Proofread: Education Curriculum for Students with Disabilities

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Education Curriculum for Students with Disabilities

Student’s Name

Institutional Affiliation

Question One:

Special education curriculum in secondary and elementary school focuses on the development of skills and opportunities through segregated programs. Moreover, students with mild retardation deserve the opportunity to learn and integrate with the community. Support models that enhance the success of training are the most appropriate to use during the development of social skills.

Students with mild disabilities have special curricular needs, particularly in the path that should be taken to ensure development of skills and equal access to opportunities. In addition, such students must enhance their knowledge through purposeful education treatment. The Curricular needs for disabled students include segregated programs that focuse on standardized special education. Research should also be conducted on a regular basis to identify the learning differences and capabilities for each student to ensure successful implementation of the program (Edgar & Polloway, 1994). Essentially, the purpose of special education is to support child development through the establishment of effective learning materials like sound data bases. The curriculum for students with mild disabilities must be effective in meeting the goals and the needs of the students individually. A valid comprehensive curriculum focuses on the school environment by considering the school setting and integration into the community and the work force after completion.

In conclusion, the curricular needs for adolescents with disabilities must respond to student’s current needs at a particular time. Thus, easily balancing the interactions with other peer members who are not disabled. Furthermore, the curriculum must be derived from the desired outcome of the class evaluation, and be consistent in achieving specific goals and requirements at each stage of transition.

Reference

Edgar, E., & Polloway, E. A. (1994). Education for adolescents with disabilities: Curriculum and placement issues. The Journal of Special Education, 27(4), 438-452.

Question two:

To start, adolescents with severe disabilities in secondary school require special curricula interventions. Such methods are aimed at helping them approach academic progress better than in a general classroom situation. The curricular needs vary depending on the nature of the disability. As such, approaches to helping these students are not the same due to variety of illnesses.

The curricular needs can either be developmental, functional or ecological. In most cases, interventions are approached in a formalized and integrated way that considers all the aspects in one program. Based on their development, children with severe disabilities accomplish tasks from simple to complex. Impairments may be far-reaching to the extents when a child may not perform simple tasks such as holding a pen (Olson, Leko & Roberts, 2016). Moreover, developmentally-based interventions are used in the curriculum to help such learners develop skills. Secondly, a disability may hinder a learner from performing different tasks without supervision. Functional approaches in the curricular aid learners to perform tasks independently.

Lastly, one of the most critical needs of disabled students is the educational environment in which learning takes place. This approach considers a change in the environment in a systematic manner to give the best conditions for learning with a particular disability (McCleskey et al., 2017). The atmosphere is set based on the students’ interests, capabilities, and levels of performance. The needs of special education students called for massive adjustments in the curricula. The purpose is to enhance the level of performance beyond their average ability.

Reference

McLeskey, J. L., Rosenberg, M. S., & Westling, D. L. (2017). Inclusion: Effective practices for all students. London: Pearson.

Olson, A., Leko, M. M., & Roberts, C. A. (2016). Providing students with severe disabilities access to the general education curriculum. Research and Practice for Persons with Severe Disabilities, 41(3), 143-157.

Question Three:

An all-inclusive classroom has proven to be effective for intermingling regular students with those with mild disabilities. In addition, a teacher can use different approaches to tailor the instruction. The aim of a strategic variation is to benefit all learners in the classroom. Notably, such approaches have to be highly artistic hence calling for high-level teaching and analytical skills. However, students with severe disabilities cannot benefit from an all-inclusive classroom.

All-inclusive classrooms with such students will call for massive alterations of the approaches. The interventions required for students with a severe disability are intense and require heavy monitoring standards (Olson, Leko & Roberts, 2016). In an all-inclusive classroom managing this category of learners may be problematic. In the first place, teaching a student with a severe disability calls for very demanding approaches such as a series of changes that suit the learner’s interest and capability. As such, intermingling these learners is a futile approach in the educational process.

