Rti Response To Intervention In The Classroom

Rti Response To Intervention In The Classroom
Learning disabilities is "a condition giving rise to difficulties in acquiring knowledge and skills to the level expected of those of the same age,
especially when not associated with a physical handicap." on average children with learning disabilities start to show sings at age 5 however
sometimes they develop later and go unnoticed, for the students who are diagnosed with learning disabilities such as Dyslexia– Difficulty reading,
Dyspraxia (Sensory Integration Disorder)– Difficulty with fine motor skills, Dyscalculia– Difficulty with math, Dysgraphia– Difficulty with writing.
The school systems have programs to help those children have an easier time in school. Programs like RTI " Response to Intervention (RTI) is a
multi–tier approach to the early identification and support of students with learning and behavior needs." RTI is designed to make a individual special
education plans for students.
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Quality Individualized Educational Programs Essay examples
The educational system in the United States has not always provided comparable education to students with disabilities. Not until 1975, when
congress passed the Education for All Handicapped Children Act in 1975, were public school systems were required to provide "free and appropriate"
education to children with disabilities. This law is currently referred to as Individuals with Disabilities Education Act of 2004 (IDEA). These laws
provide a legal precedence to ensure students with disabilities receive special education services (Hallahan, Kauffman & Pullen, 2012, p. 16).
IDEA defines special education as "specifically designed instruction, at no cost to parents, to address the unique needs of a student with a disability.
The IDEA ... Show more content on Helpwriting.net ...
1–4).
Developing an IEP
Any parent or teacher can request an evaluation and assessment of their student. Next a prereferral team (PRT) is created; this includes special
education teachers, the general education teachers, psychologists and administrators. The PRT will first implement a variety of alternative
instructional methods and strategies (Hallahan et al., 2012, p. 25). If the student continues to have difficulties in school he or she will have a
complete special education evaluation completed. If the assessment denotes the need for special education services an IEP is created. An IEP is a
"legal document" that creates an individualized education plan for students with disabilities and it also serves as a "communication tool" between
parents and teachers regarding the student's progress. All students between ages of three and 21 with disabilities and receiving special education
services should have an IEP created for them and this document is reviewed annually. An IEP team comprised of the child's parents, a range of
teachers including a special education professional, a local education agency representative and the student (if able or suitable) develop an IEP.
Children who have diagnosed disabilities or developmental delays before the age of three have an Individualized Family Service Plan (IFSP) created.
The IFSP provides the families with tools and resources to help aid the child's

Effects Of The Self Directed Individualized Education...
How does the school psychologist come into play? Well, the students are most effected by their teachers, and their teachers are affected by school
policies and climate. That is where a school psychologist can make a difference. They can support teachers by tailoring professional development to
fit teacher needs. They can affect the school climate and to some extent school policies to help teachers feel heard and gain some autonomy. A primary
goal of a school psychologist should be to build positive policies that support teacher–student relationships, and competency. By building teachers'
skills, school psychologists, support them in an era of high–pressure testing and accountability to help teachers feel secure in their abilities.
Effects of the Self–Directed Individualized Education Program on Self–Determination and Transition of Adolescents With Disabilities Middle and high
school student involvement in IEP (Individualized Education Plan) meetings has large benefits to the individual's sense of self–determination. It allows
them to have input in their education and learn to advocate for themselves. The term "Self–Directed IEP" refers to IEP meetings where the adolescent
is actively participating in the meeting and transition planning for after high–school. Transition services have been mandated by IDEA (Individuals
With Disabilities Education Act) of 1990. These services make sure that the individual's likes and dislikes are taken into account when helping the
individual

Job Interview Program Advantages And Disadvantages
CHAPTER 1
Introduction:
The job interview is the gateway to employment, and the ability to interview well is a skill–set in itself. Most young people who are new to the process
find that they are often unsuccessful at this component of attempting to become employed due to the fact that they are underprepared for the nuance
laden and sometimes improvisatory nature of an interview. This critical step becomes more difficult when a young person experiences difficulties with
language, comprehension and/or social deficits as many of our student with disabilities do. According to the US Department of Labor, young people
with disabilities ages 20–24 are employed at half the rate of those without. The same subgroup are living in poverty at twice the rate of those without
disabilities according to the US Census Bureau.
Though vocational skills preparation programs exist to address these issues, they are largely underutilized by high school aged children primarily to due
to a lack of awareness that they exist, how to find them or what purpose they serve. Students with disabilities benefit from skills preparation programs
under the Individuals with Disabilities Education Act (IDEA 2004) which mandates that post secondary transition planning education and training be
provided to each eligible student beginning by age 16 and be individualized to meet each student's unique needs. This mandate is executed differently
by school district. In the Los Angeles Unified School District (LAUSD),

Readability Of Individualized Education Program (IEP)
Review of "Readability of Individualized Education Programs"
Since the first Special Education law was enacted in 1977 the total number of children and students served has increased by 81%. . Every child who
receives special education services must have an Individualized Education Program (IEP). An IEP is a written statement of the educational program
designed to meet a child's individual needs. Teachers are held with the responsibilities of creating and updating the students IEP'S and meeting with
parent to discuss their child's IEP. IEP's are often filled with terms and acronyms that makes the readability of an IEP challenging. The article
"Readability of Individualized Education Programs" suggests that IEP's should be written in better context to increase readability. ... Show more content
on Helpwriting.net ...
IEP's can be very lengthy and overwhelming causing parents to lose focus quickly. The IEP team carefully review the students IEP with the parents
and ask if there are any questions regarding the IEP. However, many parents are not aware of what to ask because they don't understand the
terminology and the small font size of the text. Numerous parent are leaving IEP meeting unaware of how to properly support their child academically.
Lo suggest use of software and online readability check systems to better educate parents about the IEP process. The software and readability check
system will allows teachers to examine the reading level of IEP's and adjust accordingly to reduce the complexity of the document (Lo, p.100). Though
the number of pages in the IEP are uncontrollable, reducing the complexity allows parents to gain a better understanding of the documents and in return
better support the

