April 9, 2015 EAS TFA Workshop Dr. Mary K. Sanford
Handout #3
An Introduction to Special Education textbook is a valuable resource to prepare you for the EAS.
The following are useful textbook that are available in most college libraries. Used copies are acceptable at reduced cost on Amazon.
*Bos, C., Vaughn, S. (2012). Strategies for Teaching Students with Learning and Behavior Problems
8e.with MyEducationLab. Princeton: Merrill Publishing.
The SIOP Model 4E. New York: Pearson. ISBN-10: 0132689723
*Hardman, M. (2008). Human Exceptionality; School, Community, And Family, 9th Edition. New York: Houghton Mifflin. (ISBN-10:
0618920420)
*Heward , W.L.; Orlansky, M.D. (2012). Exceptional Children (Sixth Ed.). NY: Merrill.
McCarney, S., Wunderlich, K., Bauer, A. Third Edition (2006). The pre-referral intervention manual. Columbia, Mo.:
Hawthorne Educational Services.
Echevarria, Vogt & Short. (2013. Making Content Comprehensible for English Language Learners.
EDUCATION.COM
http://www.education.com/topic/special-needs
www.parentcenterhub.org
Schools and Diversity Teaching Strategies and Resources
http://www.tolerance.org/professional-development
School Mental Health.org
http://www.schoolmentalhealth.org/
School/ Law
http://www.youtube.com/v/a9lPHYTgQxc?version=3&f=videos&c=gdataSample-YouTube-1&app=youtube_gdata
Responsibilites of Educators
http://pkal.org/documents/RolesandResponsibilitiesAcademicLeaders.cfm
Colorin! Colorado!
Colorín Colorado is a free web-based service that provides information, activities and advice for educators and Spanish-speaking
families of English language learners (ELLs).
English Language Learners and Disabilities
http://blogs.edweek.org/edweek/learning-the-language/ells-with-disabilities/
Support for Pre-K Ells
http://www.edweek.org/ew/articles/2010/04/23/30leppreschool.h29.html?tkn=SXWFSshF%2Bu3IBlCG0c2mBrZP4kTu76qD0CqL&cmp=clp-edweek
The following is a list of some of the most important topics, current Issues, concerns in Inclusive Education and
disabilities covered under IDEA, that you should study.
Legislation
IDEA, NCLB
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Individualized Education Plan; types of meetings, attendees
Especially Response To Intervention, inclusion, Pre Referral,
Legislation specific to each disability especially where assessment is concerned.
April 9, 2015 EAS TFA Workshop Dr. Mary K. Sanford
Handout #3
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Safety in Schools.
Issues around safety in schools. Bullying, harassment, diversity family structures, gender diversity, et al.
Transition
Classroom instruction
Formative Assessment
Inclusion Strategies, Differentiation of Instruction
UBD
Testing Accommodations
Adaptive Technology
Adaptive PE
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What is meant by Response to Intervention? (This is an extremely important topic and you should be able to
discuss it.)
The following is from The RTI Action Network, a program from the national Center for Learning Disabilities.
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Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning
and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the
general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to
accelerate their rate of learning. These services may be provided by a variety of personnel, including general education
teachers, special educators, and specialists. Progress is closely monitored to assess both the learning rate and level of
performance of individual students. Educational decisions about the intensity and duration of interventions are based on
individual student response to instruction. RTI is designed for use when making decisions in both general education and
special education, creating a well-integrated system of instruction and intervention guided by child outcome data.
Alternate Assessment
For RTI implementation to work well, the following essential components must be implemented with fidelity and in a
rigorous manner:
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High-quality, scientifically based classroom instruction. All students receive high-quality, research-based instruction in the
general education classroom.
Ongoing student assessment. Universal screening and progress monitoring provide information about a student’s learning rate
and level of achievement, both individually and in comparison with the peer group. These data are then used when
determining which students need closer monitoring or intervention. Throughout the RTI process, student progress is
monitored frequently to examine student achievement and gauge the effectiveness of the curriculum. Decisions made
regarding students’ instructional needs are based on multiple data points taken in context over time.
Tiered instruction. A multi-tier approach is used to efficiently differentiate instruction for all students. The model
incorporates increasing intensities of instruction offering specific, research-based interventions matched to student needs.
Parent involvement. Schools implementing RTI provide parents information about their child’s progress, the instruction and
interventions used, the staff who are delivering the instruction, and the academic or behavioral goals for their child.
