SPED/ASD/HIGH INCIDENCE DISABILITIES
EDUCATION PORTFOLIO
SPECIAL EDUCATION, HIGH INCIDENCE DISABILITIES, AUTISM SPECTRUM DISORDERS, EMOTIONAL BEHAVIORAL DISORDERS,
INTELLECTUAL DISABILITIES, RESOURCE SUPPORT & CURRICULUM DEVELOPMENT, BEHAVIOR INTERVENTION,
GENERAL EDUCATION, AVIAN-ASSISTED INTERVENTION, APPLIED BEHAVIOR ANALYSIS, PROGRAM EVALUATION,
EVIDENCE-BASED PRACTICES, ANIMAL ASSISTED THERAPY & INTERVENTION
SPED 760 Reflections
Reflection 1:
Michael Friedmann
SPED 898
Dr. Sean Smith
Reflection Artifact SPED 760
Communication Deficits in Autism Spectrum Disorder
Purpose of the Artifact:
The artifact titled "Communication Deficits in Autism Spectrum Disorder" from SPED 760 served as an extensive analysis and reflection on one of the primary characteristics defining Autism Spectrum Disorder (ASD), particularly emphasizing communication deficits. The purpose of this assignment was to collaboratively create a comprehensive glossary detailing various characteristics of ASD, offering practical examples and clarifications to facilitate understanding among peers within the course and throughout the Master's in Autism Spectrum Disorder program at the University of Kansas.
Meeting Assignment Requirements:
My paper addressed the assignment requirements thoroughly by explicitly focusing on the characteristics of communication deficits. Through personal experiences and professional insights gained across multiple educational settings, I clearly delineated the manifestations of communication challenges observed among students with ASD, from preschool through K-12 environments. The inclusion of developmental observations, such as transitional difficulties, non-verbal communication strategies, and the evolution of communicative capacities, provided tangible examples that effectively illustrated the theoretical concepts discussed in class and reinforced by Boutot (2017).
Key Learnings from the Assignment:
Notably, the assignment highlighted the significant overlap between communication deficits and social skills deficits, acknowledging how intertwined these areas are for individuals with ASD. This understanding became increasingly evident as I progressed through the Master's program. Initially, my primary focus rested solely on communication strategies and interventions. However, my experiences and learnings gradually shifted my attention toward social skills interventions, recognizing that effective communication and robust social skills are interdependent and mutually reinforcing.
From this assignment, I learned the critical importance of nuanced, individualized approaches to supporting students with ASD. Specifically, the insights gained underscored that educators must deeply comprehend the broad spectrum of communication challenges to devise effective interventions. For instance, understanding echolalia not merely as repetitive speech but as a potential communicative function was transformative. It prompted me to adopt investigative approaches to student behaviors, enhancing my responsiveness and adaptability as a special educator.
Contribution to My Development as a Special Educator:
This artifact substantially contributed to my professional development by deepening my practical understanding and appreciation of communication's role in educational success and social integration for students with ASD. Recognizing communication as fundamental to basic needs, wants, and social interactions reshaped my instructional practices, encouraging me to employ diverse strategies such as visual aids, alternative communication methods, and tailored behavioral interventions. This has allowed me to facilitate more meaningful interactions and measurable successes with my students.
Conclusion and Decision Not to Revise:
The instructor's feedback affirmed the comprehensiveness and depth of my analysis, resulting in a high score of 92%. Consequently, I chose not to revise this artifact, as I felt the feedback and grade adequately reflected my understanding and the assignment's thoroughness. Overall, this reflection and the insights derived from the artifact emphasize the importance of continuous learning and adaptability in effectively serving students with autism spectrum disorder, significantly informing my ongoing professional practice.
Communication Deficits in ASD
Rubric
Reflection 1
Reflection 2:
Michael Friedmann
SPED 898
Dr. Sean Smith
Reflection Artifact SPED 760
Purpose of the Artifact:
The artifact titled "History of Autism Spectrum Disorder – Spanish Flu of 1918" provided a detailed exploration into the historical event of the Spanish Flu pandemic and its purported association with Autism Spectrum Disorder (ASD), specifically addressing the longstanding debate regarding vaccinations as a potential causative factor of autism. This assignment aimed to deepen understanding of the historical context influencing current perceptions and misconceptions about ASD, particularly through investigating the parallels between historical pandemics and contemporary public health crises.
Meeting Assignment Requirements:
​
In addressing the assignment requirements, my paper effectively highlighted the historical context of the Spanish Flu, noting its origins, widespread impact, and public responses. The analysis included a thorough exploration of early vaccination efforts and clearly established the scientific evidence dismissing the linkage between influenza vaccinations and the development of ASD. By referencing substantial medical research and historical data, including key sources such as the Centers for Disease Control and Prevention (CDC), World Health Organization (WHO), and notable scholars such as Offit (2016) and Willingham (2012, 2013), the assignment successfully met the academic standards of evidence-based argumentation required for graduate-level coursework.