Creating Inclusive Classrooms For Elementary Education
November 22, 2015
To:Elementary Education Teachers
From:Jill Hansen
Subject:Creating Inclusive Classrooms
Teachers have the challenge of providing the best education for all of the students in their classrooms. Students in the classroom are increasingly
diverse and differ in language, culture, social backgrounds, talents and cognitive skills. As the movement grows to include special educational needs
students in the general education classroom; teachers need to carefully structure the classroom and curriculum to meet the needs of these students.
In this report, I will explain how, why, and what teachers will need to do to accomplish this task.
The Teacher's Role
Teachers should be well versed in the terminology of the special educational needs. The teacher should be aware of each student'sindividualized
education program (IEP) and adapt the lesson plan to strengthen the weakest student; however provide the gifted student with a challenge (Stanberry).
The needs of the gifted student are often overlooked. The reasons are the lack of professional knowledge of the needs of the learner and because there
is a misconception that these students "can make it on their own" and thus have much less need for support (Armstrong and Richards 131–132). Thus it
is a balancing act that needs help in developing and the teacher needs support from administrators and paraeducators (if available).
Teachers Lesson Plans
Differentiate instruction by using groupings, providing

History Of Special Education Essay
Special education has changed in many different ways throughout the last century. The views of they way students with differences should be taught
and treated have changed as people have become more open minded.
The education laws have also seen a turn about. One major area of education was in a desperate need of changed opinions and beliefs. Education for
children with learning problems has emerged from no education to special funding and programs especially for those individuals with learning
problems.
The first phase of special education is the largest span of time. The Foundation Phase was from 1800 to
1930, children who had any sign of learning problems were labeled as dumb, retarded, and even brain ... Show more content on Helpwriting.net ...
One of the major aspects of this phase is inclusion. Inclusion is educating students with disabilities in regular classrooms in their neighborhood schools,
with collaborative support services as needed.
Another aspect of the Current Phase is when the EMA of
1975 was rewritten as IDEA in 1990. IDEA, Individuals
Atwell 3 with Disabilities Education Act, made it hard to suspend or expel students with learning disabilities because of their behavior. IDEA also
required that each learning disabled child have an IEP, Individualized Education
Program. An IEP is a document that must include current performance of the student, the annual goals the student needs to achieve, special education
and related services the child needs, participation, if any, with nondisabled children, modifications needed to take state tests, dates and places of when
and where special services will be provided and the measuring progress of the child.
Before a student can have an IEP, they first must be labeled as a student with a learning disability.
There are stages to figure out whether or not a child has a learning disability. The first stage is noticing if a student is having difficulty in one or more
subject areas. The next step is to evaluate the child's suspected disability area, but before this can take place, the school must receive permission from
the parents to evaluate their child. Then the eligibility is decided by a group of qualified

Personal Statement: Individualized Education Program
When high school began my first goal was to graduate which I'd start by doing what has to be done leading to a well freshman year until I got into
my junior year. Once I entered 10th grade I into the magnet program and got me overwhelmed for one year until my last two I began being aware
of the useful resources I had. Those resources are the basics as being responsible to go to tutoring which I began to do which got me closer to
teachers where I'd even learn materials ahead of others. I began to research my work I couldn't understand and managed some time with sacrifices to
learn once again as many times needed to have it down. In addition, as I was in the magnet I also had an IEP standing for "Individualized Education
Program" which I took

Disability Education Act
Educational Regulations and Implications http:nichy//.orgThis federal law Individual with Disability Education Act (IDEA) generated in 1975, first
known as Education for all Handicapped Children Act (EHA). According
FACTS ABOUT CEREBRAL PALSY IMPAIRMENT to this law, students with disabilities in (K
–12) have the same right to get the education in public
school with the typical students. It is a great revolution in education because before this law the children with disabilities are excluded to the education.
Basically IDEA has six main principles that are included an Free Appropriate Public Education (FAPE), an Appropriate Evaluation, an Individualized
Education Plan, (IEP), Least Restrictive Environment (LRE), Parent and Student Participation ... Show more content on Helpwriting.net ...
This plan develops, reviews, and revises at least once a year by a team that is included educators, parents, and the student with appropriate age. It is an
important legal document that emphasis on the special education and its related services. This plan helps children to be successful in their academic
careers. IEP creates modification in the curriculum that help children to learn general education. It also provides special services, such as speech,
physical, and occupational therapies. Additionally, this program accommodates the students with disabilities with an extra time, so they can complete
their assignments and tests. The students with disabilities are also provided with the special equipment, such as cans, walkers, crutches, wheelchairs,
specialized exercise devices, and the specialized desk or table, and chairs for an appropriate posture development. Plus, they are provided with assistive
technology software's, for example, speech recognition, screen reading, argumentative and alternative communication devices, and academic software

An Individualized Education Program ( Iep )
Each child as an Individualized Education Program (IEP) has a team meets where it speaks the parents about the student 's strength and weakness that
are present level of functioning. The team also talks about the Least Restrictive Environment (LRE), for the child's education. LRE is part of the
Individuals with Disabilities Education Act (IDEA).
The IDEA stated that children who receive special education should learn in the least restrictive environment. The student will or should spend as much
time as possible with students who do not receive special education. The student that needs to be removed from the general education class should only
happen when your child's learning or attention issue of the disability under IDEA. The means the student are severe in a disability that they will need
an extra supplementary aids that can services them with an appropriate education. Inclusions are teaching approach that focuses on including students
with special education needs in the general or mainstream classrooms. Inclusion goes beyond placement in a general education class. Inclusions are
aimed to have the child with special accommodations be able to participate in the classroom including lessons and extracurricular activities to meet
age and grade level of other peers. The student with a disability might show more progress with other students as models or behavior other learning
issues. Response to Intervention (RTI) model is based on three tier approach to help

