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The document discusses different approaches schools take to the belief that all students can learn. It examines how effectively ensuring all students learn requires shifting the focus from whether students can learn to how to provide learning for all. Key questions are what students should learn, how to assess learning, and how to intervene when students do not learn. The Response to Intervention (RTI) model provides a systematic method of instruction, assessment, and intervention at different tiers to improve student outcomes. Implementing RTI requires overcoming logistical challenges but can help ensure equal opportunities and reduce unnecessary special education placements.
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Successful Transition for Students with Special Needs
Research has shown that all students and especially those receiving special education who follow a carefully crafted transition plan are more likely to achieve post-secondary success. Helping professionals can craft these plans, but many may not be aware of the various resources available to ensure students’ successful transition. Additionally, educators are required by law to create a transition plan for students receiving special education by the age of 16; but, it is best practice to begin as early as middle school. So what are the available resources? How can helping professionals ensure that all students succeed in reaching their transition goals?
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INCLUSIVE EDUCATION: HOW TO PROMOTE POSITIVE CLASSROOM BEHAVIOUR IN STUDENTS?
Halifah Husaini (08D0013), Aisah Lamit (08D0047), Roudhahtul Isa (08D0008), Diploma in Primary Education session 2008/2011.
PRESENTATION TOPIC: HOW TO PROMOTE POSITIVE CLASSROOM BEHAVIOUR IN STUDENTS?, Semester 5 (Year 2010), Course facilitator: Dr. Koay Teng Leong, Course name: INCLUSIVE EDUCATION, UNIVERSITI BRUNEI DARUSSALAM.
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2) Modifying work practices at the organizational, team, and individual levels as needed to be more inclusive.
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PRINCIPLES AND GUIDELINES FOR SPED IN THE PHILIPPINES
This document outlines the philosophy, goals, objectives, definitions, and policies for special education in the Philippines. The key points are:
1. Special education aims to develop the maximum potential of children with special needs and enable them to become self-reliant members of society.
2. It refers to education tailored to students who are gifted or have physical, mental, social, sensory or cultural differences.
3. Identification, screening and assessment of students' needs is done using a team approach including parents, teachers, and medical professionals to determine appropriate supports and placements.
4. Students have equality of access to education across school levels with modifications made to curriculum, instructional strategies, materials and class sizes based
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The document describes the stages of the Direct Instruction model of teaching. It consists of the following stages: focus activity, stating the objective and providing rationale, content presentation and modeling, checking for understanding, guided practice, independent practice, closure, and mass and distributed practice. Research has found Direct Instruction to be effective at teaching basic skills in reading and math. It is based on behaviorist learning theory and information processing models of learning.
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The document discusses different approaches to curriculum evaluation and development. It outlines Stufflebeam's CIPP model for evaluation which examines curriculum context, inputs, processes, and products. It also describes four main approaches to curriculum: behavioral, managerial, systems, and humanistic. The behavioral approach specifies goals and arranges content to match objectives. The managerial approach involves administration and leadership. The systems approach views the school as an organizational system. And the humanistic approach places the learner at the center and considers their whole development.
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You can email me martzmonette@yahoo.com for inquiry. You can send me a request stating your purpose for the need to have a copy of this presentation. Thank you very much!
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This document discusses special education in the Philippines. It defines special education as education that addresses individual student needs and differences through tailored teaching methods, equipment, settings and other interventions. The goal of special education is to provide students with special needs access to appropriate educational services within mainstream basic education. It identifies ten groups of students with special needs and outlines principles of special education, including the right to appropriate education, prioritizing individual student needs, parental involvement, providing a continuum of services including inclusive and special schools, and adequate state resources.
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The document discusses the key dimensions and principles of curriculum design, including scope, sequence, continuity, integration, articulation, and balance. Scope refers to the breadth of content, topics, experiences, and organizing themes included in the educational plan. Sequence involves organizing content in a logical progression from simple to complex. Continuity provides vertical repetition of content to strengthen learning. Integration draws from real-world themes to connect different subject areas. Articulation sequences content either vertically between grades or horizontally within grades. Balance aims to evenly distribute elements like content, time, and experiences.
