Current practices for meeting the needs of exceptional learners
- 1. CURRENT PRACTICES FOR MEETING THE NEEDS OF EXCEPTIONAL LEARNERS Prepared by: Elaine Medina-Miranda, RN, RM, MAN
- 2. REVIEW! 2
- 3. IDEA Individuals with Disabilities Act This act is the major special education law.
- 4. DISABILITY CATEGORIES 1. Autism 2. Communication disorders 3. Deaf-Blindness 4. Hearing impairments 5. Mental Retardation 6. Multiple disabilities 4
- 5. DISABILITY CATEGORIES 7. Orthopedic Impairments 8. Other health impairments 9. Serious Emotional Disturbance 10. Specific learning disabilities 11. Traumatic brain injury 12. Visual impairments 5
- 6. MAJOR PRINCIPLES 1. ZERO REJECT 2. NONDISCRIMINATORY TESTING 3. FREE AND APPROPRIATE EDUCATION 4. LEAST RESTRICTIVE ENVIRONMENT 5. DUE PROCESS 6. PARENT PARTICIPATION 6
- 8. 1. TRANSITION SERVICES Services intended to facilitate the learners transition from school to community, college, vocational programs or employment. The transition plan involves other professionals. 8
- 9. 2. EARLY CHILDHOOD EDUCATION States are required to locate as many young children as possible, who may require special education services. 9
- 10. OTHER INSTANCES OF CLASSROOM DIVERSITY 1. Culturally and linguistically diverse groups. 2. At-risk. 3. Gifted and talented. 10
- 11. IDENTIFICATIO N OF EXCEPTIONAL LEARNERS Effective practices in identifying students who are exceptional learners.
- 12. 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:
- 14. PREREFERRAL STRATEGIES Before 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.
- 15. 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.
- 16. 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
- 17. PREREFERRAL INTERVENTION STRATEGIES Team Meeting with Teachers Parent Interviews Medical Exam Hearing Test Vision Test Classroom Management Techniques
- 18. PREREFERRAL INTERVENTION STRATEGIES Consolidation of Program Referral to Child Protective Services Informal Assessment Techniques Observation Screening
- 19. PREREFERRAL INTERVENTION STRATEGIES Help Classes Remedial Reading or Math Services In-School Counseling Progress Reports Disciplinary Action Change of Program
- 20. 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. 20
- 21. 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). 21
- 23. RTI PROCESS What is it? 23
- 24. 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) 24
- 25. GOALS OF RTI Prevention of academic/behavior problems Attend to skill gaps early Provide interventions/instruction early Close skill gaps to prevent failure Determination of eligibility as a student with a specific learning disability Pattern of inadequate response to interventions may result in referral to special education 25
- 26. 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. 26
- 27. INTERVENTION LEVELS Tiers include increasing levels of intensity of interventions Primary 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
- 28. 28 Primary Instruction (~80%) School-/Classroom-wide Systems for All Students, Staff and Settings Secondary Intervention (~15%) Specialized Group Systems for Students with At Risk Performance Tertiary Intervention (~5%) Specialized Individualized Systems for Students with Intensive Needs Continuum of School-Wide Instruction
- 29. 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
- 30. 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. 30 ..
- 31. 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. 31
- 32. WHAT ARE THE TYPES OF INTERVENTIONS? 1. Standard Treatment Protocol Interventions From scientific-based education research 1. Evidence-based Interventions From education research 1. Experiential-based Interventions From best practice with alike students 32
- 33. ADVANTAGES OF RTI APPROACH Provides 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. 33
- 35. THANK YOU FOR LISTENING! 35