The Individualized Education Program (Iep)
After discussing the night before school and the morning before school starts, the mother shares how the school day begins for her son. She stresses
that getting an individual with autism in the right program is the most important step. Due to everything being new for a student with autism, it is
crucial that the student, parents, teachers, and the IEP team have a strong relationship. This mother's story relates to the most significant pillar, an
individualized education program because she has the right to be persistent in advocating for her son. Eventually the school had to change the child's
IEP plan based on his individual needs, arrange a car service in order for him to be picked up properly, and implement a behavior plan. The mother in...
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Autism is not only difficult for the child, but it is also a challenge for the child's family. Professionals encourage parents to join a support group to
learn new treatment plan and receive emotional support advice. An article written by Melinda Smith, Jeanne Segal, and Ted Hutman states that in
order to help children with autism be successful, they first need "structure and safety"; second, "nonverbal ways to connect"; and third, "a
personalized autism treatment plan." Parents are able to provide the structure by providing a consistent schedule, rewards for good behavior, and a
safe zone for their child. A safe zone is a place for a child to go and relax while feeling secure. Parents are able to provide connections by watching their
child for nonverbal methods of communication. If parents are aware of their child's behavior when they want or need certain things they can better
respond to the situation and help the child feel more secure. Additionally, parents should always make time for fun with their child, no matter the
circumstances. Parents know when their child is most aware of what is going on around them; therefore, they should schedule therapies and
appointments around times that will be most effective for their child (Smith, Segal, Hutman

The Impact Of Education On Special Education
When Public Law 94–142 was passed in 1975 it had a positive impact on the education for children with disabilities. Millions of children in the United
States were supported by the law. These children had previously been excluded entirely from the education system.
The Public Law 94–142 is the landmark legislation that affected special education. Public Law 94–142 changed its legislative title which resulted from
the enactment of Public 101–476 on October 30, 1990, to The Individuals with Disabilities Education Act (IDEA). IDEA is also known as the "Bill of
Rights" for children with exceptionalities and their families. This law is the most important pieces of the federal legislation ever passed on behalf of
children with special needs. ... Show more content on Helpwriting.net ...
The following principles are the six major elects that have endured to the present day, Free appropriate public education(FAPE), Least restrictive
environment(LRE), Individualized education program(IEP), Procedural Due Process(PDP), nondiscriminatory assessment and parental participation.
FAPE stands for Free Appropriate Public Education, all children in the United States are entitled to under IDEA. Children must be provided with an
education appropriate to their unique needs at no cost to the parents/guardians. The law requires that FAPE take place in the Least Restrictive
Environment (LRE)
LRE stands for Least Restrictive Environment, which is children with disabilities are to be educated, to the maximum extent appropriate, with students
without disabilities. This can mean anything from full inclusion to self–contained classroom.
IEP stands for an Individualized Education Program, it is a document, that was developed in conjunction with the parent/guardian, is an individually
tailored statement describing an educational plan for each learner with exceptionalities There are five major points that are to address the present level
of academic functioning personnel as present level of performance, annual goals and accompanying instructional objectives, educational services to be
proved, the degree to which the pupil will be able to participate in general education programs, and plans for initiating services and length of services
and length

Evaluation Of A Formal Referral
Identification:
If a parent believes that their child is in need of special education services, a written request must be sent to the Child Study Team and it is treated as a
formal referral. School district personnel, such as a child's teacher, may suspect, through classroom observations, that a child may have a disability and
can make a referral to the child study team. Within 20 calendar days of receiving a referral, the complete child study team must hold a meeting with the
parent and the student's teacher to determine if an evaluation is warranted and the scope of that evaluation. Typically learning, psychological, and
social assessments are ordered. Additional evaluations that may be ordered include speech, occupational therapy, physical therapy, psychiatric, and/or
neurological assessments. If the parent attends the initial determination meeting and evaluations are warranted, the parent can sign consent at that time
or refuse. The school district has 90 calendar days to complete the evaluations, and if eligible, develop and implement an individualized education
program (IEP). If it is determined that evaluations will not be conducted, recommendations may be made with respect to interventions or services to be
provided in general education. The child study team must inform the parent in writing of the decision to evaluate at least 15 calendar days before
conducting the evaluation. If the parent refuses, the school district may request a due process hearing before an

Individuals With Disabilities Education Act Summary
The Individuals with Disabilities Education Act (IDEA) is a federal law that guarantees educational services to eligible students with disabilities. It
establishes "people first" language for referring to people with disabilities. IDEA requires states to educate students with disabilities for transition to
employment, and to provide transition services. IDEA also provides the students with a free and appropriate education If a student with a disability is
expelled from school, IDEA says that he or she must still receive educational services. The Individuals with Disabilities Education Act mandates that all
students with disabilities take state and district testing. This law also requires a general education teacher to be a member of the Individualized
Educational Plan (IEP) team.
Section 504 is a part of the Rehabilitation Act of 1973 that outlaws discrimination based upon disability. It is an anti–discrimination, civil rights statute
that requires the needs of students with disabilities to be met as adequately as the needs of the non–disabled are met. Section 504 ensures that the child
with a disability has equal access to an education. Section 504 does not require a public school to provide an individualized educational program (IEP)
that is designed to meet a child's unique needs ... Show more content on Helpwriting.net ...
The Act also provides important legal protection for individual athletes of each sport. The Olympic and Amateur Sports requires that active athletes
must hold 20 percent of the voting power of any board or committee It was put in place to determine how to correct factional disputes, between sports.
The Olympic and Amateur Sports Act also had determine how to correct factional disputes, between sports organizations. This was depriving many
athletes the opportunity to compete, creating the United States Olympic Committee. The act was a three–year study by the President's commission on
Olympic