To conclude, the curricular need of the students with disabilities can affect the all-inclusive classroom severely. Such situation will call for demanding approaches that are difficult to achieve. Therefore the classroom setups cannot meet the instructional objectives as expected. The teacher will not be able to provide the same information in three ways simultaneously to three groups of people.

Reference

Question four:

The purposes of undertaking a learning instruction are spelled out as learning objectives. They consist of a number of components. Robert Merger identified four of them that make up good learning intensions. The components include the targeted audience, the condition of attaining the objective, the standard, and behavior (Nakagawa, & Ishii, 2017).

The audience should be specifically stated in any learning objective to enhance the specificity of who is supposed to achieve a given goal. For example, objectives are presented using a common phrase “at the end of the lesson, the learner…’’ to specify whether it is a supervisor, the learner or facilitator who is supposed to attain the goal. Secondly, the behavior component underlines the observable actions to be attained at the end of a program or lesson. When writing learning objectives, this component has to be well stated using appropriate verbs that describe the behavior. Thirdly, the standard refers to the extent to which a skill or knowledge needs to be achieved. It provides the levels desired after a particular instructional engagement. This component ensures that the attainment of objectives is on a satisfactory level as expected from learners. For example, “…the learners should be able to recognize 70% of sounds…”.

Lastly, a learning goal should specify the condition under which a behavior will be elicited. Such state may include a place or a predetermined time frame. For example, taking time as a condition, learners may be expected to exhibit certain behavior within 5 seconds, 2 minutes or 3 minutes among other time frames. Therefore, the components guide instructors in lesson evaluation.

Reference

Nakagawa, H., & Ishii, Y. (2017). Lesson objectives. A New Approach to English Pedagogical Grammar: The Order of Meanings, 129.

Question Five:

Educational planning and subsequent improvement rely heavily on the results of program assessment and evaluation. The improvement aims to correct the flaws identified during the observation and measurement of the system. Moreover, it influences the success of the program (McLeskey et al., 2017). The achievement of lesson objectives is central to the positive development of education.

Lesson objectives are greatly affected by the nature of the components. The learner as an audience of the instructions is as well the main focus in the educational program. Positive or negative response from a learner influence planning decisions, assessment, and evaluations of the program. Learning conditions strengthen or weaken attainment of learning goals. Low-level conditions cause lower attainment rate (Nakagawa & Ishii, 2017). The program assessment and evaluation will identify weaknesses in the systems hence affecting program planning. This also applies to standards as a component of an instructional aim. Further, well-attained lesson objectives form a positive evaluation of the entire system. Therefore, lesson components aims affect their attainment that influences the outcome of evaluation an assessment hence impacting on program planning.

Conclusively, program planning is critical to educational systems. Notably, components of the instructional objectives affect learning outcomes. Well planned lessons have skillfully stated objectives that enhance attainment. Program assessment involves observing and measuring the condition of the program. Similarly, determining the value of the systems involves the sum of lesson evaluations.

Reference

McLeskey, J. L., Rosenberg, M. S., & Westling, D. L. (2017). Inclusion: Effective practices for all students. London: Pearson.

Nakagawa, H., & Ishii, Y. (2017). Lesson objectives. A New Approach to English Pedagogical Grammar: The Order of Meanings, 129.

Question Six:

The various interpretations of a curriculum determine the pedagogical approaches applied in an educational system. The success of such systems depends on the one that is embodied in the curriculum (Glatthorn et al., 2016). A flawed curriculum may mislead an entire educational undertaking in a particular region.

The term curriculum is used to refer to the knowledge and resources that learners interact with as the process of achieving particular predetermined outcomes (Hunkins & Ornstein, 2016). Moreover, the curriculum consists of the planned experiences offered in learning institutions in the process of accomplishment of particular earning goals. Further, the curriculum is composed of classroom events and the events that take place outside the class. Such activities include sports, music, and drama among many more. On the other hand, there is possibility that the curriculum is may also include unplanned events (Doll Jr, 2015). These events are uncontrollable but greatly influence the learning outcomes of educational systems. Some scholars (Doll Jr, 2015, Glatthorn, 2016) have argued that the curriculum is not simply a set of planned activities but it is organized to work without predetermination of a specific level of outcomes. Notably, the outcomes of a curriculum are not tailored to reach specific proficiency levels but vary depending on its organization.

