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Foundation of Special and Inclusive Education

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14 views10 pages

Foundation of Special and Inclusive Education

Uploaded by

rae
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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FOUNDATION OF

SPECIAL AND
INCLUSIVE
EDUCATION
Presented by;
Kian Ali C. Marin
Gissele A. Fernandez
Introduction
A child noted to have significant difficulties in relation to expected
competencies and developmental milestone may be referred by
parents and teachers for observation and assessment.  Pre-
referral team – is comprised of special education teachers,
counselors, administrators, and psychologists who collaborate to
determine reasons for the observed challenges. They collaborate
to find ways to meet the needs of children with developmental
delays.  Children with noted developmental delays and difficulties
are identified through observations and use of norm- and criterion-
referenced tests. They are not immediately referred for special
education testing but are first provided with the necessary
academic and behavioral support needed to address noted
challenges.
BACKGROUND
Steps in the Pre-referral Process Content B - 70% Content C - 30%
Content D - 90% Contents Here There are several recommended
steps in a thorough pre-referral process, many of which provide
information for the creation of a student profile to inform decision-
making. These include: (a) defining the specific concern; (b) collecting
current data and student work samples highlighting the specific
concern; (c) reviewing student records; (d) talking to relevant people
familiar with the student (e.g., the student, previous teachers, parents or
guardians, the principal (h) seeking help from other staff and a school’s
intervention team, if one exists; (e) implementing multiple interventions,
(j) documenting instructional strategies, interventions used, and the
results of interventions; (k) sharing results of intervention data with
other team members.
BACKGROUND
Carl’s Pre-referral Process Ms. Reyes, a 3 rd Grade teacher, has always
been baffled by one of her students, Carl. She has observed that Carl is
very creative. He loves to draw and is quite good at it. He is fluent and
conversant in English and can create such imaginative stories.
Carl is still struggling at the word level. Although he can create his owsn
stories through oral narration, he can’t seem to write them down without
having spelling errors. He gets very frustrated in such tasks that when
he needs to answer essay questions in a test, he just scribbles a word
or two and stops trying altogether. Ms. Reyes, together with the other
subject teachers and the Guidance Counselor, discussed Carl’s
behavior and performance in terms of his strengths, needs, and
strategies that have worked in the past.
Question 1: What do you think is the
best placement for him??

Placement Assessment results are used to decide a child’s appropriate education


placement within a continuum from the least to the most restrictive settings. During the
evaluation, student performance is assessed and the team determines if there would be
any changes in the educational placement within the continuum.A general education
classroom is the least restrictive environment for a child with additional needs. Access to
the same learning experiences and opportunities is provided as to typically developing
students. Thus it is considered as the “most normalized or typical setting” (Gargiulo,
2012).
EDUCATIONAL PLACEMENT OPTION

FACULTY OR TEACHERS
SPECIAL ATTENTION CLASSES
MODIFIED CLASSES
INCLUSIVE ENVIROMENT
INSTRUCTIONAL MATERIALS WITH INCLUSIVE STRATEGIES
GENERAL EDUCATION FOR SPECIAL CHILDREN
SPECIAL CLASS WITH INTERACTIVE ACTIVITIES
CARL’S PRE-REFERRAL PROCESS

Question 2: If he stays in his current school, what support does he


need to meet the academic expectations?
Screening refers to academic and behavioral assessments that are administered to all students two
to three times throughout the school year.
Progress monitoring refers to more frequent assessments given to students to determine which
strategies or interventions are most effective.
Tier 1 includes research-based whole class instruction. Tier 1 strategies meet the needs of most
students, but if a student is not making adequate progress, they will receive Tier 2 interventions.
Tier 2, or secondary interventions, are for students who are not making adequate progress under
Tier 1. These students are provided with additional academic instruction or behavioral interventions.
Tier 3, or intensive individualized interventions, are for students who did not make adequate progress
under Tier 2. These students are provided with additional academic instruction or behavioral
interventions that occur more frequently and for longer periods. At this point, if students continue to
fail to make adequate progress, their parents are contacted to consent to the special education
referral process
QUESTION 3: Should he be pulled out of the school and study in a
special school?

There is no simple and straightforward answer to the question of where students with disabilities
should receive their special education instruction. The efficacy research reviewed here, which spans
more than 3 decades, provides no compelling research evidence that place is the critical factor in
the academic or social progress of students with mild/moderate disabilities. There are probably
many reasons for reaching this conclusion, but I suggest only two. The first has to do with the body of
research evidence itself. The second has to do with the appropriateness of the question.

: Efficacy Studies Have Been Asking the Wrong Question Failure to Specify “Best for Whom?”
Special education has evolved as a means of providing specialized interventions to students with
disabilities based on individual student progress on individualized objectives. The bedrock of special
education is instruction focused on individual needs.Research Base Is Insufficient Despite the fact
that the efficacy research literature on the places where special education services are provided
spans more than 3 decades and that dozens of studies have been reported in refereed special
education journals, Murawski and Swanson (2002) are right to ask where the data are.
CARL’S PRE-REFERRAL PROCESS
CONCLUSION

For Carl’s case, I would suggest to move him to a special school for a mere time, where he has
classmates who has the same disability as him. However, Carl is still a good student, based on his
assessment, his IQ is above average, his listening expression is for grade 4 and his just grade 3 and
his skills in math is average and the problem are his Reading Level, Spelling and Written expression.
Based on these results, it could really affect his performance in school if he stays in a regular class,
since the skills for reading, writing and spelling are important skills to make most of the schoolwork
and activities in regular school. Also, according to the assessment Carl already receive after-class
classes to solve his problem but he’s still the same, so, it is better for him to enroll in a special school
where there is a professional teacher that teaches children with dyslexia, because it could really help
overcome his disability. Moreover, Carl should not just enroll in a class for improving reading and
writing but also to other classes like arts and math and other subject because he seems to also enjoy
these subjects.
THANK YOU

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