Bilingual Education For American Schools Essay
Bilingual Education in American Schools A 12–year–old boy living in a small farming village outside of Matamoras, Mexico comes home one day
from school and is informed by his parents that the family is moving to Texas to stay with his aunt and uncle. The entire family packed up their
belongings and caught a bus from Matamoras bound for a small–town north of Houston, Texas. As he looks out the window, he wonders about this
completely different world he has stepped into. At one gas–station stop on the way up, he hears people, predominately speaking in English, a language
he had heard people speaking from time to time, but had no idea what they were saying. After arriving at his aunt and uncle's house, his family is
greeted in Spanish giving him the first degree of comfort he has had since he crossed the border into Texas. The following day his non–English
speaking mother takes him to a local school where she is met by a counselor who has to send for a translator to properly register her son for his first
day at school. As he attempts to interpret his printed schedule, the boy makes his way to his classroom. He is met by a paraprofessional who
introduces herself in English and then in Spanish as his monitoring teacher. She promises to help him get used to his new school and to transition him
into the English language. This is an example of the experience that over 20,000 new immigrant children face every year in Texas schools alone, and
that number is doubling as

The Individuals With Disabilities Education Act
THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA)
IDEA is the main law addressing the education of children and adolescents with disabilities. It ensures all individuals with disabilities between the ages
of 3в€’21 the right to a free, appropriate public education (FAPE), regardless of the nature or severity of the disability. Schools must therefore provide
services to meet the particular educational needs arising from a disabling condition that cannot be met in the general educational program.
THE NATURE OFSPECIAL EDUCATION
Special education is instruction tailored to the unique learning needs of an exceptional student. A host of characteristics may make a student
'exceptional,' including sensory, physical, cognitive, or communication abilities that differ from those of same–age peers in a way that is relevant to the
student's education. IDEA specifies 13 disability categories that call for special education if the student requires alternate materials, teaching
techniques, equipment, and/or environments to learn as a result of a disability. Special education instruction is more controlled in pace, complexity,
persistence, structure, reinforcement, teacher–pupil ratio, content, and progress tracking in comparison to what the student's peers experience in the
general education classroom. Some students will require accommodations, or changes to how they learn, whereas other students will excel from
modifications, or changes to what they learn. Sample accommodations are

The Purpose Of The Team Learning Activity
Summary of the client: The purpose of the team learning activity was to write an individual educational program (IEP) for a boy named Marcus.
Martha who is Marcus's mother has submitted information about her son. From this information, it is understood that Marcus is a six–year–old boy
whose first language is not English (team learning activity). When Marcus was born, he was 6 weeks premature and had a serious brain bleed resulting
in long–term neuromotor differences (team learning activity). Marcus has been diagnosed with autism spectrum disorder and does not communicate
verbally (team learning activity). He does make sounds, flaps his hands, and shakes his head for communication (team learning activity). In addition,
Marcus has left sided weakness in his arms, legs, face, and has difficulty walking and sitting unassisted (team learning activity). Furthermore, Marcus
has significant visual differences and does not have glasses at this time (team learning activity). Expectations from Martha: After meeting with
Marcus's mother Martha, it was understood that she wanted to work on goals of reading, walking independently and running for Marcus's first year of
first grade (team learning activity). Martha felt very passionate about Marcus learning these skills because her younger son Mica, Marcus's brother is
already reading at the age of four (team learning activity). When meeting with Martha she displayed frustration over Running head: TEAM BASED
LEARNING 3

A Student 's Iep Team Is Responsible For Developing Their...
A student's IEP team is responsible for developing their Individualized Education Program (IEP). IDEA requires that a team of people participate in
the child's IEP meeting and that each of those individuals are provide opportunity to provide valuable input about the child and their education. IDEA
requires that the IEP be made up of the student's parents and the student if it is found to be appropriate. There should also be no less than one regular
education teacher if the child is participating in the regular education setting or may be taking part in the regular education setting in the future. The
student's special education teacher, a representative of the local educational agency, someone who posses the training and ability to interpret the
evaluation results, and other individuals who have knowledge or expertise regarding the student (typically related service providers) are required to
be at the child's IEP team meetings (Wrightslaw, 2015). Each person on the IEP team holds a special role and their participation is vital in developing
an IEP and making educational decisions about a student. Their roles are as follows:
The student with a disabilities helps identify their needs and areas that they feel they may need additional support with. They are able to also
communicate to the IEP team their goals and desires in regards to their education (The IRIS Center, for Training Enhancements, 2010).
A parents role on the team is share their knowledge about

Personal Statement For Individualized Education Program
Ms. Bennett reported that she felt she was managing her schoolwork relatively okay at school. However, she stated that when she was in her forth
grade, the school involuntarily placed her in Individualized Education Program (IEP) even though she did not feel the need. Ms. Bennett admitted
that she is in fact a slow learner, but that she felt "indifferent" from other students. She reported that the teachers from the IEP did not do anything to
teach the objective material but allowing a group of students, including Ms. Bennett to watch a series of movies during class for the entire grades
since the beginning of the placement. She described that no one was encouraged to learn in the IEP classroom, and furthermore, their classroom was
located in the back of the school behind all the classrooms for the regular curriculum as if the students in the IEP were not important. Ms. Bennett
explained that she was able to obtain passing grades regardless of what she did in the classroom.
Ms. Bennett emphasized that she frequently felt unjust since the time of her placement in the IEP, but that there was nothing she could do to change
the circumstance. She stated that she fell further behind in every subject in each grade, as she continued her participation in the IEP. Ms. Bennett stated
that even when she moved on to the middle school and high school, she was unanimously determined to remain in the program at the beginning of the
school years although Ms. Bennett vaguely indicated that

