current practices for meeting the needs of exceptional learners

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  • CURRENT PRACTICES FOR MEETING THE NEEDS OF EXCEPTIONAL LEARNERSPrepared by:Elaine Medina-Miranda, RN, RM, MAN

  • REVIEW!*

  • IDEAIndividuals with Disabilities ActThis act is the major special education law.

  • DISABILITY CATEGORIESAutismCommunication disordersDeaf-BlindnessHearing impairmentsMental RetardationMultiple disabilities*

  • DISABILITY CATEGORIES7. Orthopedic Impairments8. Other health impairments9. Serious Emotional Disturbance 10. Specific learning disabilities11. Traumatic brain injury12. Visual impairments*

  • MAJOR PRINCIPLES ZERO REJECTNONDISCRIMINATORY TESTINGFREE AND APPROPRIATE EDUCATIONLEAST RESTRICTIVE ENVIRONMENTDUE PROCESSPARENT PARTICIPATION*

  • ADDITION TO THE ORIGINAL LAW*

  • 1. TRANSITION SERVICESServices intended to facilitate the learners transition from school to community, college, vocational programs or employment.

    The transition plan involves other professionals.

    *

  • 2. EARLY CHILDHOOD EDUCATIONStates are required to locate as many young children as possible, who may require special education services.

    *

  • OTHER INSTANCES OF CLASSROOM DIVERSITYCulturally and linguistically diverse groups.At-risk.Gifted and talented.*

  • EVALUATION AND IDENTIFICATION OF EXCEPTIONAL LEARNERSEffective practices in identifying students who are exceptional learners.

  • THE CHILD STUDY TEAM

    Sometimes known as (CST), School Building Level Committee (SBLC), Pupil Personnel Team (PPT), or Pre-referral Team, this team may be drawn from the following staff members:

  • Childs Classroom TeacherPrincipalSchool PsychologistSpecial Education Teacher

    School NurseSocial WorkerSpeech/Language ClinicianGuidance Counselor

    *

  • PREREFERRAL STRATEGIESBefore a formal assessment of a student for possible placement in special education occurs, his or her teacher meet with the Pre-referral team to discuss the natures of the problem and what possible modifications to instruction of the classroom might be made.

  • THE CHILD STUDY TEAM MEETINGOnce a referral is made, personnel involved on the team will gather as much available information prior to the meeting to better understand the child.

  • SOURCES OF STUDENT INFORMATION INCLUDE:Prior Academic AchievementPrior Test ScoresGroup Standardized Achievement Test ResultsAttendance RecordsPrior Teacher Reports

    Group IQ Test InformationPrior Teacher ReferralsMedical History in the School Nurses OfficeStudent Work

  • PREREFERRAL INTERVENTION STRATEGIESTeam Meeting with TeachersParent InterviewsMedical ExamHearing TestVision TestClassroom Management Techniques

  • PREREFERRAL INTERVENTION STRATEGIESConsolidation of ProgramReferral to Child Protective ServicesInformal Assessment TechniquesObservationScreening

  • PREREFERRAL INTERVENTION STRATEGIESHelp ClassesRemedial Reading or Math ServicesIn-School CounselingProgress ReportsDisciplinary ActionChange of Program

  • BENEFITS OF THE PREREFERRAL PROCESSProvides a forum for teachers and other team membersincluding parentsto discuss how to meet students needs.Empowers general education teachers with a variety of strategies to better serve diverse learners.

    *

  • Prevents the overrepresentation of students from a particular group (e.g., English learners, students at risk due to poor teaching) in special education.Improves communication between parents and the school by involving families in the process (e.g., parents offer information, participate in intervention development, become members of the team).

    *

  • Response to Intervention

    OSEP Leadership Conf 3/30/05*

  • RTI PROCESS

    What is it?