​
Decision Not to Revise:
I chose not to revise this artifact despite receiving a 90%, as the feedback primarily concerned minor APA formatting errors. Given the minor nature of these errors and the overall strong performance in substantive content and analysis, I concluded that my original submission sufficiently met the assignment objectives and effectively conveyed a nuanced historical and scientific narrative.
Contribution to My Development as a Special Educator:
This assignment significantly contributed to my professional development as a special educator by reinforcing the necessity of grounding educational practice in rigorous scientific evidence, especially when addressing sensitive topics such as vaccinations and autism. It underscored the importance of addressing misinformation directly with clear, factual information, which is particularly crucial in special education where misconceptions can influence parental decisions and educational outcomes. The detailed historical analysis sharpened my critical thinking and research skills, enhancing my ability to dissect complex information and present it in an accessible and educational manner.
Key Learnings from the Assignment:
​
This assignment deepened my understanding of the interplay between historical events, public health policies, and educational practices. Recognizing how past pandemics shaped educational systems and public perceptions allowed me to better contextualize the impacts of the recent COVID-19 pandemic on my own students' social and academic skills. Observing parallels between historical and current events highlighted the necessity of adaptive, responsive educational strategies to support students facing diverse challenges exacerbated by such crises.
Conclusion:
The insights gained from this artifact reinforced my commitment to ongoing professional learning and evidence-based practice. By appreciating the historical context and scientific basis of ASD characteristics and interventions, I am better equipped to advocate for informed, compassionate, and effective educational practices for students on the autism spectrum.
History of ASD
Rubric
Reflection
Reflection 3:
Michael Friedmann
SPED 898
Dr. Sean Smith
Reflection Artifact SPED 760
DSM & IDEA Criteria and GARS3
Purpose of the Artifacts:
The artifacts, both written papers on "DSM & IDEA Criteria" and "GARS3," significantly contributed to my graduate-level understanding of assessment and identification practices related to Autism Spectrum Disorder (ASD). The purpose of these assignments was to apply diagnostic criteria from the DSM-5 and IDEA definitions, as well as utilizing the Gilliam Autism Rating Scale, Third Edition (GARS-3), to evaluate and understand ASD characteristics more deeply in real-world contexts. The chosen subject for both artifacts was Lucas, a student whose behaviors exemplified core ASD traits, allowing for practical and detailed applications of theoretical knowledge.
Meeting Assignment Requirements:
The "DSM & IDEA Criteria" artifact effectively addressed the assignment criteria by thoroughly comparing Lucas's observable behaviors against both DSM-5 and IDEA definitions for ASD. This comprehensive analysis provided clarity on similarities and distinctions between clinical and educational frameworks. Specific examples of Lucas’s behaviors, such as frequent elopement, rigid adherence to routines, social communication deficits, and sensory sensitivities, were explicitly connected to the diagnostic criteria, meeting the assignment's requirements. Additionally, the reflective element emphasized the importance of diagnostic clarity in creating targeted, effective intervention strategies for educational settings.
The second artifact, "GARS3," involved systematically rating Lucas using a standardized instrument. This exercise underscored the utility of objective, quantifiable measures to complement clinical observations. My evaluation accurately reflected Lucas’s behavioral profiles, including significant challenges in social interaction, communication, and cognitive style. Completing this assessment reinforced the importance of structured tools in enhancing the reliability and validity of assessments, facilitating the identification of areas requiring intensive intervention and support.
Decision Not to Revise:
My decision not to revise these artifacts, despite minor APA errors and late penalty reductions erroneously applied despite disability accommodations, stemmed from receiving high substantive feedback, indicated by a 90% grade for both, with the only deduction in points being for a late penalty. The feedback received confirmed that my analytical approach and depth of evaluation met the graduate-level expectations. The high-quality analysis outweighed minor technical corrections, affirming my proficiency and understanding of the complex diagnostic processes involved.
Key Learnings from the Assignment:
Through these assignments, I learned valuable insights into diagnostic methodologies and their practical implications. The process highlighted the necessity for educators to be well-versed in both clinical and educational diagnostic frameworks to adequately advocate for and support students with ASD. The assignments also reinforced the critical role that structured assessments, like GARS-3, play in informing interventions and educational planning. Understanding how to interpret and apply these assessment tools significantly strengthened my ability to implement evidence-based practices tailored to individual student needs.
Contribution to My Development as a Special Educator:
These artifacts greatly contributed to my professional development as a special educator by enhancing my assessment capabilities and my understanding of ASD. They emphasized the importance of integrating clinical knowledge, diagnostic criteria, and structured assessment tools into practical educational strategies. Moving forward, the competencies gained through these assignments will enable me to create more comprehensive, individualized educational plans and interventions that support student success and promote meaningful educational outcomes.
Conclusion:
The insights and skills developed through these artifacts position me to more effectively identify and support students with ASD, fostering inclusive educational environments that respect and respond to individual differences. This foundation not only enhances my professional practice but also directly contributes to improved educational experiences and outcomes for my students.