1. I am worried about remembering and adhering to all of the laws.
2. I am concerned about the reality of differentiating instruction. I understand and value its importance, but I do not know how, realistically, it will play out in my future classroom.
3. I am concerned about working with students who have specific disabilities due to lack of experience.
4. I am worried that I will now know how to help students succeed and, in turn, everyone will feel frustrated. In other words, I am worried that I will not know of the best strategies for specific students.
5. I am worried that I will forget things I learned at IU or that I will not know how to apply what I have learned to my future classroom.
6. I am overwhelmed by the amount of strategies that I have already learned and I don't know how I will be able to choose which ones to use (because I obviously will not be able to use all of them).
Wednesday, November 28, 2012
What is RTI?
Definition
Essentially, Response to Intervention (RTI) is a means of identifying students with a learning disability. Before RTI was in place, a student was referred for evaluation if his teacher noticed that the student was struggling. The student's IQ was then tested, in addition to another skills test. If there was a 15 point difference between the two scores, then it was determined that the student had a learning disability. After years of using this model to identify students as having a learning disability, educators realized that it was not an accurate way of doing so; perhaps the student was not receiving instruction that met his learning needs. As a result, RTI was put in place. The purpose of RTI is to ensure that all students receive proper instruction in a general education classroom before referring them for special education.
What does IDEA 2004 say about RTI?
As stated in the article entitled Response to Intervention: Investigating the New Role of Special Educators, "The Individuals With Disabilities Education Improvement Act of 2004 (IDEA, 2004) intersects with The No Child Left Behind Act of 2001 (NCLB), and these two pieces of legislation set the stage for an approach to special education eligibility and school improvement called RTI. Both IDEA 2004 and NCLB call for improving the outcomes for all students by using scientifically based instructional practices. RTI specifically requires documentation of appropriate use of scientifically based interventions before a student is referred for a traditional special education evaluation. Documentation of appropriate instructional interventions is not a new feature of eligibility determination. IDEA 1997 states that: 'In making a determination of eligibility under paragraph (4) (A), a child shall not be determined to be a child with a disability if the determinant factor for such determination is -- (A) lack of appropriate instruction in reading, including the essential components of reading instruction (as is defined in section 1208(3) of the Elementary and Secondary Education Act of 1965). (20 U.S.C. 1414(b)(5)(A)). IDEA builds on the requirements of its predecessor by including specific language on the use of RTI procedures such as 'a process that determines if the child responds to scientific research-based intervention as a part of the evaluation procedures' (Public Law (P.L.) 108-446 & 614 [b][6][A]; & 614 [b][2 & 3]). Clearly both NCLB and IDEA give school districts the legal authority to put an RTI system in place. Implementing such a system simultaneously addresses the needs of individual students who are struggling as well as assists schools in meeting adequate yearly progress (AYP). Special education teachers, with their knowledge of assessment, instruction, and individualized interventions, are uniquely positioned to impact and assist schools as they begin to fully implement RTI procedures" (Allison, Atkins, Cole, Cummings).
What happens in Tier I, Tier II, and Tier III?
The information below was retrieved from RTI Action Network.
Tier 1: High-Quality Classroom Instruction, Screening, and Group Interventions
All general education students begin their education in Tier 1. Tier 1 involves educating students using high-quality, scientifically based instruction. Additionally, all students have their academic knowledge and behavior screened when they start Kindergarten in order to establish a baseline. Once a baseline has been established, students who are struggling can be compared to students at the baseline. Student progress should be closely monitored during Tier 1. After about 8 weeks, Tier 1 is over. At this point, students who have made significant progress are returned to the general education classroom while students who continue to struggle move to Tier 2.
Tier 2: Targeted Interventions
Students in Tier 2 work closely with a teacher or other professional in the hopes that the student will begin to show improvements. The teacher must use effective strategies that work in accordance with the students learning style. The teacher must make every effort to help the student succeed. A student's time spent in Tier 2 should not exceed a grading period. If a student does not show improvements while in Tier 2, then he moves to Tier 3.
Tier 3: Intensive Interventions and Comprehensive Evaluation
At Tier 3, students are referred for special education.
What is the role of the special education teacher in the process of RTI?
