Noemi Guided Notes: Chapter 2 Understanding the Diverse Educational Strengths and Challenges of Students with Disabilities 4344

44 Salend, S. J. (2011). Creating inclusive classrooms: Effective and reflective practices (7th ed). Upper Saddle River, NJ: Pearson Education. 1.) What is the special education process? The special education process is the process used to determine if a student requires special education. The child is referred by the teacher for special education because of learning difficulties in the classroom and then the parents give permission to assess the child. The child is assessed and then a team of individuals determine if the child is eligible based on their performance on those tests. An IEP is created for the child and the parent agrees to that. After that the IEP is implemented and reviewed annually. 2.) Explain the tiers of RTI. Tier 1: The goal is to keep learning difficulties from developing by delivering a high quality education to all students. Identify those students not performing at the same level as their classmates. Tier 2: The goal is to identify learning difficulties as early as possible and correct them. Work with students having difficulties in small groups and identify those still having trouble. Tier 3: The goal is to treat learning difficulties to limit their negative consequences. Intensive instruction is delivered by special educator in even smaller groups and children who are still not progressing are identified. Tier 4: The goal is to determine if special education services are needed by evaluating students who are not progressing. According to the data collected during the RTI, continue effective interventions and develop an IEP for student.

3.)

What is an Individual Education Program? A written, individualized education plan listing the special education and related services students with disabilities will receive to address their unique academic, socialization, behavioral, communication, functional, and physical strengths and challenges. Describe the IEP components How the disability affects the students performance in the general education curriculum. A list of measurable annual goals, benchmarks, and short-term objectives.

Noemi The steps or services that will be used to help the student reach the annual goals. The extent to which the student will NOT participate in activities with students who do not have a disability. The accommodations the student will need for taking state, district, and classroom assessments. If the student can not participate in an assessment there should be a reason provided and the alternate method that will be used to test the students progress. There should be a description about how and when the annual goals for the students will be measured, and how they will be shared with the students guardians. The projected date for the beginning of the special education services and their frequency, duration, and location.

Tell how to involve students in the IEP process A student can be involved in the IEP process by creating a list of their goals, things they have problems with, and things they like to do. They can write letters to invite people to their IEP meeting. During the meeting they can be involved by being allowed to comment and ask questions. Listening to what they have to say and talking directly to them rather than talking about them to another person allows the student to be more involved. After the meeting the student can be involved by providing feedback and by being allowed to self -monitor his/her goals.

4.)

How are IEPs implanted in the general education settings? IEPs can be implanted in general education by converting curriculum standards into measurable objectives that can be addressed instructionally. Assessment data is collected to determine the students current level of performance within the curriculum. Curriculum annual goals and differentiated instructional and classroom management strategies are then identified and implemented.

5.)

Briefly define the following disabilities and include something important that relates to your major. Learning Disability Difficulty perceiving, processing, remembering, and expressing information. Emotional & Behavioral Disorders Social and behavioral difficulties in a person that may result in difficulty creating relationships with peers. Attention Deficit Hyperactive Disorder - High levels of inattentiveness in a person accompanied by hyperactivity.

Noemi Intellectual Disability Significantly subaverage intellectual functioning that affects educational performance. Speech & Language Disorders Language comprehension difficulties and trouble expressing oneself. Health Impairments Students with orthopedic impairments which affect their educational performance. Physical Impairments Students with disabilities such as limited strength, vitality, or alertness that results in limited alertness to educational environment. Autism & Aspergers Syndrome - Sensory impairments and difficulty socializing and communicating coupled with repetitive behavior. Traumatic Brain Injury - An injury to the brain caused by an external force that results in total or partial functional disability. Deaf and Hard of Hearing A hearing loss that a student is not able to process linguistic information through hearing without amplification. Blind and Visually Impaired - Students who are visually impaired can use their vision to help them maneuver through the classroom . If they are blind they cannot perceive light and do not respond to visual input. Multiple Disabilities - Individuals with extensive and pervasive intellectual and sensory, communication, medical, motor, behavioral, and emotional disabilities. Gifted and Talented -Students who are advanced in all academic areas or excel in only one area and struggle in some areas. Twice Exceptional - Gifted students who have a learning or behavioral difficulty that affects their learning performance.