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Stakeholders play a key role in curriculum implementation and include learners, teachers, administrators, parents, and community members. Learners are the primary stakeholders as the curriculum is designed for their learning and success. Teachers are also critical as they develop, deliver, and evaluate the curriculum. Administrators oversee operations and ensure resources support the curriculum. Parents and community members provide valuable external perspectives and assistance to help learners achieve curriculum goals. All stakeholders work together to bring the written curriculum to life in ways that optimize learning.
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The document discusses the key features of curriculum design:
1. It outlines the six main features of any curriculum - the teacher, learners, subject matter, teaching methods, performance assessment, and community partnerships.
2. It then examines the three main approaches to curriculum design - learner-centered, subject-centered, and problem-centered. The learner-centered approach focuses on the needs, interests, and abilities of students. The subject-centered approach emphasizes teaching detached subject matter. And the problem-centered approach views students as problem-solvers through experiential learning.
3. It emphasizes the importance of designing curricula that prepare students for the future by teaching relevant skills and adapting to changes
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The document discusses sensory impairments including deafness, hearing loss, blindness, visual impairment, and deaf-blindness. It covers the characteristics, prevalence, and causal factors of different sensory disabilities. It also describes clinical assessments used to evaluate sensory functions. The document outlines early intervention services and educational approaches for students with sensory impairments from elementary through high school levels. Challenges these students face in postsecondary and employment settings are also summarized.
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Collaborative learning activity involves learners working together in order to complete a task. Collaboration increases the opportunities a student has to use the target language, and thereby develop their skills in it. Employ teaching and learning strategies and collaborative activities in your classroom and be an innovative teacher.
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Transition planning helps special needs students move from school to adult life. It involves coordinating activities designed within an outcome-oriented process. Transition services can help students go to college, get jobs, find housing, and engage with their community. The transition planning process takes into consideration a student's life experiences to determine appropriate educational resources and programming from ages 14 to graduation. It is the responsibility of the student's school district to facilitate transition planning and invite outside agencies and the student to transition planning meetings starting at age 14.
Curriculum objectives
The document discusses curriculum goals, learning objectives, and their importance in education. It defines goals as broad statements about what students should know or be able to do upon graduating. Objectives are more specific and measurable statements about the intended behavioral changes and skills students will exhibit after a learning experience. The document also outlines different types of objectives, such as general vs specific, and taxonomies for classifying objectives, including Bloom's Taxonomy for cognitive objectives, Krathwohl's Taxonomy for affective objectives, and Harrow's Taxonomy for psychomotor objectives. Goals are more general while objectives should be specific, measurable, attainable, relevant and time-bound to guide lesson planning and evaluation.
Item Analysis, Difficulty Index, Discrimination Index,ExamAnalysis
This document contains difficulty and discrimination indices for 30 multiple choice questions. It lists the question number, difficulty index which should be between 0.3-0.8, and discrimination index which should be above 0 for each question. The difficulty and discrimination indices are measures of how difficult questions are and how well they discriminate between students who know the right answer and those who don't.
Iep presentation
The document discusses individualized education programs (IEPs) which help meet the educational needs of students with special needs. An IEP is not a label or extra burden, but rather a tool to provide appropriate services. It benefits students by determining their needs, teachers by providing guidance, and parents through communication. An IEP is prepared by a team and contains elements like the student's current performance, long and short-term goals, and an evaluation plan. Objectives should be specific, measurable, and help students progress from their present level to their annual goals.
Inclusive Practices
The document discusses inclusive work practices and how to foster an inclusive learning culture. It outlines several key aspects of inclusivity including:
1) Enabling individual differences and needs, promoting equitable participation, and providing support for learners.
2) Modifying work practices at the organizational, team, and individual levels as needed to be more inclusive.
3) Having the facilitator, organization management, and support staff work together to model inclusiveness, provide flexible learning opportunities, and make reasonable adjustments for learners with disabilities.