As a result of varied perspectives, the educationists have argued on what is more important, the emphasis on outcomes or experiences (Doll Jr, 2015, Glatthorn, 2016). However, a curriculum remains a set of panned activities, materials, and experiences that guide teachers and learners toward shaping the ‘ideal individual’ for the society. It must be noted that the planning does not go perfectly due to uncertainties of educational contexts hence affecting the outcomes of the system.

Reference

Doll Jr, W. E. (2015). A post-modern perspective on curriculum. New York: Teachers College Press.

Glatthorn, A. A., Jailall, J. M., & Jailall, J. K. (2016). The principal as curriculum leader: Shaping what is taught and tested. Corwin: Corwin Press.

Hunkins, F. P., & Ornstein, A. C. (2016). Curriculum: Foundations, principles, and issues. London: Pearson Education.

Question Seven:

The educational curriculum is implemented by learning engagements between learners and instructors. The interaction is guided by material which is also referred to as content. The strategy involved in the lesson delivery heavily depends on the preparation of a teacher before engaging the students. As a result, the interactions are skillfully pre-planned to meet particular goals.

Orellana (2017) defines instruction as a deliberate move to induce the process through intentional planning of the appropriate experiences that are desirable to meet learning objectives. The activity encompasses both teaching and learning of skills and knowledge. The interactions may vary based on different abovementioned aspects. The way they are presented to learners is known as instructions. Metzler (2017) echoed this perspective by stating that instruction refers to the process of delivering knowledge from one source to the other. Therefore, they are series of activities aimed to achieve specific goals.

Based on the abovementioned definitions, an instruction is composed of three aspects that include deliberation, goals, knowledge, and interaction. Offering instruction is a conscious process that requires pre-planning and gathering of materials. As a result, teacher look forward to interacting with learners. The purpose of this deliberate move is stated in the form of objectives. They guide the process of imparting knowledge which is the key aspect that influences the nature of the instruction.

Reference

Metzler, M. (2017). Instructional models in physical education. Abington: Routledge.

Orellana, A. (2017). A Framework to Assess Appropriate Interaction to Meet Accreditation Quality Guidelines. In Handbook of Research on Building, Growing, and Sustaining Quality E-Learning Programs (pp. 253-276). Pennsylvania: IGI Global.

Question Eight:

Ideally, the most effective system is an inclusive one. Education should be offered to all people without discriminating due to disabilities, gender, age, and backgrounds. Educational planners have strived for a long time to achieve this system without attaining high levels of success (Barnes, 2007). Moreover, most of them are still strategizing on how they will attain the required levels of inclusion. Planning for learners with disabilities takes place differently and depends on the nature of the disability, availability of resources, and the sustainability of such arrangements (Forlin, 2006). These ways include individual learning initiative, introducing special schools and use of varying instructional approaches.

Individual learning is an arrangement that caters to specific individual differences in learners. Firstly, students with disabilities are separated individually and taught with respect to their abilities and requirements. The approach is one of the most ideal ones for dealing with such situations. Secondly, special schools have been built all over the world to accommodate people with specific learning difficulties, the former deal with disabilities such as the inability to hear, talk, or physical problems among others. They help these categories of kids acquire education in the most convenient way possible. Varying approaches have also been used by highly skilled teachers in classrooms to promote acquisition of the material by all learners (Forlin, 2006). This form of arrangement works the best with students having mild disabilities. Slow learners, for example, can easily be taught through varying the methodology.

Conclusively, educational systems try to promote inclusion in schools. Students with disabilities are difficult to handle so several initiatives are used to achieve successful instruction. Such efforts include individualized teaching, building special schools, and varying pedagogical approaches.

Reference

Barnes, C. (2007). Disability, higher education and the inclusive society. Colin Barnes University of Leed, vol.28, 135-145.

