.org. Retrieved 3 August
2020, from https://www.understood.org/en/school-learning/special-services/special-
education-basics/conditions-covered-under-idea.
Parsonson, B. S. (2012). Evidence-Based Classroom Behaviour Management
Strategies. Kairaranga, 13(1), 16-23.

RESOURCE MANUAL 27
U.S. Department of Education. (2013, November 7). Student privacy 101: FERPA for parents
and students.  (Links to an external site.)[Video]. YouTube.
https://youtu.be/nhlDkS8hvMU