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PRINCIPLES AND GUIDELINES FOR SPED IN THE PHILIPPINES
PRINCIPLES AND GUIDELINES FOR SPED IN THE PHILIPPINES
Classification of Exceptionalities(Children with Special Needs)
Classification of Exceptionalities(Children with Special Needs)
Topic 6 transition support for special needs students
Topic 6 transition support for special needs students
Item Analysis, Difficulty Index, Discrimination Index,ExamAnalysis
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Mahayana reporting
Mahayana Buddhism emerged around the 1st century CE in India as one of the major traditions of Buddhism. It is now practiced in East Asia and Tibet. Key doctrines include sunyata (emptiness), Buddha Nature, and the Trikaya teaching that each Buddha has three bodies - the dharmakaya (truth body), sambhogakaya (bliss body), and nirmanakaya (emanation body). Mahayana Buddhism also emphasizes the bodhisattva ideal of postponing full enlightenment to help all beings attain nirvana. Symbolic representations and mandalas play an important role in Mahayana art and teachings.
What Is Buddhism
Buddhism originated in India over 2,500 years ago and was founded by Siddhartha Gautama. The religion's core beliefs are the Four Noble Truths and the Eightfold Path, which provide guidance for followers to end suffering by eliminating desire and reaching a state of nirvana. Buddhism spread from India and now has over 376 million followers worldwide, with most Buddhists living in countries like Thailand, China, Japan, and Sri Lanka. Key concepts include reincarnation, karma, and rejection of the caste system and gods.
Buddhist education
Buddhism had a significant impact on education in ancient India from 600 BC to 600 AD. Key aspects included:
- Education was centered in monasteries and focused on religious and spiritual development based on Buddha's teachings.
- Students lived in monasteries from a young age and progressed from primary to higher education over 12 years.
- Teaching methods emphasized oral discussions, memorization, and questioning.
- Education included religious texts, languages, mathematics, medicine, arts, and vocational skills.
- Monasteries were organized democratically and served as international centers of learning.
Philosophy Presentation - Buddhism
This document provides an overview of Buddhism, including its origins in India, main teachings, symbols, practices, and challenges. It discusses the life of the Buddha, the Four Noble Truths and Eightfold Path, concepts of reincarnation, karma, and anatta (no self). Theravada, Mahayana, and Vajrayana traditions are described. Countries with the largest Buddhist populations are listed.
Buddhism PowerPoint
The document provides information about Buddhism, including its origins and spread, key teachings, and different branches. It discusses:
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- How Buddhism spread throughout Asia between the 4th century BCE and 15th century CE, establishing the Theravada and Mahayana branches.
- Core Buddhist concepts like the Four Noble Truths, Eightfold Path, karma, samsara, and nirvana.
- The three main branches of Buddhism—Theravada, Mahayana, and Vajrayana—and how they differ in focuses, views of the Buddha, and geographical areas of practice.
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This portfolio summarizes best practices in special education assessment and intervention. It discusses two key issues: Response to Intervention (RTI) and avoiding disproportionality in special education assessment. RTI uses multi-tiered interventions and assessments to identify student needs early. This avoids misplacing students in special education without adequate general education supports. The portfolio is intended to provide an exemplar for schools to reference in improving their special education practices and assessments. It suggests training practitioners in special education and general education to validate assessment data and avoid erroneous special education placements.
RTI Fall 2013 C & I Meeting
This document provides information about Response to Intervention (RTI) including:
- RTI is a multi-tiered system of support that provides increasingly intensive interventions based on student need. Tier 1 involves core classroom instruction, Tier 2 involves supplemental interventions, and Tier 3 involves intensive individualized interventions.
- Effective Tier 1 instruction is critical and involves differentiated instruction, engaging students, using standardized curricula, and creating a positive learning environment.
- The RTI process involves universal screening, progress monitoring, using data to make instructional decisions, and evaluating the effectiveness of interventions. Key components are screening, multi-level instruction, progress monitoring, and data-based decision making.
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Rt i training module.ppt nelson
The document provides an overview of Response to Intervention (RtI) for Rich Township High School District 227. It acknowledges those who have supported the RtI initiative and defines RtI as using data-driven interventions matched to student needs. The purpose of RtI in secondary schools is to provide early identification and support for at-risk students through ongoing progress monitoring and review of intervention effectiveness. Key components of RtI include high-quality instruction, universal screening, and a multi-tiered model of increasingly intensive services.