Forlin, C. (2006). Inclusive education in Australia ten years after Salamanca. European Journal of Psychology of Education, 21(3), 265.

Question Nine:

Education is a complex process that faces many issues. Educationists are working hard to ensure they reduce the effects of problems to achieve overall objectives. Presence of people with higher needs in the midst of the community calls for special plans to help them acquire education like regular children. The planning involves special settings favorable for their learning.

There are several justifications for having an inclusive educational system catering for all the kids. Firstly, special planning for students with mild disabilities grants them the right to acquire education. All children are entitled to educational based on ethical and legal consideration (Forlin, 2006). Firstly, having distinct instructional settings for disabled learners help them satisfy their need and fulfill their rights. Secondly, catering for them creates a more inclusive educational system. Inclusion is an issue that has troubled educational systems for a long time (Fulcher, 2015). Since it is desirable to have an inclusive system, making correct decisions regarding the incorporation of children with disabilities is justified. Lastly, inclusivity in education, leveraged by planners in different settings, promotes the future wellbeing of the disabled and the society at large. It gives the individual capability to exploit their abilities and obtain employment in the future. As such it promotes inclusion at workplaces in the long run.

Conclusively, such programs serve to empower disabled people. Furthermore, it positively influences their dignity and chances to use their capabilities to serve society in different occupations. Therefore, planning for their instructional settings is justified.

Reference

Forlin, C. (2006). Inclusive education in Australia ten years after Salamanca. European Journal of Psychology of Education, 21(3), 265.

Fulcher, G. (2015). Disabling policies: A comparative approach to education policy and disability. Abingdon: Routledge.

Question ten:

There is a vast amount of ways to help students with disabilities. Firstly, the information about the learner has to be collected before making decisions on the curriculum. This data forms the basis of what is to be included in the intervention programs for the students.

Response to Interventions (RTI) is a high-level model for assessing learners’ chance of having a disability. This model assists in the collection of information used to place learners in three subdivisions by a team of experts. Learners are classified into tier 1 to 3 (Fulcher, 2015). The ones in the first tier are said to be regular students who can be assisted in general classrooms. The second one refers to learners with mild disability (Timberlake, 2016). Such students need intense interventions to help them achieve higher results. The last tier includes people who have severe disability. Their state affects their academic performance adversely. As a result they need more intensive interventions and frequent monitoring.

An evidence-based evaluation is performed in need of special education. This assessment occurs within 60 to 65 days depending on the district undertaking the exercise. Extensive reports are prepared and distributed to schools and the parent of the child to inform a decision. A panel works out a special individualized program eligible for special education. These programs are called Individualized Education Plan (IEP).

Reference

Fulcher, G. (2015). Disabling policies: A comparative approach to education policy and disability. Abingdon: Routledge.

Timberlake, M. T. (2016). The path to academic access for students with significant cognitive disabilities. The Journal of Special Education, 49(4), 199-208.

Question Eleven:

Disability is one of the greatest obstacles in knowledge acquisition in more than 15 % of children born in the US. Educational programs have values, ethical and legal considerations. In addition, there are campaigns to have inclusive programs for all kids. Consequently, educational planners have developed unique curricular for students with a disability.

There are a host of reasons that justify the unique educational programs for learners with disability. The first rationale borrows for ethical principles. Equity in an educational system is an ideal factor to attain. As such, learners with disability have to be given special chances to acquire education through a series of interventional assistance stated in their curricula (Kauffman et al., 2017). Secondly, learners with a disability cannot thrive in general classroom settings because of their conditions. They are a category of learners that require intensive interventions and frequent monitoring more than the normal student. As such, instruction given to such learners must be specially designed to meet their personalized needs. In doing so, the learners with disability are given fair chances to acquire education like the normal learners. Thirdly, decisions made to help disabled students help them to attain satisfaction in life (Kauffman et al., 2018). Furthermore, the programs assist them to acquire skills to be used in employment opportunities in their future undertakings.