As explained in the article entitled Response to Intervention: Investigating the New Role of Special Educators, the role of special educators is to provide assistance to the general education teacher. The special educator should work with the general education teacher to help her understand why a student may be struggling in a specific area. Additionally, the special educator should provide suggestions as to interventions as well as scientifically based and researched instructional strategies that can be used with the student. The special educator can work with the general education teacher and with the student in order to establish attainable goals for the student. The special educator should continue to work closely both with the general eduction teacher and with the student in order to model strategies as well as provide support and feedback. Additionally, the special educator to support in RTI efforts. It is also the special educator's job to explain RTI to her colleagues. Often times, a special educator is more knowledgable with regard to formative assessments and summative evaluations. Thus, it is often the responsibility of the special educator to perform data collections and data analyses in order to make decisions about interventions to use with students. (Allison, Atkins, Cole, Cummings, 2008).
What does RTI look like in an inclusion classroom?
As explained in the article entitled Response to Intervention: Investigating the New Role of Special Educators, the most effective way to implement an RTI model in an inclusion classroom is through an Outcomes-Driven Model. There are four steps to this model. The first step is identifying the need for support. This step involves performing a brief assessment, administered to all student in order to identify, early on, students who may require additional instruction. If a student performs lowly on this assessment, then that student is often referred for further evaluation in order to determine the level of support that he requires. This step helps educators determine the cause of a student's low performance. After this phase, the student is monitored as he works to achieve a predetermined goal. Ultimately, however, RTI looks different in every classroom across the U.S., and this fact is the biggest problem with RTI. There is no standard for implementing RTI in the classroom, and each school has a slightly different procedure. This leads to inconsistent results, proving that, although the reasons for implementing RTI make sense, there are still issues with it in practice.
Essentially, Response to Intervention (RTI) is a means of identifying students with a learning disability. Before RTI was in place, a student was referred for evaluation if his teacher noticed that the student was struggling. The student's IQ was then tested, in addition to another skills test. If there was a 15 point difference between the two scores, then it was determined that the student had a learning disability. After years of using this model to identify students as having a learning disability, educators realized that it was not an accurate way of doing so; perhaps the student was not receiving instruction that met his learning needs. As a result, RTI was put in place. The purpose of RTI is to ensure that all students receive proper instruction in a general education classroom before referring them for special education.
What does IDEA 2004 say about RTI?
As stated in the article entitled Response to Intervention: Investigating the New Role of Special Educators, "The Individuals With Disabilities Education Improvement Act of 2004 (IDEA, 2004) intersects with The No Child Left Behind Act of 2001 (NCLB), and these two pieces of legislation set the stage for an approach to special education eligibility and school improvement called RTI. Both IDEA 2004 and NCLB call for improving the outcomes for all students by using scientifically based instructional practices. RTI specifically requires documentation of appropriate use of scientifically based interventions before a student is referred for a traditional special education evaluation. Documentation of appropriate instructional interventions is not a new feature of eligibility determination. IDEA 1997 states that: 'In making a determination of eligibility under paragraph (4) (A), a child shall not be determined to be a child with a disability if the determinant factor for such determination is -- (A) lack of appropriate instruction in reading, including the essential components of reading instruction (as is defined in section 1208(3) of the Elementary and Secondary Education Act of 1965). (20 U.S.C. 1414(b)(5)(A)). IDEA builds on the requirements of its predecessor by including specific language on the use of RTI procedures such as 'a process that determines if the child responds to scientific research-based intervention as a part of the evaluation procedures' (Public Law (P.L.) 108-446 & 614 [b][6][A]; & 614 [b][2 & 3]). Clearly both NCLB and IDEA give school districts the legal authority to put an RTI system in place. Implementing such a system simultaneously addresses the needs of individual students who are struggling as well as assists schools in meeting adequate yearly progress (AYP). Special education teachers, with their knowledge of assessment, instruction, and individualized interventions, are uniquely positioned to impact and assist schools as they begin to fully implement RTI procedures" (Allison, Atkins, Cole, Cummings).
What happens in Tier I, Tier II, and Tier III?
The information below was retrieved from RTI Action Network.
