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Mar 14, 2024

INTRODUCTION
A critical skill for high school students transitioning toward independence is self-regulation. Being able to self-regulate will help students achieve their personal and career goals. As a special education teacher in a secondary school setting, you will address both Individualized Education Programs (IEPs) and transition goals. This task will assess your competency of using the six stages of self-regulated strategy development (SRSD). You will base your responses on the following scenario about a student who is writing a college admissions essay.

Each course in the WGU Special Education Program adheres to the ethical principles set by the Council for Exceptional Children (CEC). Please consider these principles as you work on this assessment.
“Special Education Professional Ethical Principles
Professional special educators are guided by the Council for Exceptional Children (CEC) professional ethical principles, practice standards, and professional policies in ways that respect the diverse characteristics and needs of individuals with exceptionalities and their families. They are committed to upholding and advancing the following principles:
1. Maintaining challenging expectations for individuals with exceptionalities to develop the highest possible learning outcomes and quality of life potential in ways that respect their dignity, culture, language, and background.
2. Maintaining a high level of professional competence and integrity and exercising professional judgment to benefit individuals with exceptionalities and their families.
3. Promoting meaningful and inclusive participation of individuals with exceptionalities in their schools and communities.
4. Practicing collegially with others who are providing services to individuals with exceptionalities.
5. Developing relationships with families based on mutual respect and actively involving families and individuals with exceptionalities in educational decision making.
6. Using evidence, instructional data, research, and professional knowledge to inform practice.
7. Protecting and supporting the physical and psychological safety of individuals with exceptionalities.
8. Neither engaging in nor tolerating any practice that harms individuals with exceptionalities.
9. Practicing within the professional ethics, standards, and policies of CEC; upholding laws, regulations, and policies that influence professional practice; and advocating improvements in the laws, regulations, and policies.
10. Advocating for professional conditions and resources that will improve learning outcomes of individuals with exceptionalities.
11. Engaging in the improvement of the profession through active participation in professional organizations.
12. Participating in the growth and dissemination of professional knowledge and skills.”
SCENARIO
Maya is a high school student diagnosed with an emotional disturbance. She wants to attend a university to become an investigative journalist. She is required to write an admissions essay but struggles with college-level reading and writing assignments because they cause her severe anxiety. Maya experiences difficulties reading and comprehending higher-level academic and professional language. The academic language of the prompt for the university admissions essay has caused Maya elevated anxiety associated with her disability. To help Maya self-regulate her reading anxiety, one of her IEP goals states the following: By the end of the IEP year, when completing a challenging reading task, Maya will recognize her level of frustration and anxiety by using a visual self-monitoring checklist and implementing taught self-regulation strategies, with 80% accuracy.
Maya also states that she feels overwhelmed when beginning a writing assignment. When she is feeling anxious she struggles to organize her thoughts and has trouble concentrating. To help Maya self-regulate her writing anxiety, one of her IEP goals states: Using taught self-regulation strategies and self-monitoring checklists, once Maya has begun an independent task, she will remain focused on the task for at least 10 minutes, free from adult prompts, for an average of 80% of opportunities across environments by the end of the IEP year.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Develop a plan to help Maya comprehend the academic language in the essay prompt for university admission, using each of the following six stages of SRSD. Support your plan’s decisions by using evidence-based research or resources from the course of study..
• develop background knowledge
• discuss it
• model it
• memorize it
• support it
• establish independent practice
1. Describe the challenges to implementing the plan from part A, and explain how these challenges could be overcome.
B. Develop a plan to help Maya compose her university admissions essay, using each of the following six stages of SRSD. Support your plan’s decisions by using evidence-based research or resources from the course of study.
• develop background knowledge

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