In This Assignment You Will Design A Differentiated Instruct

In This Assignment You Will Design A Differentiated Instructional Str

In this assignment, you will design a differentiated instructional strategy that aligns with learning strengths and needs in a collaborative team environment. This strategy should take into account each stakeholder’s investment in the academic growth and social well-being of a hypothetical student named Henry. Additionally, by successfully completing this assignment, you will be able to answer essential questions related to course topics, which are intended to provoke critical thinking in this course and throughout your professional career. The essential questions are: What is the best environment to educate a child with a disability? What are the best pro-active problem solving strategies for collaborative communication? How can teachers realistically teach students using differentiated teaching techniques and Universal Design for Learning?

Follow the instructions below to write your Final Paper. Content Read the Case Study: Supporting Henry and the IEP Team Meeting Description. Then, using the “Collaborative Problem Solving: Steps in the Process” (Windle & Warren, n.d.), proactively address Henry’s academic needs while considering each IEP team member’s perspective. Create separate headings in your paper for each category provided in this section.

Paper For Above instruction

Communication (2 points): Construct an analysis of the messages each person sent to the team with their physical appearance, non-verbal cues, and para-verbal patterns.

Interest (2 points): Identify each person’s interests in attending this collaborative team meeting including a rationale to support the interests you have identified.

Perspectives/Emotions (2 points): Construct an analysis of each person’s area of interest including why their interest is important professionally and personally, the emotions involved in the decision-making, and each person’s perceptions of the issues in the case.

Common Interest (2 points): After analyzing each person’s interest and what they are communicating (linguistically and non-linguistically), describe what each person has in common.

Brainstorming Options (2 points): Explain ten ways to provide Henry with equitable access to education. Be sure to explain the types of services Henry might need (e.g., pull-out reading, speech, or counseling), where Henry will receive his education, parent/teacher communication ideas, and how instruction will be delivered and by whom.

Reaching Agreement (2 points): Reflect on your ideas from the previous Brainstorming Options section, then explain in detail the plan that will meet the needs and interests of everyone on Henry’s team. Support your plan using scholarly sources.

School-Wide Vision (2 points): Recall your Week 5 Assignment “Everyone Wants What’s Best, So How Can ‘Best’ Be So Different?” Then, include an analysis of how your proactive team collaboration and the final agreement align with the long-term school goal to promote a collaborative school culture that embraces professional growth and leadership.

Role Reflection (2 points): Writing from the perspective of the special educator in the Case Study, describe the skills you have when encountering conflict and how you will leverage these during Henry’s meeting. Additionally, describe how you will use other’s skills in Henry’s meeting to strengthen your areas of weakness. Describe how you, as the special educator in this case, will grow professionally from this experience to become a stronger leader.

Case Study – Supporting Henry

Henry, who is 11 years old and in the fifth grade, was recently diagnosed with ADHD (Attention Deficit Hyperactivity Disorder) and a SLD (Specific Learning Disability), and is now attending his first IEP meeting after going through the referral process. Mr. Smith, his teacher, reported that Henry was frequently disruptive and asked to leave his seat, leading to classroom management challenges. Henry often does not complete coursework, misplaces homework, and exhibits impulsivity and social immaturity, which interfere with his learning. Despite behavioral issues, Mr. Smith described Henry as likeable, humorous, and helpful when others are hurt. Psychological assessments confirmed attention, focus, and impulsivity issues, along with short-term memory and visual processing problems, qualifying him for special education services. The multidisciplinary team includes teachers, parents, school psychologists, and administrators who will develop Henry’s IEP.

The meeting attendees include Mr. Smith, Ms. Young (special educator), Dr. Burman (psychologist), Dr. Jackson (administrator), Mr. Jefferies and Mrs. Jefferies (parents), and Henry himself. Each has distinct appearances, non-verbal cues, and interests that influence their participation. For example, Mr. Smith is casual, fidgets, and speaks quickly, favoring placement in a separate classroom. Ms. Young is well-prepared, uses understandable language, and favors keeping Henry in his current placement. Dr. Burman shows engagement through eye contact and direct communication, advocating behavioral interventions and possible pharmacological treatment. The parents have personal concerns about stigma and placement, with Mrs. Jefferies frequently jumping in and speaking loudly about Henry’s well-being, while Mr. Jefferies emphasizes behavior management. Henry displays inattentiveness and shrugging responses. The case emphasizes the importance of collaborative problem solving, culturally responsive communication, and developing educational plans aligned with Universal Design for Learning principles. The assignment requires APA formatting, proper mechanics, and supporting scholarly references.