Tier 1: High-Quality Classroom Instruction, Screening, and Group Interventions
All general education students begin their education in Tier 1. Tier 1 involves educating students using high-quality, scientifically based instruction. Additionally, all students have their academic knowledge and behavior screened when they start Kindergarten in order to establish a baseline. Once a baseline has been established, students who are struggling can be compared to students at the baseline. Student progress should be closely monitored during Tier 1. After about 8 weeks, Tier 1 is over. At this point, students who have made significant progress are returned to the general education classroom while students who continue to struggle move to Tier 2.
Tier 2: Targeted Interventions
Students in Tier 2 work closely with a teacher or other professional in the hopes that the student will begin to show improvements. The teacher must use effective strategies that work in accordance with the students learning style. The teacher must make every effort to help the student succeed. A student's time spent in Tier 2 should not exceed a grading period. If a student does not show improvements while in Tier 2, then he moves to Tier 3.
Tier 3: Intensive Interventions and Comprehensive Evaluation
At Tier 3, students are referred for special education.
What is the role of the special education teacher in the process of RTI?
As explained in the article entitled Response to Intervention: Investigating the New Role of Special Educators, the role of special educators is to provide assistance to the general education teacher. The special educator should work with the general education teacher to help her understand why a student may be struggling in a specific area. Additionally, the special educator should provide suggestions as to interventions as well as scientifically based and researched instructional strategies that can be used with the student. The special educator can work with the general education teacher and with the student in order to establish attainable goals for the student. The special educator should continue to work closely both with the general eduction teacher and with the student in order to model strategies as well as provide support and feedback. Additionally, the special educator to support in RTI efforts. It is also the special educator's job to explain RTI to her colleagues. Often times, a special educator is more knowledgable with regard to formative assessments and summative evaluations. Thus, it is often the responsibility of the special educator to perform data collections and data analyses in order to make decisions about interventions to use with students. (Allison, Atkins, Cole, Cummings, 2008).
What does RTI look like in an inclusion classroom?
As explained in the article entitled Response to Intervention: Investigating the New Role of Special Educators, the most effective way to implement an RTI model in an inclusion classroom is through an Outcomes-Driven Model. There are four steps to this model. The first step is identifying the need for support. This step involves performing a brief assessment, administered to all student in order to identify, early on, students who may require additional instruction. If a student performs lowly on this assessment, then that student is often referred for further evaluation in order to determine the level of support that he requires. This step helps educators determine the cause of a student's low performance. After this phase, the student is monitored as he works to achieve a predetermined goal. Ultimately, however, RTI looks different in every classroom across the U.S., and this fact is the biggest problem with RTI. There is no standard for implementing RTI in the classroom, and each school has a slightly different procedure. This leads to inconsistent results, proving that, although the reasons for implementing RTI make sense, there are still issues with it in practice.
Differentiated Instruction
Differentiated instruction is an approach whereby teachers adjust their curriculum and instruction to maximize the learning of all students: average learners, English language learners, struggling students, students with learning disabilities, and gifted and talented students. In reality, all "good" teachers should be differentiated their instruction to meet the needs of each individual student.
When differentiating instruction, teachers must look at three factors: readiness, interest, and learning profile. Readiness refers to a student's knowledge and skill level regarding given content. Interest refers to topics, skills, or activities that peak a student's curiosity or inspire him. Learning profile refers to a student's preferred method of learning new information or skills (e.g., visually, hands-on, through deductive means) and to environmental factors that influence a student's learning (e.g., small group, bright lights, no distractions).
There are five things that teachers must keep in mind when differentiating instruction:
1. Create a classroom environment that encourages learning.
2. Teach in a way that makes the material relevant to the students.
3. Assess students as you teach, rather than just at the end of a unit.
4. As you assess students, you will realize that not all students are in the same place. At this point,
it is crucial that you tailor your lessons to meet the individual needs of each student.
5. Allow for multiple different things to be going on in your classroom simultaneously.
Differentiated instruction will not work if every student is expected to be working on the exact same
thing at the exact same time.
Differentiated instruction is important because no two students learn the same way; each student has a specific learning style and teachers must teach according to that style.