Conclusively, to create an ethical educational system that takes care of disabled individuals, important decisions have to be made regarding the curriculum. Such decisions serve to increase educational inclusivity and equity. In the process, the disabled learners also get a chance to reach their full potential in life.

Reference

Kauffman, J. M., Hallahan, D. P., & Pullen, P. C. (2017). Handbook of special education. Routledge.

Kauffman, J. M., Hallahan, D. P., Pullen, P. C., & Badar, J. (2018). Special education: What it is and why we need it. Routledge.

Question Twelve:

Understanding the students’ behavior and reinforcing desired traits or correcting problem behavior is a critical aspect of imparting knowledge and skills. Desired behavior is likely to place a student in the best opportunity of benefiting highly from instructions. As such, behavior assessment models and support programs are fundamental tools for assisting learners to maximize chances of acquiring knowledge and skills. FBA is used to identify problem behaviors and information concerning the behavior. On the other hand, Positive Behavior Support assists learners to correct undesirable behavior.

Positive Behavior Support (PBS) refers to systematic evidence-based interventions aiming to do away with problem behaviors that hinder the children with disability from attaining knowledge and skills (Dunlap et al., 2014). PBS aims to teach and reinforce alternative behavior desirable for the process of acquisition of new skills and knowledge (Ross & Horner, 2014). The grand objective of the PBS is to enhance the attainment of certain outcomes. The outcomes include enhancing individual’s social interactions and performance.

Functional Behavioral Assessment (FBA) is commonly used in education to assist students to attain maximum performance level. This is the process of identifying problem behaviors, understanding their antecedents, and determining the purposes of this behavior amongst children with certain disabilities to pave way for interventions to correct the behavior (Crone et al., 2015; O’Neill et al., 2015). The process provides crucial information to form the foundation on which interventional strategies are based. The process is research-based. As such, it is based on evidence for individualized intervention.

Conclusion

Conclusively, assessing behavior is an important aspect of getting all students equal chances of education. Students with disabilities can obtain meaningful assistance through determination of behaviors hindering them from obtaining academic knowledge in schools. Followed by strategic interventions, these models have proven helpful in educating children with disability across the US.

Reference

Crone, D. A., Hawken, L. S., & Horner, R. H. (2015). Building positive behavior support systems in schools: Functional behavioral assessment. guilford Publications.

Dunlap, G., Kincaid, D., Horner, R. H., Knoster, T., & Bradshaw, C. P. (2014). A comment on the term “Positive Behavior Support”. Journal of Positive Behavior Interventions, 16(3), 133-136.

Ross, S. W., & Horner, R. H. (2014). Bully prevention in positive behavior support: Preliminary evaluation of third-, fourth-, and fifth-grade attitudes toward bullying. Journal of Emotional and Behavioral Disorders, 22(4), 225-236.

Question Thirteen:

Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plan (BIPs) are fundamental behavior assessment tools in education. They give teachers the best chances to reduce the incidence of problem behavioral traits in learners. The use of FBAs and BIPs are legally accepted tools for behavioral assessment for assisting learners with behavioral and emotional disabilities. As such, such students get fair chances to learn while exhibiting favorable behavior to the learning experiences.

The FBAs and BIPs are considered the best because of the practical ability to impact positively on learners with behavioral disability. The FBAs enables teachers to understand their individual learners better. Such understanding places the teacher in the best position of devising interventions. Using Functional Behavior Assessment helps tutors to link behavioral problems and their contexts (Crone et al., 2015; O’Neill et al., 2015). This can be done through observation and interviews. Pupil-specific assistance enables learners to maximize the capacity to benefit from instruction. Ideally, BIPs as consequential measures following the FBAs help the learner position strategically to acquire knowledge. The intervention focuses on an individual student hence enhancing the specificity of tackling behavioral problems. Furthermore, these interventions not only help in discouraging inappropriate behavior but also give the learners alternative behavior. Alternative behavior acts as a corrective measure of behavioral change hence permanency.

