CURRENT PRACTICES FOR MEETING THE

NEEDS OF EXCEPTIONAL

LEARNERS

Prepared by:Elaine Medina-Miranda, RN,

RM, MAN

REVIEW!

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IDEAIndividuals with Disabilities Act

This act is the major special education law.

DISABILITY CATEGORIES

1. Autism2. Communication disorders3. Deaf-Blindness4. Hearing impairments5. Mental Retardation6. Multiple disabilities

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DISABILITY CATEGORIES

7. Orthopedic Impairments8. Other health impairments9. Serious Emotional Disturbance 10. Specific learning disabilities11. Traumatic brain injury12. Visual impairments

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MAJOR PRINCIPLES

1. ZERO REJECT

2. NONDISCRIMINATORY TESTING3. FREE AND APPROPRIATE EDUCATION

4. LEAST RESTRICTIVE ENVIRONMENT

5. DUE PROCESS

6. PARENT PARTICIPATION

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ADDITION TO THE ORIGINAL LAW

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1. TRANSITION SERVICESServices intended to facilitate the learners

transition from school to community, college, vocational programs or employment.

The transition plan involves other professionals.

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2. EARLY CHILDHOOD EDUCATION

States are required to locate as many young children as possible, who may require special education services.

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OTHER INSTANCES OF CLASSROOM DIVERSITY

1. Culturally and linguistically diverse groups.

2. At-risk.

3. Gifted and talented.10

EVALUATION AND IDENTIFICATION OF EXCEPTIONAL LEARNERS

Effective 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:

Child’s Classroom Teacher

PrincipalSchool Psychologist

Special Education Teacher

School NurseSocial WorkerSpeech/Language Clinician

Guidance Counselor

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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 MEETING

Once 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 Achievement

Prior Test Scores Group Standardized

Achievement Test Results

Attendance Records Prior Teacher

Reports

Group IQ Test Information

Prior Teacher Referrals

Medical History in the School Nurse’s Office

Student Work

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

PREREFERRAL INTERVENTION STRATEGIESConsolidation of ProgramReferral to Child Protective Services

Informal Assessment Techniques

ObservationScreening

PREREFERRAL INTERVENTION STRATEGIESHelp ClassesRemedial Reading or Math Services

In-School CounselingProgress ReportsDisciplinary ActionChange of Program

BENEFITS OF THE PREREFERRAL PROCESS

Provides a forum for teachers and other team members—including parents—to discuss how to meet students’ needs.

Empowers general education teachers with a variety of strategies to better serve diverse learners.

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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).

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Response to

Intervention

RTI PROCESS

What is it?

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RTI IS…the 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)

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GOALS OF RTI

Prevention of academic/behavior problemsAttend to skill gaps earlyProvide interventions/instruction earlyClose skill gaps to prevent failure

Determination of eligibility as a student with a specific learning disabilityPattern of inadequate response to

interventions may result in referral to special education

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WHAT DOES RTI IMPLEMENTATION LOOK LIKE?

1. Students receive high quality, research-based instruction by qualified staff in their general education setting.

2. General education instructors and staff assume an active role in students’ assessment in that curriculum.

3. School staff conduct universal screening of (a) academics and (b) behavior.

4. School staff implement specific, research-based interventions to address the student’s difficulties.

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INTERVENTION LEVELS Tiers include increasing levels of

intensity of interventionsPrimary Instruction -- differentiated

curriculum and instruction for all students

Secondary Interventions -- Targeted interventions for students at-risk

Tertiary Interventions -- Strategic/Intense interventions for students with intensive needs 27

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Primary Instruction (~80%)

School-/Classroom-wide Systems for All Students,

Staff and Settings

Secondary Intervention (~15%)

Specialized GroupSystems for Students with

At Risk Performance

Tertiary Intervention (~5%)Specialized IndividualizedSystems for Students with

Intensive Needs

Continuum of School-Wide Instruction

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. 29

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.

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..

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.

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WHAT ARE THE TYPES OF INTERVENTIONS?1. Standard Treatment Protocol Interventions

From scientific-based education research

2. Evidence-based Interventions From education research

3. Experiential-based Interventions From best practice with alike students

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ADVANTAGES OF RTI APPROACHProvides instructional assistance in a timely

fashion (e.g., NOT a wait-to-fail model).

Helps ensure a student’s 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.

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QUESTIONS?

CLARIFICATIONS?

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THANK YOU FOR LISTENING!

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