When differentiating instruction, teachers must look at three factors: readiness, interest, and learning profile. Readiness refers to a student's knowledge and skill level regarding given content. Interest refers to topics, skills, or activities that peak a student's curiosity or inspire him. Learning profile refers to a student's preferred method of learning new information or skills (e.g., visually, hands-on, through deductive means) and to environmental factors that influence a student's learning (e.g., small group, bright lights, no distractions).
There are five things that teachers must keep in mind when differentiating instruction:
1. Create a classroom environment that encourages learning.
2. Teach in a way that makes the material relevant to the students.
3. Assess students as you teach, rather than just at the end of a unit.
4. As you assess students, you will realize that not all students are in the same place. At this point,
it is crucial that you tailor your lessons to meet the individual needs of each student.
5. Allow for multiple different things to be going on in your classroom simultaneously.
Differentiated instruction will not work if every student is expected to be working on the exact same
thing at the exact same time.
Differentiated instruction is important because no two students learn the same way; each student has a specific learning style and teachers must teach according to that style.
Information on a Learning Strategy
SUBA-D
What is it?
Often referred to
as, “A planning strategy for writing,” the SPACE strategy is intended to help
students both develop a writing plan and think about the details that they
should be including in their stories.
Why is it useful?
The main purpose of the SPACE strategy is to help students to plan out what they will write in a writing assignment, such as a story or an essay. The SPACE strategy includes five prompts: setting, purpose, action, conclusion, and emotions. First, students must focus on the setting of their story. In order to focus on the setting, students must think about how they will introduce the main character. Students must also think about the time of the story as well as the location of the story. Developing the setting also requires students to come up with the plot for the story. Second, students must figure out the purpose of their respective stories. Essentially, this means that students must decide what they want the main character to strive to achieve in the story. Third, students must think about action in their stories. In other words, students must plan what the main character will do in order to achieve the goal. Fourth, students must develop a conclusion to their stories. In developing a conclusion, students should focus on the results of the action. Finally, students must focus on the emotions of the characters in the story. In focusing on the emotions of the characters, students must think about the main character’s reactions and feelings about the events that take place throughout the story. By using the five steps of the SPACE strategy, students are able to plan what they will say in their writing.
Who is it useful with?
The SPACE strategy is useful with any student who is completing a writing assignment. The
SPACE strategy can be used with students of all ages both with students in a general education
classroom and with students who have been identified with a disability.
SPACE strategy can be used with students of all ages both with students in a general education
classroom and with students who have been identified with a disability.
__________
Harris, K.R., & Graham, S. (1992). Helping young writers master the craft: Strategy
instruction and self-regulation in the writing process. Cambridge, MA: Brookline Books, pg. 76. Retrieved from: https://resources.oncourse.iu.edu/access/content/group/FA12-BL-EDUC-K352-27410/Learning%20Strategies/space%20wriitng%20strategy.pdf
Information About Students With Disabilities
Learning Disabilities (LD)
Definition: As explained in Strategy Instruction for Students with Learning Disabilities, a learning disability can effect a person's life both in and out of the classroom. Students with LD are often caught in a vicious spiral of school failure. Their learning difficulties lead to slower development of academic skills and abilities, which in turn impedes new learning (Stanovich, 1986). As a result of the repeated cycle of failure, they fall farther and farther behind" (Reid, Lienemann, 2006). There have been a number of established definitions for LD which are listed below and not one definition commonly accepted or preferred over another (Reid, Lienemann, 2006). These definitions can be found on page 3 in Strategy Instruction for Students with Learning Disabilities by Reid and Lienemann.
Individuals with Disabilities Education Act (1977)
The term "specific learning disability" means those children who have a disorder in one or more of
the basic psychological processes involved in understanding or in using language, spoken or
written, which disorder may manifest itself in imperfect ability to listen, think, speak, read, write,
spell, or to do mathematical calculations. The term includes such conditions as perceptual
handicaps, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term
does not include a learning problem which is primarily the result of visual, hearing, or motor
handicaps, of mental retardation, of emotional disturbance, or of environmental, cultural, or
economic disadvantage.
Association for Children with Learning Disabilities (1986)
Specific Learning Disabilities is a chronic condition of presumed neurological origin which
selectively interferes with the development, integrations, and/or demonstration of verbal and/or non-
verbal abilities. Specific Learning Disabilities exists as a distinct handicapping condition and varies
in its manifestations and in degree of severity. Throughout life, the condition can affect self-esteem,
education, vocation, socialization, and/or daily living activities.