Therefore, FBAs and BIPs are the nest approaches to improving the learners with emotional and behaviors that bar them from learning. The tools enable teachers to analyze the issues identified and design interventions suitable for a specific child. Also, these assessment tools help in determining motives of problem behaviors making it simpler to tailor a behavioral alternative. These approaches help learners maximize learning abilities hence higher performance.

Reference

Crone, D. A., Hawken, L. S., & Horner, R. H. (2015). Building positive behavior support systems in schools: Functional behavioral assessment. guilford Publications.

Question Fourteen:

There are four basic steps in the functional assessment of student behavior. The steps include understanding behavior, collecting, comparing, and analyzing data, Contextualize the behavior, and developing an intervention plan (Amanda, 2014). The steps help teachers come up with a guiding framework to reaching a workable intervention to the problem. The procedure needs to be undertaken with a keen interest to understand the behavioral agent (student), the factors motivating behavior and the consequence.

To provide an in-depth understanding of the behavior is critical to solving the issue. As such the problem should be expressed in observable and measurable terms to enhance clarity. Secondly, collection of behavior follows. The information can be obtained from the student’s records, interviews, and the questionnaires. These records describe where the behavior is happening, frequency of occurring, the present characters when the behavior, and what happens before and after among other environmental factors. Antecedent-Behavior-Consequence (ABC) tool is used at this stage. Antecedents are actions that occur before the manifestation of the behavior (Amanda, 2014). Thirdly, hypothesizing the behavior is the third step that involves deriving the implication of the behavior, determining the motive of the behavior and the factors that induce the behavior. Lastly, an intervention plan is designed based on the information collected.

Basically, FBA procedure involves an understanding of the behavior to determine what the instructor is facing. Data collection and analysis follow the understanding of the behavior to examine the factors motivating the problem behavior. Contextualizing the problem behaviors follows thus identifying the environment that encourages the actions. The entire process is wrapped up through designing an intervention plan suitable for the nature and context of the problem behavior.

Reference

Amanda Morin. (2014). Functional Assessment: What is and How it Works. Retrieved from https://www.understood.org/en/school-learning/evaluations/evaluation-basics/functional-assessment-what-it-is-and-how-it-works

Question fifteen:

Developing positive behavior that can help learners to elevate learning capabilities starts with understanding of the behavioral function the behavior presents for the student. This is because all problem behaviors have a purpose they serve for the student. Ideally, repeated and unwanted behavior serves to gratify the student. As such, the outcome of such an action appears desirable to the doer (Prykanowski et al., 2018). Therefore, it is important to understand the purpose a problem behavior serves to reinforce positive behavior.

Behavior in students particularly serves two purposes; behavior to get something and behavior to avoid something. First, students may engage in a behavior to get attention, acceptance or sensory stimulation. Notably, students who are not very good performers in academics look for recognition and attention elsewhere. For example, a student may exhibit a disruptive behavior such as making noise in class just to be noticed by the teachers or colleagues. Students who are bullied often suffer a lot trying to mingle with others. Such students will engage in behavior to get accepted by others who see them as different. Lastly, problematic behaviors may be exhibited for the purpose of sensory stimulation. This purpose serves well with students who are drug addicts. Such a student may abuse drugs for stimulating their mind. Secondly, a behavior may serve to get away from something. Such purposes include avoidance, overstimulation or avoidance of stressful moments (Moskowitz et al., 2017).

Conclusively, behavior amongst learners may serve the purpose of getting something of avoiding something. An understanding of the function of a behavior lays a foundation for designing corrective measures. Students avoiding stress may exhibit anxiety resulting from trying to suppress certain thoughts.

Reference

Prykanowski, D. A., Martinez, J. R., Reichow, B., Conroy, M. A., & Huang, K. (2018). Brief Report: Measurement of Young Children’s Engagement and Problem Behavior in Early Childhood Settings. Behavioral Disorders, 0198742918779793.