Gibb and Dyches Workbook Summary
Gibb and Dyches workbook summary
Charlie Baldwin
Liberty University
Gibb and Dyches workbook summary
Special Education and the Individualized Education Program
The Individualized Education Program (IEP) is a legal document used by schools in order to map out a plan of action for those that are in need of
special education. An IEP is created for students who have been classified with a disability and are between the ages of 3 and 21. AnIndividualized
Education Program (IEP) is a written statement of the educational program designed to meet a child's individual educational needs. Every child who
receives special education services must have an IEP. An individualized education program has the goal of setting reasonable improvement... Show
more content on Helpwriting.net ...
The IEP is created by a group of individuals who play an important role in the student's success. Those that should be involved in the creation of the
IEP are the parents of the students, at least one regular education teacher of the student, at least one special education teacher, a representative of the
LEA who is able to supervise the plans, someone who is able to interpret evaluation results (may be someone already on the team), any other person
who has knowledge about the student, and whenever possible, the student with the disability (Gibb & Dyches, 2016). The evaluation results will
be used to decide the child's eligibility for special education and related services and to make decisions about an appropriate educational program for
the child. Once the student is tested and determined eligible for services the IEP must be written.
Present Levels of Academic Achievement and Functional Performance
According to the Individuals with Disabilities Education Act (IDEA) an Individualized Education Program (IEP), address the following 7 steps about
the student. The first step begins with a statement of the student's present level of academic achievement and functional performance (PLAAFP). This
is a summary of the student's present levels of academic achievement and functional performance, including (a) how the disability affects the student's
involvement and progress in the general education curriculum; and (b) for students who

Negatives Of IEP Meetings
IEP meetings however, there are certain things that are required to be done by the school staff. These thing consist of notifying the parents and the
participants, notify the parents early so that they have time to plan to attend the meeting, schedule the meeting in a place where both the school and
parents agree, inform the parents that they may invite a person who has special expertise and knowledge of the student, inform the parents the purpose,
time, and place of the meeting, and inform the parents who will be attending the meeting. Once these things have been taken care of the meeting may
precede. It is during this meeting that the IEP is constructed. As the IEP is being constructed it is very imperative that the IEP includes information

An Analysis Of William Wittrock 's Education Program Essay
Summary On May 5, 2017, Columbia Valley Elementary staff and the parent of the student William Wittrock met for a meeting to discuss Williams
Individualized Education Program. Attending this meeting was Principal Eric Holmstrom, General Education teacher Sarah Leighow, Special
Education teacher Katelynn Lansdon, William's mother Necolena Wittrock and William himself. The following is a summary of William Wittrock's
Individualized Education Program, which was covered by Katelynn Lansdon during the meeting. The program was designed by Columbia Valley
Elementary staff as a tool to maximize William's education through support services in William's weak areas. Classroom data has shown that William
has difficulty with reading comprehension, spelling, and writing. Furthermore, William's frustrations are beginning to take form as disruptive
behavior, which has led to his removal from class on several occasions. To meet the Common Core Standard for 4th grade reading, William will need
to refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. By the end of the
year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
To meet the Common Core Standard for writing William will need to be able to produce clear and coherent writing in which the development and
organization are

Summary Of The Response To Intervention
Chapter 3 The Response to Intervention, Referral, and Placement Process Reflection and Summary By: S. Elizabeth Jackson Examining the Response
to Intervention (RTI) ProcessResponse to Intervention (RTI) is an in school service program designed to guarantee that all students are getting a high
quality education. Before students are referred for special education services, it is essential that they receive effective teaching designed to meet their
own learning requirements. All students in public schools are required to be included in the RTI program. While the different program may vary from
state to state, the basis of the models are the same. The RTI process has three tiers. In tier one is labeled curriculum–based classroom... Show more
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Teachers, during tier one, should closely follow the GREAT guidelines. Teachers are also expected to differentiate instruction for those who are
struggling. Tier two teachers expected to collect extensive data on the at risk student. Teachers are to collect data not only on information the
student got wrong, but also when they were correct. This aids in a more correct placement, if needed. The final tier of the RTI process, tier three, is
where all the data collection comes into play. In order for a student to be admitted into tier three, there has to be adequate evidence to support this
claim. The teacher needs to continue to collect data to provide information on whether or not the student has made progress with the interventions in
place. The teacher may asked to organize the data collected during the previous interventions. The text suggest that the teacher may be asked to
collect this data in the form of a visual aid, such as a bar graph. Process of Determining if a Student has a Disability and the Responsibilities of the
Teacher When all the tiers of RTI have been utilized, the Students Support Team (SST) decides if the next appropriate step for the student is a referral
to special education. Biased on the information gathered during the RTI process, the SST will appraise and see if the student meets the criteria for one
of the IDEA categories of disability. The disability or impairment must have an unwanted

Student Behavior Intervention Plan
D is a 14–year–old, African–American male. He is currently enrolled in the 8th grade at Samuel Jackson Junior High School. He is a Special
Education student who is classified in his Individualized Education Program as having Emotional Disturbance. D has a history of behavioral problems
in school. He was referred by the guidance counselor as a candidate who would benefit from additional support services. He receives mandated group
counseling through his Individualized Education Program one period a week in a group of five (1x40,5:1). This program documents his levels of
performance, academic achievement, functional performance, learning characteristics, social development, physical development, management needs,
measurable goals, ... Show more content on Helpwriting.net ...
After reading his Individualized Educational Program, Functional Behavioral Assessment and Behavioral intervention Plan, I was nervous. I met D
the day before our scheduled session. He seemed to be very apprehensive about meeting with me. He wanted to know why he had to see me and not
his mandated counselor. His mandated counselor is pregnant and is about to be out on maternity leave. This was explained to D. The morning of our
first session, had to meet him in his class. I waited at the door, and he readily accompanied me to my office. I introduced myself and explained issues
of confidentiality. He seemed fine and understood what I was relaying to him. He asked me repeatedly why my name was not on his Individualized
Education Program as his counselor. I explained that I was not his mandated counselor, but since his mandated counselor was about to go on maternity
leave, the school assigned some students to see me for support services. I don't think that answer was satisfactory to him. After the discussion of
confidentiality, I tried to engage him in

