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Constitutionally based Constitutionally based
court findings have set court findings have set
precedents for the rights precedents for the rights
of all students to be of all students to be
educated in the General educated in the General
Education classroom.Education classroom. “Least Restrictive Environment”
“Most Integrated Setting Appropriate”
“Not Separate or Different”
Three Federal Laws thatThree Federal Laws that
Protect Individuals with Protect Individuals with
Disabilities and Ensure their Disabilities and Ensure their
Rights to Educational Rights to Educational
Opportunities With their Opportunities With their
Non-Disabled Peers:Non-Disabled Peers:
Section 504 of the Rehabilitation Act of 1973Section 504 of the Rehabilitation Act of 1973
Individuals with Disabilities Education Act, Individuals with Disabilities Education Act,
(IDEA) 2004(IDEA) 2004
Americans with Disabilities Act (ADA) Americans with Disabilities Act (ADA) 19901990
These Laws Set a Precedent for These Laws Set a Precedent for All Students, Not Just Those All Students, Not Just Those
with Disabilities, to Have the with Disabilities, to Have the Opportunity to be Educated Opportunity to be Educated
Equally With their Peers and Equally With their Peers and Disallow Any Child from Being Disallow Any Child from Being
Excluded, No Matter How Excluded, No Matter How Diverse from the General Diverse from the General
Population.Population.
Reflect the Intent of the Reflect the Intent of the Law that Children with Law that Children with
Disabilities be Educated Disabilities be Educated with their with their
Non-Disabled Peers to the Non-Disabled Peers to the greatest extent greatest extent
possible or appropriate. possible or appropriate.
Inclusive Classroom Inclusive Classroom EnvironmentsEnvironments
How have we decided to interpret these laws?
IInclusive Classroom Environments havenclusive Classroom Environments have
been Gaining Momentum for More than 15 Years. been Gaining Momentum for More than 15 Years.
SStudies Indicate that Students Served Within tudies Indicate that Students Served Within
anan
Inclusive Environment Earn Higher Grades, Inclusive Environment Earn Higher Grades,
Achieve Higher or Comparable Scores on Achieve Higher or Comparable Scores on
Standardized Tests, Reduce Behavior Standardized Tests, Reduce Behavior
Infractions, and Attend More Days of School Infractions, and Attend More Days of School
than Students Served Within a Full Pull-Out than Students Served Within a Full Pull-Out
Program. Program.
p=mv
TTeachers in Inclusive Schools Work eachers in Inclusive Schools Work
Together to Implement Strategies that Together to Implement Strategies that
Maximize the Learning of All Students. Maximize the Learning of All Students.
These Strategies Include Cooperative These Strategies Include Cooperative
Learning, Curriculum Adaptation, Peer Learning, Curriculum Adaptation, Peer
Mediated Learning Approaches, Mediated Learning Approaches,
Collaboration and Team-Teaching, Direct Collaboration and Team-Teaching, Direct
Instruction and Reciprocal Teaching, as Instruction and Reciprocal Teaching, as
well as Innovative forms of well as Innovative forms of
Accountability and Assessment.Accountability and Assessment.
Response to Intervention
The RTI process is a multi-step approach to providing services and interventions to students who struggle with learning at
increasing levels of intensity. The progress students make
at each stage of intervention is closely monitored, and the results of this monitoring
are used to make decisions about the need for further
research-based instruction and/or intervention in general education, in a
resource room, or both.
Why is RTI now being adopted by schools?Congress passed the revised Individuals With Disabilities Education Improvement Act (IDEIA) in 2004.
• This Federal legislation provides the guidelines that schools must follow when identifying children for special education services.
• Based on the changes in IDEIA 2004, the US Department of Education (USDE) updated its regulations to state education departments. The new USDE regulations:
–Explicitly ALLOW states to use RTI to identify LD–FORBID states from forcing schools to use a ‘discrepancy model’ to identify LD
•A student with significant academic delays would be administered a battery of tests, including an intelligence test, as well as one or more academic achievement tests.
•If the student was found to have a substantial gap between a higher IQ score and lower achievement scores, a formula was used to determine if that gap was statistically significant and severe.
• If the student had a severe discrepancy gap between IQ and achievement, he or she would be diagnosed with a Learning Disability.
Prior to RTI, many states used a ‘Test-Score Discrepancy
Model’ to identify Learning Disabilities.
Limitations to the Test-Score Discrepancy Model
(Gresham, 2001):
•Requires chronic school failure BEFORE remedial/special education supports can be given.
•Fails to consider that outside factors such as poor or inconsistent instruction may contribute to a child's learning delay.
•A ‘severe discrepancy’ between test scores provides no useful information about WHY the student is doing poorly academically.
•Different states (and even school districts within the same state) often used different formulas to diagnose LD, resulting in a lack of uniformity in identifying children for special education support.
80-90%
Universal Instruction using Core Curriculum and
Best Practices
5-10%
Targeted Interventions
1-5%Intensive Intervention (IEP)
Differentiated Instruction:
Step One: Know Your Students
• Determine Ability level (Pre-Assessment, Prior Performance Levels, etc.)
• Survey Student Interest
• Is Behavior a Problem (Implement Positive Incentive Plan)
Step Two: Have a Repertoire of Teaching Strategies
• Direct Instruction• Inquiry-Based Learning
• Cooperative Learning (Groups)
• Information Processing Strategies (KWL, scaffolding, graphic organizers, etc.)
Step Three: Identify a Variety of RB Instructional Activities
Step Four: Identify Ways to Assess & Evaluate Student Progress
80 – 90%
General Education Interventions Should Include:
Targeted Intervention and Progress Monitoring
Tier 2 remains a general education intervention and is an attempt by a student’s classroom teacher, with input from others, to resolve a problem before a referral is made for an individual evaluation.
• Data Collection
• Progress Monitoring and Evaluation measuring the effectiveness of intervention or need for referral
• Collaboration between general educators and special educators
• Measurable and Goal-Directed attempts to resolve concerns
• Communication with parents
5 – 10%
Interventions require direct instruction and data collection to determine the effectiveness of the intervention. The premise behind this practice is that many concerns can be resolved by the classroom teacher resulting in the child
remaining in general education classes.
Individual Education Plan (IEP) Individual Directives for Specific
Delivery of More Intense Interventions, that include
Accommodations, and/or ModificationsThese Services are Designed by the
Planning Team and Provided within the General Education classroom,
as well as Resource Room Environments
1-5%
Both are rooted in:
• Standard-Based Instruction
• Research-Based Instructional Methods
• Student-Centered Planning
• Multiple Avenues for Learning (Differentiation)
• Use of Best Practices and Materials
• Instruction Driven by Assessment
Direct Instruction and
Response to Intervention
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