Interagency Committee on Learning Disabilities (1987)
Learning disabilities is a generic term that refers to a heterogeneous groups of disorders manifested
by significant difficulties in the acquisition and use of listening, speaking, reading, writing,
reasoning, mathematical abilities, or social skills. These disorders are intrinsic to the individual and
presumed to be due to central nervous system dysfunction. Even though a learning disability may
occur concomitantly with other handicapping conditions (e.g., cultural differences, insufficient or
inappropriate instruction, psychogenic factors), and especially attention-deficit disorder, all of which
may cause learning problems, a learning disability is not the direct result of those conditions or
influences.
National Joint Council on Learning Disabilities (1997)
Learning disabilities is a general term that refers to a heterogenous group of disorders manifested by
significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning,
or mathematical abilities. These disorders are intrinsic to the individual, are presumed to be due to
central nervous system dysfunction, and may occur across the life span. Problems in self-regulatory
behaviors, social perceptions, and social interactions may exist with learning disabilities but do not
by themselves constitute a learning disability. Although a learning disability may occur
concomitantly with other disabilities (for example sensory impairment, mental retardation, or serious
emotional disturbance) or with extrinsic influences (such as cultural differences or
insufficient/inappropriate instruction), it would not be a result of those conditions or influences.
Best Practices: As explained in Strategy Instruction for Students with Learning Disabilities, it is important to use interventions that covery a number of areas when working with students with LD. In other words, it is important to focus on improving academics, self-esteem, transition, and vocation (Reid, Lienemann, 2006). There are two approaches explained in Strategy Instruction for Students with Learning Disabilities that have proven to be successful when working with students with learning disabilities. First is behaviorism which was developed by B.F. Skinner. As explained, "Behaviorists stressed direct observation and ongoing collection of objective information. Learning was viewed as a hierarchical process in which a child must master skills in a prescribed order. In this approach academic tasks were broken down into their component parts, and each part was taught in sequence. The application to LD lay in the notion that academic problems would be best attacked by changes in the instructional environment. From the behaviorist perspective, a highly structured instructional environment that directly addressed the problem area was necessary for academic progress" (Reid, Lienemann, 2006, 5-6). The second approach is the cognitive approach. As explained, "The cognitive perspective focuses on the role of the individual in the learning process (Mercer, 1997). From this perspective, the key is the relation between demands of the learning environment (e.g., the task, instructional materials) and how the learner processes information" (Reid, Lienemann, 2006, 6).
Emotional and Behavior Disorders (EBD)
Definition: As explained in the Individuals with Disabilities Education Act (IDEA), EBD is, "...a condition exhibited one ore more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance:
-An inability to learn that cannot be explained by intellectual, sensory, or health factors
-An inability to build or maintain satisfactory interpersonal relationships with peers and teachers
-Inappropriate types of behavior or feelings under normal circumstances
-A general pervasive mood of unhappiness or depression
-A tendency to develop physical symptoms or fears associated with personal or school factors"
[Code of Federal Regulations, Title 34, Section 300.7(c)94)(i)]
As defined by the IDEA, emotional disturbance includes schizophrenia but does not apply to children who are socially maladjusted, unless it is determiend taht they have an emotional disturbance [Code of Federal Regulation, Title 34, Section 300.7(c)(4)(ii)]
2. Determine a behavioral goals- both short term and long term- for the student. Goals should be
specific and attainable. Also create a reward system that works hand in hand with the goals.
3. Observe behavior
4. Reevaluate the plan. Ask yourself if the behavior has been occurring less frequently.
5. Modify behavior plan if necessary.
It is also a good idea to use a behavior modification chart in order to monitor student progress.
Definition: As explained in Strategy Instruction for Students with Learning Disabilities, a learning disability can effect a person's life both in and out of the classroom. Students with LD are often caught in a vicious spiral of school failure. Their learning difficulties lead to slower development of academic skills and abilities, which in turn impedes new learning (Stanovich, 1986). As a result of the repeated cycle of failure, they fall farther and farther behind" (Reid, Lienemann, 2006). There have been a number of established definitions for LD which are listed below and not one definition commonly accepted or preferred over another (Reid, Lienemann, 2006). These definitions can be found on page 3 in Strategy Instruction for Students with Learning Disabilities by Reid and Lienemann.