ReviewThere are 13 categories of special education as define.docx
Review
There are 13 categories of special education as defined by the
Individuals with Disabilities Education Act (IDEA). In order to
qualify for special education, the IEP team must determine that a
child has one of the following:
• Autism
• Blindness
• Deafness
• Emotional Disturbance
• Hearing Impairment
• Intellectual Disability
• Multiple Disabilities
• Orthopedic Impairment
• Other Health Impaired
• Specific Learning Disability
• Speech or Language Impairment
• Traumatic Brain Injury
• Visual Impairment
SLDs Seen Most Often in
School:
-Written expression (language)
-Math calculation
-Math problem solving
-Reading fluency
-Reading comprehension
TOPICS:
Response to Instruction and
Intervention (RTII)
Multi-Tiered Systems of Support
(MTSS)
The Discrepancy Model
Progression
Response
to
Intervention
Response
to
Instruction
and
Intervention
Multi-Tiered
Instruction
and
Support
Response to Instruction and
Intervention
• RTIII is the practice of (1) providing high-
quality instruction/intervention matched to
student needs and (2) using learning rate
over time and level of performance to (3)
make important educational decisions.
(Batsche, et al., 2005)
• Uses problem-solving to develop effective
instruction/interventions.
5
1. Criterion-Referenced Benchmark
The benchmark represents a level of proficiency needed for
later school success. A good example of a commonly used
set of benchmarks for reading are those that were
developed for use with the DIBELS [Dynamic Indicators of
Basic Early Literacy Skills].
Using the DIBELS benchmarks, for example, 3rd-grade
students are at ‘low risk’ for reading problems if they reach
these reading-fluency goals:
– Start of School Year: 77 Correctly Read Words Per Min
– Middle of School Year: 92 Correctly Read Words Per Min
– End of School Year: 110 Correctly Read Words Per Min
6
2. Determine the likely reason(s) for the
student’s depressed academic
performance:
There can be several possible underlying reasons why
a student is doing poorly in an academic area. It is
crucial to determine the reason(s) for poor
performance in order to select an appropriate
intervention:
• Skill Deficit: The student lacks the necessary skills to
perform the academic task.
• ‘Fragile’ Skills: The student possesses the necessary
skills but is not yet fluent and automatic in those skills.
• Performance (Motivation) Deficit: The student has
the necessary skills but lacks the motivation to
complete the academic task.
7
3. Select a scientifically-based intervention
likely to improve the student's academic
functioning:
Any intervention idea chosen for the student
should be backed by scientific research (e.g.,
research articles in peer-reviewed professional
journals) demonstrating that the intervention is
effective in addressing the student’s
underlying reason(s) for academic failure.
8
4. Monitor academic progress frequently to
evaluate the impact ...
Math Differentiation_Nov 2013 PD
This document discusses differentiation for high-achieving students. It explains that classroom teachers first notice gaps in student learning and try interventions. If interventions do not meet the student's needs, a formal evaluation is conducted to determine eligibility for special services. Students may be found eligible and receive individualized interventions or continue with modified classroom interventions. The document emphasizes that differentiation benefits all students and should be implemented throughout the curriculum, not just for students receiving special services. It provides examples of how to differentiate instruction in reading, writing, word study and math.
Rti ppt
RtI is a multi-tiered approach to providing interventions to struggling students with increasing intensity of support. It involves universal screening, progress monitoring, and using student data to make instructional decisions. All staff share responsibility for instruction. Students receive research-based interventions in three tiers - high quality classroom instruction (Tier 1), small group interventions (Tier 2), and intensive individualized support (Tier 3). The goal is to improve student achievement through early intervention and differentiated support.
Sped 413 Chapter One
The document discusses key laws and concepts related to special education, including the No Child Left Behind Act, the Individuals with Disabilities Education Act, Response to Intervention, Universal Design for Learning, standards-based education, and inclusion. It emphasizes providing students with disabilities the most inclusive environment possible and using evidence-based practices to meet their unique needs.