Question Sixteen:

The most critical aspect of performing a Functional Behavioral Assessment is to use information collected from victims of problem behaviors to replace the unwanted behaviors. Understanding the behaviors, its context and the purpose helps in designing a practical intervention. Ideally, positive supportive measures are based on the information obtained through various collecting methods (O’Neill et al., 2015). Therefore, FBA provides vital data to influence the types of interventions to be undertaken in the process of corrective problem behavior.

Primarily, a Behavior Intervention Plan (BIP) is a product whose ingredients are obtained from the FBA. Designed to reinforce positive behaviors, BIP helps prevent problematic behaviors in school setting enhancing learning. Notably, the results of the FBA are used to correct behavior in the following ways;

Designing environmental changes. The changes tend to eliminate the environmental issues that are a breeding ground for problem behavior.
Changing the way instructions are presented in the learning forums to the advantage of disabled children. This involves teaching in different ways or teaching more alternative and appropriate behavior.
Change in the routine events around the child. The aim of this strategy is to remove the behavior antecedent hence preventing the undesired behavior.
As stated earlier, all behaviors have a motive behind them. If a behavior serves the purpose it is meant for successfully, there is a likelihood that the behavior will be repeated. As such, correction of the problem behavior will be a change in the consequence of the behavior (O’Neill et al., 2015).

To sum up, FBA results are used to make the Behavior Intervention Plan (BIP) to be used as a corrective response to problem behavior. Generally, strategies of the intervention are guided by the results of the FBA assessment.

Reference

O’Neill, R. E., Albin, R. W., Storey, K., Horner, R. H., & Sprague, J. R. (2015). Functional assessment and program development. Nelson Education.

Question Seventeen:

Response to Intervention (RTI) refers to process of providing instruction of the highest quality and student-specific intervention, frequent monitoring of behavioral changes to enhance decision making based on instructions and using responses from children to devise educational decisions (Flannery et al., 2014). Using an RTI model involves a consideration of environmental factors and providing appropriate interventions at their point of need. This is a new way of rethinking students’ struggling with learning disabilities due to problematic behavior.

RTI process if followed by a series of strategic interventions, is called the Positive Behavioral Intervention and Support (PBIS). The PBIS is based on problem-solving frameworks that use reinforcing and teaching behavior to prevent problem behavior. PBIS model uses the underpinning principles of the RTI to offer a variety of behavioral interventions (Flannery et al., 2014). The interventions are systematic and are only applied at the time of their need that is when the learner exhibits the behavior. The key guiding factor in the model is the context or the environment the behavior is demonstrated. The model uses a variety of behavioral intervention. Such interventions include self-monitoring, anger coping therapy, and performance feedback among many more. Choice of interventions depends on the evidence manifested by the data collected from the student.

Briefly, the Response to Intervention (RTI) involves: proactive identification of the need of students, engaging in pupil-specific interventions when need is demonstrated, and continuous monitoring of student behavior to identify changes and adjust goals. This approach is scientific and, therefore, described as an evidence-based intervention to help students exhibit positive behavioral change. Continuous monitoring helps school staff make desirable changes making the process very objective. As such RTI process reduces the flaws associated with problem behavior interventions.

Reference

Flannery, K. B., Fenning, P., Kato, M. M., & McIntosh, K. (2014). Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools. School Psychology Quarterly, 29(2), 111.

Question eighteen:

Response to Intervention (RTI) is utilized for correcting the cases of academic problems. RTI in academic denotes to the use of the model to assist children struggling with specific skill obtain the capability of dealing with the capabilities better than before the intervention (Friedman, 2010). Introduced in 2014, the method helps identify learners with learning disabilities and developing individualized interventions. The model helps to have all the learners acquire equal education and improve academic performance despite the disabilities and individual differences.

The RTI process identifies the Specific Learning Disability (SLD) in students after which an intervention follows to assist a learner to overcome the obstacle. The intervention is always followed by a monitoring stage to find out whether it is helping the learner improve. If the intervention does not produce desired results, RTI teams meet the parents of the child forming a larger forum to decide on a more proactive intervention. The process goes on until the child is helped reach the required levels. Common learning disability affects learning skills in reading, writing, speaking, reasoning and listening. Learning disabilities may be identified as early as when the child is in elementary school. For example, when teachers identify a disability such as the speaking disability, the teacher designs an intervention that would help the learner acquire better speaking skills.