Though there is no single, thoroughly researched and widely practiced “model” of the RTI process, it is generally defined
as a three-tier (or three-step) model of school supports that uses research-based academic and/or behavioral interventions.
The Three-Tier Model is described below.
Tier 1: High-Quality Classroom Instruction, Screening, and Group Interventions
Within Tier 1, all students receive high-quality, scientifically based instruction provided by qualified personnel to ensure
that their difficulties are not due to inadequate instruction. All students are screened on a periodic basis to establish an
academic and behavioral baseline and to identify struggling learners who need additional support. Students identified as
being “at risk” through universal screenings and/or results on state- or district-wide tests receive supplemental instruction
April 9, 2015 EAS TFA Workshop Dr. Mary K. Sanford
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Handout #3
during the school day in the regular classroom. The length of time for this step can vary, but it generally should not exceed
8 weeks. During that time, student progress is closely monitored using a validated screening system such as curriculumbased measurement. At the end of this period, students showing significant progress are generally returned to the regular
classroom program. Students not showing adequate progress are moved to Tier 2.
Tier 2: Targeted Interventions
Students not making adequate progress in the regular classroom in Tier 1 are provided with increasingly intensive
instruction matched to their needs on the basis of levels of performance and rates of progress. Intensity varies across group
size, frequency and duration of intervention, and level of training of the professionals providing instruction or intervention.
These services and interventions are provided in small-group settings in addition to instruction in the general curriculum.
In the early grades (kindergarten through 3rd grade), interventions are usually in the areas of reading and math. A longer
period of time may be required for this tier, but it should generally not exceed a grading period. Students who continue to
show too little progress at this level of intervention are then considered for more intensive interventions as part of Tier 3.
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Tier 3: Intensive Interventions and Comprehensive Evaluation
At this level, students receive individualized, intensive interventions that target the students’ skill deficits. Students who do not
achieve the desired level of progress in response to these targeted interventions are then referred for a comprehensive
evaluation and considered for eligibility for special education services under the Individuals with Disabilities Education
Improvement Act of 2004 (IDEA 2004). The data collected during Tiers 1, 2, and 3 are included and used to make the eligibility
decision.
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It should be noted that at any point in an RTI process, IDEA 2004 allows parents to request a formal evaluation to
determine eligibility for special education. An RTI process cannot be used to deny or delay a formal evaluation for special
education.
In addition to variations in the tiers used to deliver RTI services, schools use different approaches in implementation, such
as problem-solving, functional assessment, standard protocol, and hybrid approaches. Although there are many formats for
how a school might implement RTI to best serve the needs of its students, in every case RTI can be a school-wide
framework for efficiently allocating resources to improve student outcomes.
Why is there a disproportionate representation of students from diverse cultural and linguistic groups in special
education?
Identification and classification for special education should be based entirely on the presence of a disabling condition that
adversely affects the child’s educational performance. Disproportionate representation is problematic if it means that
children have been wrongly placed in special education programs that deny them appropriate educational interventions that
match their full learning capacities, stigmatize them, or segregate them. Disproportionate representation is also a problem
if it means students with disabilities are overlooked because of their membership in a racial or ethnic minority group,
resulting in their being denied access to needed special education. The continued disproportionate representation of
students from diverse cultural and linguistic groups in special education means that the field must actively work to
recognize and combat cultural and ethnic bias in the special education planning and placement process.
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Why are collaboration and teaming effective in special education?
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Why is it important for a general education teacher to know and understand a student’s IEP?
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What is the least restrictive environment?
The general education classroom is often but not always the least restrictive environment. The general education
classroom is the starting point for the IEP team’s discussion of placement. Judgments about the restrictiveness of a given
setting must always be made in relationship to the individual needs of the student. The general education classroom can
promote or restrict a child’s educational opportunities and skill development depending on the quality of the learning
opportunities the child receives. No setting is, in and of itself, restrictive or nonrestrictive. It is the needs of the child and
the degree to which a particular setting meets those needs that define restrictiveness. Restrictiveness is a feature of place.
However, the physical place in which children receive their education will rarely be the only variable that determines the
appropriateness of their educational opportunities.
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What is meant by an inclusive classroom?
