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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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