Ethical Dilemmas Of An Annual Individualized Education...
Ethical dilemmas surface frequently in educational and clinical practice:
Scenario 3: During the course of an annual individualized education program (IEP) meeting, Ms. Dougherty, a first–year teacher, perceives that a
school district administrator is trying to "steer" the parents of a student with emotional disabilities into accepting a revised IEP without the provision of
school–based applied behavior analysis services recommended by the majority of other team members. Ms. Dougherty hypothesizes that the
administrator's position is based on the added costs the financially strapped school district would bear if it provided these services. As a first–year
teacher, Ms. Dougherty is concerned that if she speaks up, she might lose the favor of her principal and maybe her job. If she remains silent, the
student might not receive needed services.
Ethics refers to behaviors, practices, and decisions that address three basic and fundamental questions: What is the right thing to do? What is worth
doing? What does it mean to be a good behavior analyst (Cooper, 2007)?
The right thing to do;
Is to confront the administrator, teachers, applied behavior analysis and the additional team members and remind them that they all have an obligation
to follow guidelines. If this step didn't correct the issue, Ms. Dougherty should take it upon herself to provide the parent with the Procedural
Safeguards; as they will inform her about what a school can and cannot do regards evaluating and

Personal Narrative: My Individualized Education Program
This week was a short week again for me. Monday was a holiday and Wednesday I went to a training. The training was about individualized
education program (IEP) procedures. It was really helpful because I am usually at those meeting at the school, so it was good that know I have
more information about it. I went back to my school site on Friday. I had an agenda prepared to see the students I thought needed me the most on
friday. However, I ended up talking to different kids. I was excited because one of my students was doing amazing and was using some of the
strategies that we talked about to recognize the triggers and calm down before having an episode. However, when I went back on Friday, I read an
email that that student was having a bad... Show more content on Helpwriting.net ...
She is thirteen year old. She is a smart student and never gave us problems before. However, she started getting in trouble after she started dating
an eighth grade boy. Based on our conversations, the boy tries to control her and wants her attention all the time. Mom asked for help because she
started to be disrespectful at home, and wants to be on the phone the whole time. Last week, we created a plan for her and she agreed to it, but it
did not work. The student continued her bad behavior. On Friday, I talked to the student about healthy and unhealthy relationships. Also, I took her
phone away with mom's permission as a consequence of her bad behavior. She seemed calm and did not show any signs of anger. However, after she
got out of school, mom called me to the school and told me that the student was out of control and she was saying she was going to runaway from
home. My planning on meeting with the student three days a week. I wanted to meet with the student and mom together, but the student stated she is
not ready. I understand that her behavior is one symptom of the problem. I believe the real problem is her perception of what a healthy relationship
is.I am working on putting a new plan together for her; however, it is been difficult because the student does not seem to be ready to change her

The Importance Of Inclusion In Schools
Federal law in the United States, in accordance to the Individuals with Disabilities Education Act (IDEA), prescribes that students with disabilities
attend their neighborhood schools with as much time as possible in a general education setting. Additionally, these students should be educated with
their typical, nondisabled peers unless education there cannot be achieved satisfactorily even with appropriate supplementary aids and services.
Mara Sapon–Shevin (2008) describes the vision of inclusion as a world where all children are served in the "regular classroom" with children their own
age. The idea is restructuring of schools so they are supportive, nurturing communities that really meet the needs of all the children within them: rich in
resources and support for both students and teachers. Furthermore, advocates should not have to defend inclusion; opponents should be required to
justify exclusion. There is little evidence that some children need segregated settings in which to be educated. At another level, it must be taken into
consideration that the world is an inclusive community; there are many people in it who vary, not only in terms of disabilities, but in race, class,
gender, and religious background. Sapon–Shevin expresses the importance of children having the opportunity to learn and grow within communities
that represent the kind of world they will live in when they finish school. The essence of inclusive classrooms is how people treat one another;

Early Intervention Services For Young Children Research Paper
Long time ago children born with disabilities were hidden and sometimes even killed because of their differences. Parents and families had feelings
of shame and guilt were often brought about with giving birth to a child with a disability. Sometimes the disability was blamed on sins of family
members. Even famous people like as Franklin D. Roosevelt, whom tried to hide his disabilities. President Franklin Delano Roosevelt was the first
president with a disability. Long time ago organizations looked at the prevention and cure of disabilities. In the 40s and 50s parents organized and
fought for education and services for their children with disabilities. Children with disabilities very little gat to meet successful adults with disabilities.
... Show more content on Helpwriting.net ...
Congress passed Laws known as the Public Law 94–142. Public Law 94–142 was to make a free, development appropriate public education to every
child with a disability in every state. In 1975, the law was called the Education of All Handicapped Children Act and focused on making sure that all
school–aged children would receive a public education. At this time, early intervention services for infants and toddlers with disabilities was not
thought of. Not until 1986 did programs for early intervention program for infant and toddlers with disabilities was taught

Special Education Improvement Act
Introduction: Special Education in the Individualized Education Program The Individuals with Disabilities Education Improvement Act or IDEA
defines special education as follows:
Specially designed instruction, at no cost to parents, to meet the unique needs of a student with a disability, including instruction conducted in the
classroom, in the home, in hospitals, and institutions, and in other settings; and instruction in physical education. (34 CFR В§300.39)
In order to provide this specially designed instruction, each individual state must establish procedures to guarantee all students with disabilities ages
3–21 who are residents of the state have access to certain provisions. The provisions that must be met are free and appropriate ... Show more content on
Helpwriting.net ...
Legally driven quality IEPs can only be developed with the student's goals leading the services and placement. The services being structured should
help the student achieve the goals set and be accomplished in the least restrictive environment, which means educated with their peers without
disabilities to the maximum extent appropriate, as determined by the IEP team. Restrictive refers to the occasions where students are educated in
special classes or separate schools, or have been removed in other ways from the general classroom. The removal of a student from the general
classroom is not only acceptable but recommended if the team determines the severity or nature of the student's disability prevents satisfactory learning,
even with supplementary aids or services