Individuals with Disabilities Education Act (1977)
The term "specific learning disability" means those children who have a disorder in one or more of
the basic psychological processes involved in understanding or in using language, spoken or
written, which disorder may manifest itself in imperfect ability to listen, think, speak, read, write,
spell, or to do mathematical calculations. The term includes such conditions as perceptual
handicaps, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term
does not include a learning problem which is primarily the result of visual, hearing, or motor
handicaps, of mental retardation, of emotional disturbance, or of environmental, cultural, or
economic disadvantage.
Association for Children with Learning Disabilities (1986)
Specific Learning Disabilities is a chronic condition of presumed neurological origin which
selectively interferes with the development, integrations, and/or demonstration of verbal and/or non-
verbal abilities. Specific Learning Disabilities exists as a distinct handicapping condition and varies
in its manifestations and in degree of severity. Throughout life, the condition can affect self-esteem,
education, vocation, socialization, and/or daily living activities.
Interagency Committee on Learning Disabilities (1987)
Learning disabilities is a generic term that refers to a heterogeneous groups of disorders manifested
by significant difficulties in the acquisition and use of listening, speaking, reading, writing,
reasoning, mathematical abilities, or social skills. These disorders are intrinsic to the individual and
presumed to be due to central nervous system dysfunction. Even though a learning disability may
occur concomitantly with other handicapping conditions (e.g., cultural differences, insufficient or
inappropriate instruction, psychogenic factors), and especially attention-deficit disorder, all of which
may cause learning problems, a learning disability is not the direct result of those conditions or
influences.
National Joint Council on Learning Disabilities (1997)
Learning disabilities is a general term that refers to a heterogenous group of disorders manifested by
significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning,
or mathematical abilities. These disorders are intrinsic to the individual, are presumed to be due to
central nervous system dysfunction, and may occur across the life span. Problems in self-regulatory
behaviors, social perceptions, and social interactions may exist with learning disabilities but do not
by themselves constitute a learning disability. Although a learning disability may occur
concomitantly with other disabilities (for example sensory impairment, mental retardation, or serious
emotional disturbance) or with extrinsic influences (such as cultural differences or
insufficient/inappropriate instruction), it would not be a result of those conditions or influences.
Best Practices: As explained in Strategy Instruction for Students with Learning Disabilities, it is important to use interventions that covery a number of areas when working with students with LD. In other words, it is important to focus on improving academics, self-esteem, transition, and vocation (Reid, Lienemann, 2006). There are two approaches explained in Strategy Instruction for Students with Learning Disabilities that have proven to be successful when working with students with learning disabilities. First is behaviorism which was developed by B.F. Skinner. As explained, "Behaviorists stressed direct observation and ongoing collection of objective information. Learning was viewed as a hierarchical process in which a child must master skills in a prescribed order. In this approach academic tasks were broken down into their component parts, and each part was taught in sequence. The application to LD lay in the notion that academic problems would be best attacked by changes in the instructional environment. From the behaviorist perspective, a highly structured instructional environment that directly addressed the problem area was necessary for academic progress" (Reid, Lienemann, 2006, 5-6). The second approach is the cognitive approach. As explained, "The cognitive perspective focuses on the role of the individual in the learning process (Mercer, 1997). From this perspective, the key is the relation between demands of the learning environment (e.g., the task, instructional materials) and how the learner processes information" (Reid, Lienemann, 2006, 6).
