ED 315 Inclusive Practices for Students w/
Learning Problems
Identify
Pre-referral
Interventions
The Special Education
Process
Section 504 Eligibility and
Planning
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UDL: Universal Design for Learning
RTI: Response to Intervention
Both have shown improve learning for all
students
Practices incorporate ongoing assessment to
determine the most effective, scientifically
based intervention designed to keep students
successfully learning in the general education
classroom.
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The best interests of the student and
his/her unique needs and strengths should
dictate all aspects of the decision-making
process
Parents are to be equal partners in the
process; sensitivity to family values and
cultural differences must pervade all
activities
Ongoing and effective home-school
collaboration efforts should be established
4. Parents and students have a right to and
should be given information about the
educational performance of the student, the
special education programs and services to
which the student is entitled and from which
the student may receive benefits, and what will
happen after formal schooling ends.
5. Each students should be taught and
encouraged to participate as an active,
contributing member of the team.
6. Programs and services, including the rules and
regulations that apply, should be reviewed
continuously, and improvements should be
made whenever possible and allowable under
the law.
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It is one flexible
“whole-school”
approach that
contributes to
progress in the
general education
classroom in designing
assessment methods
and teaching
strategies to
accommodate a wide
range of individual
abilities and
preferences
Components:
 Multiple Means of
Representation
 Multiple Means of
Engagement
 Multiple Means of
Expression
It is an alternative
process
recommended for
identifying students
who are potentially
eligible for services
under the category
of learning
disabilities
• It is preferred
• Three tiered
Approach
(See fig. 5.2)
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Concern from the
classroom teacher
Report to the Prereferral Intervention
Team (also called
CST-Child Study
Team)
Identify interventions
to accommodate &
modifications
See figure 3.3 for a
sample
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Accommodations are
changes made during
assessment or to a child’s
education that do not
substantially change the
curriculum content, the
level of instruction and the
implications.
Modifications are more
significant departures from
the general education
assessment and/or
instructional program.
See figure 3.4 for the
process
Formal Referral:
-includes basic
descriptive
information and
evidence of the
severity and
duration of the
problem(s)
Evidence included:
-Work samples
-Tests
-Behavioral
assessment/
behavior log
-Report Cards
-Cumulative Folder
-Pre-referral
intervention
-Parent information
Teachers play four
major roles in
school-based
assessment:
1)Consumers
2) Producers
3) Communicators
4) Developers
Purpose of
Assessment:
-Screening
-Identification &
eligibility
-Program planning
-Monitor &
Evaluate
 Formal
Assessments
 Informal Tests
 Criterion-referenced testing (CRT)
 Curriculum based Assessment (CBM)
 Authentic Assessment
 Portfolio Assessment
 Ecological Assessment
 In
your group, explain and give an example
of the following areas:
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Measurable Annual Goals (pg.97)
Special Education & Related Services and
Supplemental Aids & Services (pg. 99)
Role of the General Education Teacher in the IEP
(pg. 100)
Behavioral Intervention Planning (pg. 101)
Assistive Technology (pg. 102)
Eligibility:
-a student having
physical or mental
impairments that
result in a
substantial
limitations in one
or more major life
activities
Reasonable
Accommodations:
-Academic or
Nonacademic
-Extended time to
severe allergies to
chalk dust
 Identification
of students
 Provide support for eligibility determination
 Effectiveness of accommodations
See Figure 5.10 Sample Section 504
Accommodation Plan
 Basic
Concepts about Differentiating
Instructions
 Comprehensive Model of Differentiating
Instruction
It is the process to approach teaching and
learning for students of different abilities in
the same class. The intent of differentiating
instruction is to maximize each student’s
growth and individual success by meet each
student where he/she is and assisting the
learning process.
 Adaptation:
specific changes made on the
way content is presented and student
respond to instruction
 Modification: actual changes made to the
content itself
 Accommodation: changes that are made to
support students with various educational
settings
 Two
levels: Macro and micro levels
 Operating Procedures:
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Determine the need for differentiation
Identify Specific Areas of Need
Implement Various Differentiation Practices-Least
Restrictive First
Monitor Student Progress
Evaluate and Modify Differentiation Practices
Content
Setting
Materials
Model of
Differentiated
Instructions
Affect
Intervention
Management
Preferential Seating
 Classroom Arrangements
 Accessibility
 Specialized Equipment

Study Skills
 Learning Strategies
 Social Skills
 Related Life Skills
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Textual Materials
-Adapting textual materials
-Enhancing Comprehension
-Adapt text-based activities
-Retaining information acquired through text
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Adapting Other Instructional Materials
-Math Materials
-Learning Aids
 Learning
Considerations
 Delivery of Systematic and Explicit
Instruction
 Instructional Planning
 In-class Activities
 Assignments and Products
 Homework Adjustments
 Testing Options and Adjustments
 Grading Considerations
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General Expectations
Classroom Rules
Classroom Procedures
Managing Behaviors
Behavior Management Plans
Positive Behavioral Supports
A) How would you Create and Increase
Desirable Behaviors with your students with
special needs? pg. 138
B) What are Group Contingencies and what
are some examples of that pg. 140
C) What would your plan be to decrease
Undesirable Behaviors, pg. 141