The RTI framework is divided into subdivisions that influence the levels of interventions desired. Majority of learners, almost 80%, falls in the section called Tier 1 which is the most basic level in the RTI model. Interventions for students in this level are not intense. Tier 2 is a more advanced level of disability (Mellard et al., 2010). Students of this level require more intensified interventions. About 15% of learners are found at this level. The tertiary level is called Tie 3 which requires the most intense and frequented interventions.

Reference

Friedman, E. K. (2010). Secondary prevention in an RTI model: A step toward academic recovery. The Reading Teacher, 64(3), 207-210.

Mellard, D., McKnight, M., & Jordan, J. (2010). RTI tier structures and instructional intensity. Learning Disabilities Research & Practice, 25(4), 217-225.

Question Nineteen:

Adolescents with disabilities can be helped at different levels, this depends on the nature of the disability. Special education is the highest of all the levels in special education (School of Psychology Files, 2018). As such, students must be tested to deter their eligibility for special education programs before subjecting them to the programs.

Students eligible for special education must meet three criteria. Firstly, the child must have a disability or a number of them. Secondly, the student’s disability should adversely affect their educational performance. Lastly, the student’s needs should be beyond general classroom assistance. Determination of eligibility is a complex process that needs initial evaluation. This is the stage where the RTI model comes into assists the teaching staff determines whether a student should be assisted in general classroom or is eligible for special education. The model classifies learners in three distinct sections; Tier 1, Tier 2, and Tier 3. The levels of interventions are different from one tier to the next. Students in Tier one require less intensive interventions which can be achieved in general classroom situations. Tier 2 students require intense interventions. Disability in Tier 2 requires close monitoring since the intervention may fail to impact positively on the learner (Mellard et al., 2010). The final tier presents higher levels of eligibility for special education compared to the lower levels.

Therefore, the RTI framework is helpful in the process of testing the eligibility for special education. The students with a severe disability are handed over for special attention in special education.

Reference

Mellard, D., McKnight, M., & Jordan, J. (2010). RTI tier structures and instructional intensity. Learning Disabilities Research & Practice, 25(4), 217-225.

School of Psychology Files. (2018). Special Education Referrals. Retrieved from http://schoolpsychologistfiles.com/spedreferrals/

Question Twenty:

Parent referral for special education is a formal request made by a parent to have his/her child under a special intervention from special education educational programs. This process helps children with disabilities to obtain individual specific studying programs designed for their disability.

When evidence-based on an evaluation shows that the child requires special needs is clear. Parents fill forms to refer their children to special education. Once the parent signed the consent to an evaluation process, an amount of time, between 60-65 days is set to complete the assessment process and arrange for an illegibility meeting (School of Psychology Files, 2018). The professional evaluation takes place over the set amount of time. Comprehensive reports are prepared regarding the disability levels of the child, thus determining the student’s eligibility for special education. Copies of this report are availed to parents and the school to prepare all parties for the eligibility meeting. This process replaces the RTI process through the three-tier disability level determination (School of Psychology Files, 2018). The reports prepared to hold adequate information to inform the decision reached in the eligibility meeting in the presence of parents. Once the child is eligible for special education, experts use 30 days to prepare an individualized program called Individualized Education Plan (IEP).

As such, parent referral sanctions a different procedure apart from that of the RTI model. It leads to the IEP intervention specially designed for an individual learner. The IEP has goals, service description, and accommodation. The document is prepared by a committee in the presence of the parent.

Reference

School of Psychology Files. (2018). Special Education Referrals. Retrieved from http://schoolpsychologistfiles.com/spedreferrals/

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Timberlake, M. T. (2016). The path to academic access for students with significant cognitive disabilities. The Journal of Special Education, 49(4), 199-208.

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