ESE 601 Week 2 Interpreting Evaluation Results and Identifying Characteristics of Disabilities

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ESE 601 Week 2 Interpreting Evaluation Results and Identifying Characteristics of Disabilities


Researchers have identified multiple potential causes as well as suggested interventions for children who have been identified as having specific disabilities. These strategies may include environmental, instructional, behavioral, and psychological approaches within the classroom or school setting. This information can be instrumental in the decision-making process, specifically for the IEP team, when developing a student’s individualized goals and services. Using research-based interventions along with the student’s present levels of performance, background and cultural influences, for the purpose of developing an individualized plan are the recommended procedure for supporting a student’s needs.

Assessments are one important measure of a child’s level of functioning. They can measure a variety of areas including academic performance, processing abilities, language comprehension and usage as well as many others. There are many types of informal and formal assessments that contribute to the overall picture of a student’s abilities, which help to determine the gaps that need remediation. Whether conducted by a teacher or school psychologist, a report is written to explain the findings, which include current levels of functioning, strengths, and weaknesses.

After reviewing Henry’s Evaluation Report, you will use this data to respond to the prompt below.




Prior to beginning work on this assignment,

Review the Week 6 final paper (Resource Manual for Educating Students With Exceptionalities) description to see where this artifact fits into your final paper.




This assignment provides an opportunity to read and interpret evaluation results for a specific student (Henry). This case study includes a comprehensive breakdown of all relevant sections of an evaluation report. After reading and analyzing this information, you will use the presented data to drive your decision-making process to best meet Henry’s individualized needs. This assignment also provides an opportunity to identify and communicate common characteristics associated with high-incidence exceptionalities.


Take Action


Content Instructions


Part I


  • Within your paper,
    • Identify characteristics of three disabilities: learning disabilities, autism spectrum disorders, and intellectual disabilities.
    • When defining and identifying characteristics of learning disabilities, include how dyslexia impacts reading and related language-based processing skills and aligns with the parameters of learning disabilities.
  • In this section of your paper,
    • Define each disability using IDEA.
    • Identify characteristics for each disability that are commonly seen in the educational environment.
    • Describe how these characteristics adversely impact educational performance and academic progress.


Part II


  • In this section of your paper,
    • Identify the category of eligibility and specific disability you would give Henry based on the data in the evaluation report.
    • Justify your decision with a comprehensive rationale. This should align with Henry’s deficit areas and testing results.


Part III


  • Recommend evidence-based practices and interventions to meet Henry’s individual needs and foster academic progress once you have determined that Henry qualifies for special education services under a specific category (disability).
  • In this section of your paper,
    • Recommend at least three potential evidence-based interventions or instructional strategies to support Henry (support with scholarly research and literature).
    • Summarize each intervention thoroughly (support with scholarly literature).
    • Justify your decision with a comprehensive rationale. This should align with Henry’s deficit areas and testing results.
    • Discuss the potential impact these interventions and instructional strategies will have on Henry’s academic success.

Create a document using this Week 2 Assignment Template to submit your assignment that includes a title page, headings for each section of the assignment, and your reference list.


Next Steps: Review and Submit the Assignment


Review your assignment with the Grading Rubric to ensure you have achieved the distinguished levels of performance for each criterion. Next, submit your document no later than Day 7.


ePortfolio and Assignment Submission Instructions


  • Submit Your Assignment: You will need to submit your assignment to both Waypoint and Folio.


Part 1: Submit Assignment to Waypoint


Submit your assignment to Waypoint using the Assignment Submission button (within your classroom).


Part 2: Add Assignment 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. You can access Folio by clicking on the “Account” link in the global navigation of this course, and selecting “Folio,” or, by clicking the button in your classroom.

To learn more about setting up your Folio account and adding future assignments, view Setting Up and Using Folio (Links to an external site.).

Success Tip: Start preparing now for the Week 6 Final Assignment!

  • The Week 6 assignment involves creating a resource manual for Mr. Franklin. Preparation for this assignment must begin early to make certain you are thinking ahead and saving your work. Review the full instructions for the Week 6 assignmentfor more information.


The Interpreting Evaluation Results and Identifying Characteristics of Disabilities paper,


Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.