    *

    OSEP Leadership Conf 3/30/05*

  • RTI ISthe practice of (1) providing high-quality instruction/intervention matched to student needs and (2 ) using learning rates over time and level of performance to (3) make important educational decisions

    (NASDSE, 2006) *

    OSEP Leadership Conf 3/30/05*

  • GOALS OF RTIPrevention of academic/behavior problemsAttend to skill gaps earlyProvide interventions/instruction earlyClose skill gaps to prevent failureDetermination of eligibility as a student with a specific learning disabilityPattern of inadequate response to interventions may result in referral to special education

    *

    OSEP Leadership Conf 3/30/05*

  • WHAT DOES RTI IMPLEMENTATION LOOK LIKE?Students receive high quality, research-based instruction by qualified staff in their general education setting.General education instructors and staff assume an active role in students assessment in that curriculum.School staff conduct universal screening of (a)academics and (b)behavior.School staff implement specific, research-based interventions to address the students difficulties.*

    OSEP Leadership Conf 3/30/05*

  • INTERVENTION LEVELSTiers include increasing levels of intensity of interventionsPrimary Instruction -- differentiated curriculum and instruction for all students Secondary Interventions -- Targeted interventions for students at-riskTertiary Interventions -- Strategic/Intense interventions for students with intensive needs

    *

    OSEP Leadership Conf 3/30/05*

  • *

    Primary Instruction (~80%)School-/Classroom-wide Systems for All Students,Staff and SettingsSecondary Intervention (~15%)Specialized GroupSystems for Students with At Risk PerformanceTertiary Intervention (~5%)Specialized IndividualizedSystems for Students with Intensive Needs Continuum of School-Wide Instruction

    OSEP Leadership Conf 3/30/05*

  • PRIMARY INSTRUCTION Expectation = 80% or more of students successful with general education curriculum and instruction.Assessment = Universal screenings for academics and social/emotional growth (behaviors).Intervention = Through differentiated instructional practices.Roles and responsibilities = primarily the general education teacher.

    *

    OSEP Leadership Conf 3/30/05*

  • SECONDARY INTERVENTION Expectation = 15% of students may be at risk and in need of targeted interventions.Assessment = progress monitoring of student response to specific intervention.Intervention = standard protocol treatment intervention; evidence-based intervention. Roles and responsibilities = variety of personnel as determined by the school.

    *..

    ..OSEP Leadership Conf 3/30/05*

  • TERTIARY INTERVENTION Expectation = 5% of students may be at significant risk and in need of intense interventions.Assessment = progress monitoring of student response to specific intervention.Intervention = standard protocol treatment intervention; evidence-based intervention; unique intervention based on teacher expertise.Roles and responsibilities = variety of personnel as determined by the school.

    *

    OSEP Leadership Conf 3/30/05*

  • WHAT ARE THE TYPES OF INTERVENTIONS?Standard Treatment Protocol InterventionsFrom scientific-based education research

    Evidence-based Interventions From education research

    Experiential-based InterventionsFrom best practice with alike students

    *

    OSEP Leadership Conf 3/30/05*

  • ADVANTAGES OF RTI APPROACHProvides instructional assistance in a timely fashion (e.g., NOT a wait-to-fail model).

    Helps ensure a students poor academic performance is not due to poor instruction or inappropriate curriculum.

    Informs teacher and improves instruction because assessment data are collected and closely linked to interventions.

    *

    OSEP Leadership Conf 3/30/05*

  • QUESTIONS?

    CLARIFICATIONS?

    *?!??!!.

    OSEP Leadership Conf 3/30/05*

  • THANK YOU FOR LISTENING!*

    OSEP Leadership Conf 3/30/05*

    OSEP Leadership Conf 3/30/05OSEP Leadership Conf 3/30/05*

    OSEP Leadership Conf 3/30/05OSEP Leadership Conf 3/30/05*

    OSEP Leadership Conf 3/30/05OSEP Leadership Conf 3/30/05*

    OSEP Leadership Conf 3/30/05OSEP Leadership Conf 3/30/05*

    OSEP Leadership Conf 3/30/05OSEP Leadership Conf 3/30/05*

    OSEP Leadership Conf 3/30/05OSEP Leadership Conf 3/30/05*

    OSEP Leadership Conf 3/30/05OSEP Leadership Conf 3/30/05*

    OSEP Leadership Conf 3/30/05OSEP Leadership Conf 3/30/05*

    OSEP Leadership Conf 3/30/05OSEP Leadership Conf 3/30/05*

    OSEP Leadership Conf 3/30/05OSEP Leadership Conf 3/30/05*

    OSEP Leadership Conf 3/30/05OSEP Leadership Conf 3/30/05*

    OSEP Leadership Conf 3/30/05OSEP Leadership Conf 3/30/05*

    OSEP Leadership Conf 3/30/05

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