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Ch. 2 Delivery of Appropriate Services to Students With Special Needs,…

- - - - Purpose and implement adaptations from the four categories.
        
        Instructional delivery.
        
        Instructional material
        
        Instructional content
        
        Instructional activity
    - - Analyze the student’s strengths and struggles.
    - - Determine the prerequisite skills of the task.
    - - Test to determine if adaptations help the students accomplish the task
    - - “What am I requiring the student to do?”
- - - - Students who identified as being a risk for having low academic performance during universal screening or through progress monitoring in the general education class qualify for more intensive intervention support.
    - - Depending on states. Tier 3 may mean special education services.
      - Intervention demonstrate persistently low performance that require the most intensive services and instructional support.
  - - - The R T I framework can be used to intervene with struggling students in early grades with the intention of preventing referrals to special education because of inadequate instruction
      - The identification of specific learning disabilities
- - - - creative thinking,
      - general intellectual ability,
      - specific academic ability,
      - leadership,
      - psychomotor ability,
      - visual/performing arts abilities
  - - - Curiosity
      - Task commitment
      - Sense of humor
      - Keen interest
      - Use of language
      - Self efficacy
      - Problem solving
      - Asynchronous maturity
  - - - students skipping to a grade ahead of their classmates of the same age.
      - Grade skipping usually happens in the early elementary years, also occurs with some frequency toward the end of high school, when students skip their remaining years and attend college through early-entrance programs.
      - advanced placement courses, which allow students to take classes that provide more in-depth course content and earn college credit for them.
      - ability grouping, students of comparable abilities work together in courses or activities in which they excel.
      - honors sections of academic courses as a form of ability grouping in which students must demonstrate superior academic performance for entrance.
    - - Independent study, through which a student studies a topic in more depth or investigates a topic that is not part of the general education curriculum. Focuses on learning to be self-directed and to explore subjects in which the individual has an interest.
      - mentorships, which pair students who have special interests with adults who have expertise in those areas. Mentorships need to be carefully arranged by teachers, but the benefits are both immediate and long term.
      - internships are working assignments that allow gifted high school students who have expressed interest in a particular career to gain experience within that profession
    - - differentiated instruction for gifted learners:
        
        Problem-based learning
        
        Abstract thinking
        
        Reasoning activities
        
        Creative problem solving
        
        Content mastery
        
        Breadth and depth of topics
        
        Independent study
        
        Talent development
- - - - components early education management plans:
        
        The child’s current functioning levels in all relevant areas (physical development, cognitive development, language and speech development, psychosocial development, and self-help skills)
        
        The family’s strengths and needs in regard to the development of their child
        
        The major outcomes expected, expressed in terms of procedures, evaluation criteria, and a time line
        
        The services necessary and a schedule for their delivery
        
        Projected dates for initiation of services
        
        The name of the service coordinator
        
        A biannual (every six months) review, with the child’s family, of progress made and of any need for modifications in the IFSP
        
        Indication of methods for transitioning the child to services available for children ages 3 to 5
  - - - Current performance:
        
        The student’s present levels of academic achievement and functional performance related to how the student’s disability influences participation and progress in the general education curriculum
      - Goals:
        
        Statement of measurable goals related to participation in the general education curriculum or to meeting other educational needs resulting from the disability
      - Special education and related services:
        
        Specific educational services to be provided, including accommodations, program modifications, or supports that allow participation in the general education curriculum and in extracurricular activities
      - Participation with students without disabilities:
        
        Explanation about the extent to which the student will not participate in general education classes and in extracurricular activities alongside peers without disabilities
      - Participation in state- and district-wide testing:
        
        Description of assessment accommodations needed for these assessments, or, if the student will not be participating, a statement listing reasons for nonparticipation and explaining how the student will be alternatively assessed
      - Dates and places:
        
        Projected dates for initiation of services, where services will be delivered, and the expected duration of those services
      - Transition service needs:
        
        A transition component for those students (beginning at age 16) whose goals are related to community presence and independence that is included in the IEP to identify postschool goals and to describe transitional assessments and service needs
      - Age of majority:
        
        A requirement to inform students, beginning at least one year before they reach the age of majority, of those rights that transfer to them
      - Measuring progress:
        
        Statement of how the student’s progress toward achieving IEP goals will be measured and how parents will be informed about this progress
  - - - initiated at age 16 to help those students who require special education services to make successful transitions to independence, community living, and work
  - - - Students who cannot be expelled are those whose disruptive behavior was caused by their disability.
- - - - Document and explain how and when the student is struggling
      - Determine the effectiveness of classroom adaptations and additional assistance
      - Monitor the student's progress during the application of high quality instruction
  - - - Those children visible with indications of a disability or other signals of significant developmental delay are usually identified early and receive early intervention services during infancy and preschool years.
    - - Documentation of academic and behavioral interventions already conducted in data from program monitoring procedures are part of the information and used during the referral and indication steps.
  - - - Each member helps to evaluate the students' unique strengths and struggles
      - If the student is 16 years or older, evaluation includes assessments related to the needs for transitioning services for moving either from school to work or secondary to post secondary education.
    - - Culturally, in linguistically diverse or C L D students are disproportionately represented in special education classes
      - Professionals must ensure that C L D students who go through the disability referral process
        