Ryedale Federation
The document discusses strategies to support disadvantaged students. It notes that consistent high-quality teaching, a focus on literacy and numeracy skills, targeted interventions monitored through data, and deploying effective staff are important. Individual barriers must be identified early and transition from primary school should address skills gaps. Disadvantaged students should have high profiles, opportunities to develop aspirations, and advice on pathways. Effective parent links should also be established. Funding must be strategically coordinated. There is no single solution and a range of evidence-based strategies tailored to individual schools and students are needed.
rti-13504168274579-phpapp02-121016144848-phpapp02.pptx
Response to Instruction (RTI) is a multi-tiered framework that uses core instruction, assessment, and intervention to increase student achievement and reduce behavior problems. It involves all school staff, parents, and sometimes outside providers working collaboratively to identify student needs and provide targeted academic and behavioral interventions. Student progress is monitored through data to evaluate the effectiveness of interventions and make decisions about future instruction. The goal is to provide early and well-matched support to struggling students in order to prevent academic and behavioral issues.
Outcome based curriculum-second_edition-practitioners_implementation_handbook...
The document provides an overview of outcome-based education and its key components for ensuring student success. It discusses the premises that all students can learn, success breeds more success, and schools control conditions of success. The five key components of implementation are: 1) an aligned curriculum with objectives, assessments and materials, 2) school organization to appropriately group students, 3) instruction focused on teaching objectives, 4) an information management system to track student progress, and 5) instructional support for students needing additional assistance. The document outlines how these components work together in an outcome-based education model.
Total School Cluster Grouping
This document summarizes research on total school cluster grouping, an approach to gifted education that places high-achieving students into clusters within general education classrooms. Key findings include:
- Student achievement increased for both high-achieving students and other students in cluster grouped classrooms compared to traditional classrooms.
- Cluster grouping allowed for flexible identification and placement of students based on achievement levels, improving how teachers viewed student ability.
- Professional development in gifted education strategies benefited all students and teachers by improving general education practices.
- When implemented well with strong leadership, cluster grouping can provide gifted services while helping all teachers better meet student needs.
Response to intervention
The three-tiered Response to Intervention model helps identify students struggling academically before they are referred for special education services. In tier one, all students receive core instruction, while struggling students receive additional targeted support in tier two. Students still facing difficulties in tier three receive even more individualized instruction. Through ongoing progress monitoring at each tier, student response to interventions helps determine appropriate supports and identifies potential learning disabilities. This process aims to provide students with necessary assistance without unnecessary special education labeling, while also strengthening collaboration between teachers, parents, and other professionals.
Chapter one in review
The document summarizes key legislative acts and instructional approaches that shape modern special education. It outlines laws like IDEA, which require individualized education for students with disabilities, and Section 504, which provides accommodations for students experiencing learning difficulties. It also discusses standards-based education, inclusion models, response to intervention (RTI), universal design for learning, differentiated instruction, and evidence-based practices used to meet the diverse needs of all students.
Chapter one in review
The document summarizes key legislative acts and instructional approaches that shape modern special education. It outlines laws like IDEA, which require individualized education for students with disabilities, and Section 504, which provides accommodations for students experiencing learning difficulties. It also discusses standards-based education, inclusion models, response to intervention (RTI), universal design for learning, differentiated instruction, and evidence-based practices used to support diverse learners. The goal is to establish an equitable education system that meets all students' unique needs through specialized instruction and multi-modal learning opportunities.
Chapter one in review
The document summarizes key legislation and initiatives that have shaped special education, including the Individuals with Disabilities Education Act, Section 504, the Americans with Disabilities Act, and No Child Left Behind. It also outlines major components of special education today, such as standards-based education, inclusion, response to intervention, universal design for learning, differentiated instruction, evidence-based practice, and considering student diversity. The special education system is designed to provide individualized support and equal opportunities to students with disabilities based on research and federal guidelines.
Special Education in an Era of Inclusion and Standards
The document outlines strategies for teaching learners with special needs, including ensuring inclusion in general education classrooms through appropriate supports, complying with laws like IDEA that require accommodations and Individualized Education Programs, and using approaches like differentiated instruction, universal design for learning, and evidence-based practices to meet the needs of diverse learners. Adaptations in areas such as the level of difficulty, time allowed, size of assignments, and ways students can participate and demonstrate understanding are also discussed.
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