As part of the IEP team, general education teachers and special education teachers must possess an understanding of the eligibility categories used to determine whether a student is eligible to receive special education services. General education teachers and special education teachers must collaborate and communicate in a professional and articulate manner with school psychologists, related service providers, administrators, colleagues, and families when determining eligibility for special education services and providing a rationale to support the need for delivery of services.

Part 1: Disability Comparison Template

Using the study materials and your research, complete the “Disability Comparison Template,” which includes a Part 1 chart focused on IDEA disability categories and the Part 2 chart focused on common, specific learning disabilities. Follow the example provided in the “Autism” row in the template. Document the specific resources used to complete the assignment on the “References” page of the template.

Part 2: Simulations

To gain a greater understanding of the challenges faced by students with disabilities, particularly those with dyslexia, complete the five simulation activities from “Through Your Child’s Eyes” as part of the topic assignment. Follow the steps below to complete each of the five simulations:

1. Access “Through Your Child’s Eye” on the Understood website.
2. Select “Experience It.”
3. Select a grade level that is appropriate to your field of study.
4. You will complete each of the five simulations presented.
5. Select whichever category you prefer first, and then select “Continue” to get an overview of the simulation.
6. Select “Get Started,” read “Here’s How It Works….” and then select “Continue.”
7. Select “Start” when you are ready to begin the simulation activity.
8. Repeat Steps 1-7 until all five simulations are completed.

Be prepared to discuss what the simulation experiences taught you about how to recognize some of the typical signs of dyslexia and how dyslexia can affect other areas of learning and life, not just reading.

Part 3: Reflection  

In 250-500 words, consider that you learned from researching, completing the matrix, and participating in the simulations by discussing the following.

• Explain why it is important for teachers to be able to identify developmental and individual differences and recognize some of the typical signs of various disabilities when interacting with students.
• Describe how you can use what you experienced while completing the simulations to help you better articulate the challenges faced by students with disabilities to those who are non-disabled. Include discussion of how this experience can be used to help you collaborate and seek best practices for working with students with a wide range of disabilities.
• Discuss how having a basic understanding of the ways various disabilities affect learning and other areas of a student’s life can assist teachers in responding to the needs of individuals with disabilities.

Support the assignment with a minimum of three scholarly resources.

Submit the completed “Disability Comparison Template” and the written reflection to the instructor.

Prepare this assignment according to the guidelines found in the APA 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. (This is the Templete it should be in)

Online binders have been called a teacher’s best friend. They allow a teacher to compile and organize their materials online and then to access and share those materials via a link. Aside from being a paperless way to store and share materials, online binders can be used for collaboration with colleagues, sharing with students or parents, or as a student assignment. For this assignment, you will be developing an online binder consisting of materials and resources for best practices in teaching and lesson plan development. This is an opportunity to compile and organize the resources that you have already obtained through assignments in this course, plus a couple of new areas that will help in the future when you are planning and developing engaging lessons.

Create an online binder that can be shared with peers, colleagues, and your instructor. You may use any online binder resource approved by your instructor.

Set up your binder as follows:

• Title your binder with the name of this course: Instruction and Assessment for Diverse Learners
• Create 5 tabs and name them as follows:
• Tab 1: Assessment & Rubrics
• Tab 2: Lesson Planning
• Tab 3: Instructional Strategies
• Tab 4: Differentiated Instruction
• Tab 5: Culturally Responsive Teaching

Follow the instructions below to build content in your binder:

• Tab 1: Assessment & Rubrics
• Upload the content from your Wk 2 – Secondary Assessment Guide.
• Tab 2: Lesson Planning
• Upload the content from your Wk 3 – Lesson Planning Presentation.
• Tab 3: Instructional Strategies
• Upload the content from your Wk 4 – Instructional Strategies and Technology Toolkit.
• Tab 4: Differentiated Instruction
• Create and upload a concept map demonstrating your understanding of key principles that govern differentiated instruction (refer to the readings and videos from the Week 5 learning activities as you create your concept map).
• Describe 3–5 instructional strategies that support differentiation in the secondary education classroom.
• Provide a minimum of 5 links to websites that provide information and/or strategies for the following:
• Differentiating instruction in the secondary classroom
• RTI in secondary education settings
• Tab 5: Culturally Responsive Teaching
• Define culturally responsive teaching.
• Describe a culturally responsive secondary education learning environment.
• Describe culturally responsive teacher and student behaviors that demonstrate the following:
• Understanding and appreciation for all cultures
• Respectful and positive interactions
• Describe 3–5 instructional strategies that support culturally responsive teaching to address the following:
• Lesson delivery
• Adaptation techniques
• Multiple perspectives

Note: You may also include additional links, documents, or other resources that you think will be of value to you as an educator.

After you create your online binder, set the privacy setting to public or private and locate the link to the binder that you can share with your instructor.