Chapter 2: Current Practices for Meeting the Needs of Exceptional Learners

Question 1

Response to Intervention (RTI) is universally accepted and been empirically shown to be effective

True or False

Answer 1

False

RTI is implemented in variable ways and research is not consistent for all forms of disabilities

Question 2

Least Restrictive Environment (LRE) means that children should be educated in the least separate setting given their needs and abilities

Answer 2

True

Question 3

Research has found that special education is less effective than general education

True or False

Answer 3

False - most of these studies are methodologically flawed

However, there are pros and cons of each and finding a balance based on the individual is key

Question 4

What are IDEA’s requirements for special education identification?

Answer 4

1. Child find - identify and evaluate all children who may have a disability
2. Referral - guardian, teacher, professional can all make a referral request
3. Evaluation - a full evaluation must occur after identification
4. Eligibility Determination - multidisciplinary team meets to determine abilities and need for special ed

Question 5

What is a pre-referral intervention?

Answer 5

Pre-referral interventions are developed by a multidisciplinary team with the goal to prevent any inaccurate placement in special ed

Pre-referrals require children to received evidence-based instruction before conducting a formal evaluation for special ed

Question 6

What is response to intervention (RTI)? Describe how it is a multidisciplinary approach

Answer 6

RTI is a pre-referall process for identification that observes/records a students change (or lack of) in academic performance/behaviour as a result of quality instruction

Tier 1: at-risk individuals are identified via screening and implementation of quality instruction is implemented and weekly monitoring of progress takes place .. if unresponsive they move onto tier 2

Tier 2: Students receive more intensive instruction in small-groups and progress is monitored several times per week .. if unresponsive they move onto tier 3

Tier 3: Mutlidisciplinary team convenes, a full evaluation occurs and an IEP is developed: students are appropriately placed in special ed based on their IEP

If their IEP appears to be effective and they become responsive the multidisciplinary team will revisit IEP and may return to tier 1 or 2 - Students can always move back and forth throughout each tier depending on their progress

Question 7

Curriculum-based measurement (CBM) are a common form of __________

Answer 7

progress monitoring

Question 8

What are the legal requirements of an IEP?

Answer 8

1. Statement of children present levels of achievement and performance
2. Statement of measurable annual goals
3. Description of how the child has progressed towards their goals
4. A statement of the special ed and services required
5. Appropriate accommodations that are necessary to measure achievement
6. Transition plan for students over 16

Question 9

How does an IFSP differ from an IEP?

Answer 9

An IFSP broadens focus to include the family as well as the child and is typically written for infants and up to toddlers aged 3 (prior to school)

Question 10

What are some obstacles that impede placement of children in more specialized care?

Answer 10

1. Not all services are offered by every school board (however they must pay for it if the child requires it (usually decided in court)
2. LRE can be difficult to define - you have to consider academic potential as well as psychological factors

Question 11

What are 4 common methods educators use to help students with disabilities participate in general education?

Answer 11

1. Collaborative consultation - revise special services within the class (specialist provides advice to teacher)
2. Co-teaching: two+ professional deliver instruction in a single space
3. Curricula and instructional strategies: cooperative learning (working together), peer mediated instruction, class wide peer tutoring (CWPT), partial participation (participation on a reduced basis)

Question 12

What are the differences between instructional modifications, accommodations and adaptations?

Answer 12

Modifications usually take the form of amended materials/assignments

Accommodation includes changes in instruction that don’t significantly change the content or difficulty

Adaptations include more significant modifications of instruction

Question 13

What are the 8 dimensions of special education that make it special?

Answer 13

1. Pace
2. Intensity
3. Relentlessness or persistence
4. Structure
5. Reinforcement
6. Pupil/teacher ratio (class size)
7. Curriculum
8. Monitoring (Assessment)

Question 14

Which 3 technological advances stand out as particularly important to people with disabilities? What are some downsides?

Answer 14

1. Medical treatment - should you fix a disability?
2. Human reproduction - should you prevent a disability?
3. Communication

People may become dependent on technology which can not always be reliable

Question 15

What is the common core state standards (CCSS) initiative?

Answer 15

CCSS called for all states to accept a commons et of standards (expected proficiency) for arts and maths K-12

This was due to the belief that teachers’ expectations have been too low for students of disabilities and they should be held to higher standards

Every student (95%) must participate in these assessments but significant support/adaptations/accommodations may need to be made