        Have received effective remedial interventions prior to referral
        
        I've been thoroughly reviewed to rule out a limited English proficiency as the reason for the problem
    - - Medical history
      - Educational performance
      - Adaptive behavior in the community
      - Tests of intelligence
      - Social interactions at school and at home
      - Academic achievement
        
        Academic assignments
        
        Curriculum based measurements of reading mathematics.
        
        Portfolio samples of classroom performance
      - Acutity
      - A T evaluations
      - School observations of classroom and social behavior
  - - - major changes in goals, services, or placement do require parents to be notified in writing.
- - - - Major life activities include
        
        walking,
        
        seeing,
        
        hearing,
        
        speaking,
        
        breathing,
        
        learning,
        
        reading,
        
        writing,
        
        performing math calculations,
        
        working,
        
        self-care,
        
        performing manual tasks.
  - - - accommodations and adaptations,
        
        Accommodations and adaptations might include
        
        changes to the physical environment,
        
        adaptations to curriculum and instruction,
        
        accommodations in testing, and
        
        assistance with organizing time and activities.
      - identifies the person(s) responsible for implementation, and
      - lists the procedures for monitoring the effectiveness of the plan.
- - - - Because principals often coordinate management efforts at their site, they can be most helpful in ensuring the delivery of special education services including monitoring the array of services indicated on every student’s IEP, and in ensuring the coordination of services throughout the school.
      - Effective principals also set the tone for positive attitudes crucial to all students’ success.
  - - - how to help families participate in IEP
        
        Make a list of important questions to ask IEP team members. Examples:
        
        What problems is my child having?
        
        How well does my child behave?
        
        Does my child have friends?
        
        How is my child doing in school?
        
        What is my child’s daily schedule?
        
        Outline points to make about your child’s strengths.
        
        Bring records regarding your child’s needs.
        
        Ask for clarification.
        
        Be assertive and proactive but not aggressive or reactive.
        
        Listen and compromise.
        
        Remain involved with the professionals on the IEP team.
        
        Know about placement and service options, and explore each with the team.
  - - - Describe personal strengths, weaknesses, and needs.
      - Evaluate personal progress toward accomplishing their goals.
      - Bring a list of adaptations and explain how each is helpful.
      - Communicate their preferences and interests.
      - Articulate their long-term goals and desires for life, work, and postsecondary schooling.
- - - - The most important predictor of student success in school is readiness to learn to read.
      - Unfortunately, many children from high-poverty homes enter school with limited readiness skills.
      - More than any other factor, poverty accounts for poor school performance.
    - - Homeless children and children of immigrants and migrant workers often experience disruption and dislocation—circumstances that can be challenging as they try to cope with frequent transitions from school to school
      - Educators must understand that their low academic performance occurs because of many factors, including fragmented education, absenteeism, and high risk for health problems.
    - - Being from a migrant worker’s family also places children at risk for poor school performance
    - - There is no denying the lifelong impact of poor nutrition, limited or no access to health care (through being uninsured), and lack of timely immunizations during childhood (CDF, 2014). During the school year, the effects can be seen in learning and behavior problems. Across the life span, there are adverse effects on employment and life satisfaction.
    - - These schools tend to need major renovations, and the classrooms are crowded with too many students. Resources such as technology and instructional materials are typically limited,
      - School leaders must work strategically to establish appropriate interventions while keeping abreast of emerging research as they plan instruction at the elementary and secondary levels, especially in low-performing schools
  - - - most effective and efficient way to make an enormous difference in the outcomes of children in poverty is to remove the risk variables by
        
        Improving these children and their families’ access to health care.
        
        Removing bureaucratic barriers to existing health-care options.
        
        Working hard to ensure every child has the healthy start necessary to survive and thrive in life
    - - Differentiating focuses on the tasks students must perform, their learning needs, and the adaptations that can be made to accommodate their individual needs.
      - universal screening to identify students who are performing in the risk category and then providing intervention to support the core or regular class instruction.
      - early intervention is to prevent learning problems from escalating and to reduce inappropriate referrals to special education as a result of inadequate or poor instruction.
        
        Screening and intervention are also necessary at the secondary level.
      - Working collaboratively with other professionals and family members is yet another educational practice that responds to the special needs of students at risk
- - - - Evaluate the student’s progress toward IEP goals.
      - Evaluate the effectiveness of services or supports.
      - Monitor progress.
      - What are related services and who are the providers?
- - - - 3
        Intensive individualized interventions
        (Tertiary prevention)