The Importance Of Assistive Technology In Education
Most children who need assistive technology (AT) receive the services while they are in school. Assistive technology devices and services are
provided if necessary for a child to receive free and appropriate public education in the least restrictive environment (International Society for
Technology in Education, Bugaj, & Norton–Darr, 2010). For children who receive services under IDEA, the need for AT must be considered, at least
annually. (Willard & Schell, 2014). However, a parent may request to be considered for AT service at any time and the school must make this happen
(International Society for Technology in Education, Bugaj, & Norton–Darr, 2010). When AT is part of the student's program, the school district is
responsible to make sure that it is providing the service to the child in question. The health care professionals and personnel who are involved with
providing AT services includes many disciplines. In the school setting, the interprofessional team includes the child and family, occupational therapist,
physical therapist, speech–language pathologist, educator, administrator, and psychologist (Willard & Schell, 2014). This approach is good because it
ensures special needs children in the school system are thoroughly taken care of through the mixture of skills, competencies, and enhanced professional
knowledge that come from multiple academic disciplines rather than one discipline. Many children in the school system have trouble with reading,
writing, and

Individualized Education Program Analysis
Texas state test, the STAAR, is a little different than most of the other states test Common Core. All states have the same major requirements from
laws that were passed throughout the years. When there are standards and laws to follow there must be assessments to find out where the students
stand. Here are a couple of major federal laws and their provisions relevant to assessment. In 1975 Congress passed Education for All Handicapped
Children Act in 1975. This Act required major requirements for assessments. The first is that every child that has a disability is required to have an
individualized education program (IEP) (27). Secondly, the Act state that each evaluation procedure is protected (27). Thirdly, the child is to be placed
in the least restrictive appropriate environment (LRE) (27). All of these are needed for children with special requirements. There are other laws that
require stronger... Show more content on Helpwriting.net ...
Each child is evaluated to see if they meet the IDEA requirements to receive IEP. All states are required to have an annual report on each child, even
special education students, on their performance improvements and progress (28). The IEP decides if a child needs modified assessments or
assessments depending on what tier they fall under in the multi–tiered system. The multi–tiered system is basically three different of support for a child
to succeed(4) The first level is universal which is the general students (7).The second tier is a more specific targeted group that might need extra
instruction (7). The third tier is the more intensive tier where instructional sessions of longer duration (7). The IEP team is the people who assess and
collect the data of a specific child to find out what tier they'll be in and assess from

Discipline and Students with Disabilities Essay
Public Law 94–142: The Education for All Handicapped Children Act of 1975, now called Individuals with Disabilities Education Act (IDEA),
requires states to provide free, appropriate public education (FAPE) for every child regardless of disability. This federal law was the first to clearly
define the rights of disabled children to receive special education services if their disability affects their educational performance. A parent of a
special education student also has basic rights under IDEA including the right to have their child evaluated by the school district and to be included
when the school district meets about the child or makes decisions about his or her education. If a child is identified as in need of special education...
Show more content on Helpwriting.net ...
If these students were placed in a regular classroom, they were often functionally excluded, when no support was provided for the child or the teacher.
In addition, many students were misclassified following inaccurate assessment, placement or tracking. These past practices have been deemed in
violation of a student's constitutional rights. As a result, IDEA now requires that the educational program that is developed by the IEP team provide
the child with opportunities in the least restrictive environment (LRE). LRE is the most normal setting that is possible for the student. The team should
take several things into consideration when making this determination. First, they must compare the benefits in the regular class and the benefits in the
special class. The U.S. Court of Appeals determined that the appropriateness of placement in the regular classroom is not dependent on the student's
ability to learn the same things the other students learn in the regular classroom. The benefit of social interaction should also be taken into account.
Second, consideration should be given to the potentially beneficial or harmful effects that placement in the regular classroom may have on the students
involved. Finally, cost should be considered when determining the appropriateness of student placement. On occasion, a parent may disagree with the
school district's identification or

Major Laws: The Impact On Special Education
Three historic major laws that had an impact on Special Education include Individuals with Disabilities Education Act, No Child Left Behind, and
Individualized Education Programs. The Individuals with Disabilities Education Act (IDEA) law guarantees that students who have special needs will
receive the help that they need from free public education in the smallest restrictive environment necessary to meet the needs of the students. It helps
the students gain the additional help they need, but it also lets them to join in the same activities as children without special needs whenever possible. I
believe that this law is important for schools, students and teachers today, because all students are getting the help they need. Everyone should have

Reflection For Individualized Education Program
After collaborating with my mentor teacher about the curriculum, she asked me to look over the 1st grade and 2nd grade curriculum and pick
standards that I would want to teach, and modify the standard to fit the education levels of our students. While I was looking over the curriculum, I
wanted to pick a standard that would target all of our students' Individualized Education Program (IEP) math goals in some way. There were only
three standards that would be benefiting all of my students at this time. I showed my observations to my mentor teacher and she told me to do a
counting standard because this is something they work on all year long for each student to reach their goals. The decision that I made was to focus on
teaching students the concept of counting to twenty (20). My student friendly objective will be: I can identify and count numbers one to twenty. This
will be written on the objective board and will assessable for my student while I am teaching this content area.
The specific standard for first grade is 1.NBT.A.1, count to one hundred and twenty starting at any number less than one hundred and twenty. In this
range, read, and write numerals and represent a number of objects with a written numeral. For second grade the specific standard that would be in
works is 2.NBT.A.2, count within 1000; skipвЂђcount by 5s, 10s, and 100s. Both of these standards came from the Arizona Department of Education
(ADE) website and are also a part of the Arizona College and Career

