Special Education as an Intervention Preventative designed to keep minor

Special education as an intervention preventative

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Special Education as an Intervention - Preventative: designed to keep minor problems from becoming a disability o Primary prevention designed to reduce the number of new cases of a disability o Secondary prevention aimed at individuals who have already been exposed to or are displaying specific risk factors and is intended to eliminate or counteract the effects of those risk factors o Tertiary prevention aimed at individuals with a disability and intended to prevent the effects of a disability from worsening - Remedial: attempt to eliminate the effects of a disability - Compensatory: enable successful functioning in spite of the disability Defining Features of Special Education - Individually planned based on needs of student and includes goals/objectives designed based on assessment results and parental input - Specialized utilizes a variety of specialized teaching techniques, adaptive teaching procedures not used in regular education, related services, and teaching materials - Intensive instruction presented with attention to detail, precision, structure, clarity, and repeated practice - Goal-directed purposeful instruction - Research-based methods supports using only the most effective teaching practices; procedures chosen based on demonstrated effectiveness through research
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- Guided by student performance consistent on-going monitoring of student progress; frequent and direct measures/assessment of student learning that drives instruction Special Education as Instruction - Who the exceptional children whose educational needs necessitate an individually planned program of instruction - What special education can sometimes be differentiated from general education by its curriculum - How special education differs from general education by its use of specialized or adapted, materials and methods - Where special education can sometimes be identified (but not defined) by where it takes place Chapter 2 Pages 46 and 47 The Process of Special Education - Prereferral Intervention o Provide immediate instructional and/or behavioral assistance o Responsiveness to intervention - Evaluation and Identification o All children suspected of having a disability must receive a nondiscriminatory multi-factored evaluation - Program Planning o An individualized education program must be developed for children identified as having a disability - Placement o The IEP team must determine the least restrictive educational environment that meets the student’s needs - Progress Monitoring, Review, and Evaluation o The IEP must be thoroughly and formally reviewed on an annual basis
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Most Overrepresented - African Americans account for 15% of school age population yet represent 33.7% and 28.8% of all students receiving sped for mental retardation and behavioral disorders - Native Americans 1% of the total school age population, 1.3% of MR and 1.5% of EBD Page 53 Possible Reasons for Discrepancy - Greater proportion of student from diverse groups are born to
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  • Fall '12
  • Templet
  • Individuals with Disabilities Education Act, IEP, Individualized Education Program, special education services

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