Emotional and Behavior Disorders (EBD)
Definition: As explained in the Individuals with Disabilities Education Act (IDEA), EBD is, "...a condition exhibited one ore more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance:
-An inability to learn that cannot be explained by intellectual, sensory, or health factors
-An inability to build or maintain satisfactory interpersonal relationships with peers and teachers
-Inappropriate types of behavior or feelings under normal circumstances
-A general pervasive mood of unhappiness or depression
-A tendency to develop physical symptoms or fears associated with personal or school factors"
[Code of Federal Regulations, Title 34, Section 300.7(c)94)(i)]
As defined by the IDEA, emotional disturbance includes schizophrenia but does not apply to children who are socially maladjusted, unless it is determiend taht they have an emotional disturbance [Code of Federal Regulation, Title 34, Section 300.7(c)(4)(ii)]
Best Practices: The most effective strategies to use with a student who has EBD involve focussing on changing the behavior of the students in order to discourage the unwanted behavior. It is best to encourage desired behavior and sometimes it is a good idea to reward good behavior. Below is an outline for a strategy to use with students who have EBD:
1. Identify the behavior that needs to be changed.2. Determine a behavioral goals- both short term and long term- for the student. Goals should be
specific and attainable. Also create a reward system that works hand in hand with the goals.
3. Observe behavior
4. Reevaluate the plan. Ask yourself if the behavior has been occurring less frequently.
5. Modify behavior plan if necessary.
It is also a good idea to use a behavior modification chart in order to monitor student progress.
Mild Cognitive Disabilities
Definition: As explained, "Defining cognitive disability is not easy, and definitions of cognitive disability are usually broad. Persons with cognitive disabilities may have difficulty with various types of mental tasks...Many cognitive disabilities have a base in physiological or biological processes within the individual, such as a genetic disorder or a traumatic brain injury. Other cognitive disabilities may be based in the chemistry or structure of the person's brain. Persons with more profound cognitive disabilities often need assistance with aspects of daily living. Persons with minor learning disabilities might be able to function adequately despite their disability, maybe to the point where their disability is never diagnosed or noticed. Mild Cognitive Disabilities can include Down Syndrome, Traumatic Brain Injury, Autism, Dementia, Dyslexia, Attention Deficit Disorder, and Dyscalculia."
Best Practices: Due to the fact that there are a number of diagnoses that can be categorized as Mild Cognitive Disabilities, there are numerous practices that can be used when working with students with Mild Cognitive Disabilities. However, many students with Mild Cognitive Disabilities "lack effective strategies for an academic task" (Reid, Leinemann, 2006) and must be taught effective strategies. As explained in Strategy Instruction for Students with Learning Disabilities, "The most effective strategies are those that incorporate most of the following elements:
-Explicit explanations, elaborations, and/or plants to direct task performance.
-Verbal modeling, questioning, and demonstration by teachers.
-Students cued, reminded, and/or taught to use strategies, or procedures.
-Step-by-step prompts or multiprocess instructions.
-Teacher-student dialogue.
-Questioning by the teacher.
-Assistance provided only when necessary" (Reid, Leinemann, 2006, 11).
Definition: As explained, "Defining cognitive disability is not easy, and definitions of cognitive disability are usually broad. Persons with cognitive disabilities may have difficulty with various types of mental tasks...Many cognitive disabilities have a base in physiological or biological processes within the individual, such as a genetic disorder or a traumatic brain injury. Other cognitive disabilities may be based in the chemistry or structure of the person's brain. Persons with more profound cognitive disabilities often need assistance with aspects of daily living. Persons with minor learning disabilities might be able to function adequately despite their disability, maybe to the point where their disability is never diagnosed or noticed. Mild Cognitive Disabilities can include Down Syndrome, Traumatic Brain Injury, Autism, Dementia, Dyslexia, Attention Deficit Disorder, and Dyscalculia."
Best Practices: Due to the fact that there are a number of diagnoses that can be categorized as Mild Cognitive Disabilities, there are numerous practices that can be used when working with students with Mild Cognitive Disabilities. However, many students with Mild Cognitive Disabilities "lack effective strategies for an academic task" (Reid, Leinemann, 2006) and must be taught effective strategies. As explained in Strategy Instruction for Students with Learning Disabilities, "The most effective strategies are those that incorporate most of the following elements:
-Explicit explanations, elaborations, and/or plants to direct task performance.
-Verbal modeling, questioning, and demonstration by teachers.
-Students cued, reminded, and/or taught to use strategies, or procedures.
-Step-by-step prompts or multiprocess instructions.
-Teacher-student dialogue.
-Questioning by the teacher.
-Assistance provided only when necessary" (Reid, Leinemann, 2006, 11).
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