Special Education Program For Students
All students need to be able to get the most out of school as they can and it is important to give all student the same opportunity. There are programs are
made specifically for students that have learning impairment, physical disabilities, mental handicaps or language barriers to help them succeed like any
other student.
In Texas we have Admission, Review, and Dismissal (ARD), with is a document that explains an individual educational program (IEP) for students
within the special education program. When determining the child's placement it is necessary to keep in mind the student's level of academic
performance, functional performance and if the disability affects their participation in the classroom. The individuals involved in these meetings are the
parents, the regular teacher, special educational teacher, representative knowledgeable about resources in the local district, and a translator if needed.
Parental participation is the most effective way to help the student succeed under ARD, the parents are given a parent's guide which contains
information, their right and responsibility, which should be constantly reviewed to have accurate information about the child. The child's ARD record
should be at the school, in the school district, and with the local education agency to insure the student is being well instructed for the disability they
might have. Depending on their ARD circumstances students have the convenience to access assistive technology, behavioral

The Importance Of The Special Education Identification...
Describe how the special education identification process works, including the prereferral and the Response to Intervention systems.
There are different steps of the special education identification process. A prereferral is often the first step in the special education identification
process. It is used before placing a student in special education placement. When Ms. Tupper was concerned about Marty's inconsistencies in school,
poor reading and writing, trouble completing assignments, she put in a request to for assistance from a teacher assistance team. (Salend, 2016, pg 35)
According to our supplementary packet, a multidisciplinary team called the Committee on Special Education can be used during this step. Once the
referral is processed, the team will be implemented and will begin to gather information about the student. The team will then collaborate and set goals
and select interventions to best meet the needs of the child. Ms. Tupper and the team agreed to accommodations to help Marty such as daily report
cards and a moved seat. The team would then monitor the interventions and if they were helping Marty succeed or not. Response to intervention is
another part of the special education process. Marty's team recorded Marty's progress in reading and writing. Response to intervention involves
monitoring assessments and data on the child to see if the interventions are helping or if other individualized instruction is necessary. (Salend, 2016, pg
38) After the Response to

Inclusio Inclusion Research Paper
There are few issues in education that are as controversial as Inclusion. This topic resonates powerful feelings on both sides of the spectrum. Largely
due to the fact that it relates not only to educational values but social values as well. On one side, advocates believe inclusion would have a negative
impact on the classroom, due to a lack of teaching resources, which would disrupt the already limited individual instruction time. However, the other
side has seen that the inclusion of students at all learning levels has a positive effect in the classroom because it creates a progressive social and
educational environment.
A clear consensus has yet to be reached on the most appropriate way to implement inclusion into the classroom. Nonetheless, inclusion is the future of
education and it is important to understand all of the encouragements as well as the concerns within this subject, in order to develop the best learning
environment for each student's individual needs.
Historical Background ... Show more content on Helpwriting.net ...
In the 1950s and 1960s, the federal government began to develop and authorize practices for children with disabilities and their families. These
practices, in turn, laid the foundation for implementing effective programs and services for early intervention and special education in states throughout
the country. Public Law 94–142, which granted free and appropriate public education to individuals with disabilities, was not passed until 1975. In
1997, The Education for the Handicapped Act was renamed, TheIndividuals with Disabilities Education Act or IDEA. This act covers children with a
wide range of disabilities – whether the disability is mild or severe, hidden or

Essay On Critical Elements Of IDEA
Critical Elements of IDEA
Take a moment and imagine that you are a parent of a disabled child, and as his/her parent, you want what is best for your child. The same as all
parents do. The time has come for your child to begin his/her education, a bitter sweet movement for most parents, but a milestone, a time to branch
out, and be exposed to a formal education. Now, imagine that you have just been informed that your child is not allowed to attend public school, due to
his/her disability. I know, it seems outrageous and unfair. However, in the United States prior to 1975, this was not a scenario that parents of disabled
children had to imagine. This was their reality. Not only were this children deprived of admission to public school, sometimes they were even
institutionalized. However, in 1975 Congress would enact laws to change the education system for children with disabilities. "The Education for All
Handicapped Children Act, now known as Individuals with Disabilities Act (IDEA) specified that all children–including those with disabilities formally
excluded from school–were entitled to a free, appropriate education (FAPE)" (Mastropieri & Scruggs, 2018, 3). Now, under IDEA, schools were not
only required by law to provide an education to children living with disabilities, schools were also required to identify students with disabilities and
provide them with special education services if needed.
Free and Appropriate Public Education (FAPE)
As stated above FAPE is a big

School District Policy Analysis: School's Responsibility...
While individual school districts across the United States are autonomous entities granted with the legal authority to establish policy guidelines and
sanctions for violation of these rules, each district must also comply with federal education mandates. One of these national programs, the Individuals
with Disabilities Education Act (IDEA), is designed to preserve the rights of disabled children by extending them additional protections and services
within the public education sector. The local Greene County School District is no exception and its official policies regarding the discipline of
disabled children are heavily influenced by the directives of the IDEA act, which states unequivocally that "if the local education agency (LEA), the
parent, and members of the child's individualized education program (IEP) Team determine that the child's behavior was the direct result of the LEA's
failure to implement the child's IEP, the LEA must take immediate steps to remedy those deficiencies" (U.S. Department of Education). The spirit of
the disciplinary measures enacted by the IDEA legislation intends to protect qualified students suffering from a physical, mental or emotional disability
from undue punishments or penalties which may result from behavioral misconduct that stems directly or indirectly from their disability. As such, the
Greene County High School Student Handbook expressly states that, "when considering the discipline to be imposed, administrators will take into

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