Websites
April 9, 2015 EAS TFA Workshop Dr. Mary K. Sanford
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Handout #3
Discovery Education
Lesson Plans
http://www.discoveryeducation.com/teachers/free-lesson-plans/
Assessment and Rubrics
http://school.discoveryeducation.com/schrockguide/assess.html
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Collaboration with parents, families and other professionals, (including teachers, related service providers)
The effect of a child’s disability on the family system and parents’ roles?
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Communicating effectively with parents, especially those parents of children who have a disability, learning
and/or behavior problem.
Communicating effectively with families from diverse cultures.
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What forms of home–school communication are likely to be most effective?
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Fostering Parent Involvement.
Websites
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Council for Exceptional Children Division for Culturally and Linguistically Diverse (DDEL) Exceptional Learners
http://www.cec.sped.org/Content/NavigationMenu/AboutCEC/Communities/Divisions/DivisDiv_for_Culturally_and_
Linguistically_Diverse_Exceptional_Learner
DISABILITIES
High and low incidence disabilities, causation, assessment, and methodologies for remediation.
How to Study?
1. www.parentcenterhub.org
2. Click “Resources”
3. Click “Disability”
4. Click on a disability
5. Study definition, characteristics, assessment and diagnosis, classroom and instructional strategies.
6. If you do not see a disability in the list, type it in the search window at the top. Certain disabilities are included
under an inclusive category. E.g., OCD (Obsessive Compulsive Disorder falls under Emotional Disturbance.
EDUCATION.COM
http://www.education.com/topic/special-needs
INTELLECTUAL DISABILITIES
Websites
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American Association on Intellectual and Developmental Disabilities (AAIDD)
http://www.aaidd.org
Publications
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The Arc
http://www.thearc.org
The Council for Exceptional Children Division on Autism and Developmental Disabilities
http://daddcec.org/Home.aspx
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LEARNING DISABILITIES
April 9, 2015 EAS TFA Workshop Dr. Mary K. Sanford
Handout #3
Websites
Learning Disabilities Research and Practice
http://teachingld.org/pages/ldrp
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LDOnline (LD, Literacy, Special Education Glossary)
http://www.ldonline.org
EMOTIONAL OR BEHAVIORAL DISORDERS
POSITIVE BEHAVIOR SUPPORT
(Which include)
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Anxiety disorder
Bipolar disorder
Conduct disorder
Eating disorders
Obsessive-compulsive disorder
Psychotic disorders
Websites
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Council for Children With Behavioral Disorders http://www.ccbd.net/
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Positive Behavioral Support
http://www.pbis.org/schoolwide.htm
National Alliance on Mental Illness
http://www.nami.org/
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AUTISM SPECTRUM DISORDERS
Websites
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Association for Science in Autism Treatment
http://asatonline
Autism Society of America
http://www.autism-society.org
Asperger’s Disorder Home page
http://www.aspergers.com
The Council for Exceptional Children Division on Autism and Developmental Disabilities
http://daddcec.org/Home.aspx
COMMUNICATION DISORDERS
Websites
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American Speech-Language-Hearing Association
http://www.asha.org/
The Council for Exceptional Children Division for Children With Communicative Disabilities and Deafness
http://www.dcdd.us/
DEAFNESS AND HEARING LOSS / DEAF CULTURE (“Deaf and Deafness” are the terms preferred by the Deaf
community) Why?
Websites
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Journal of Visual Impairment and Blindness
http://www.afb.org/Section.asp?SectionID=54&DocumentID=4575
Association for the Education and Rehabilitation of the Visually Impaired
http://www.aerbvi.org/
April 9, 2015 EAS TFA Workshop Dr. Mary K. Sanford
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Handout #3
Blindness Resource Center http://www.nyise.org/blind.htm
Center for Accessible Technology http://www.cforat.org/
Council for Exceptional Children Division on Visual Impairments http://www.cecdvi.org/about.htm
National Federation for the Blind http://www.nfb.org
PHYSICAL DISABILITIES, HEATH IMPAIRMENTS, AND ADHD
OTHER HEALTH IMPAIRMENT
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ADD and AH/HD
Diabetes
Epilepsy
Heart conditions
Hemophilia
Lead poisoning
Leukemia
Nephritis
Rheumatic fever
Sickle cell anemia
Tourette syndrome
LOW-INCIDENCE DISABILITIES: SEVERE/MULTIPLE DISABILITIES,
DEAF-BLINDNESS, AND TRAUMATIC BRAIN INJURY
GIFTED AND TALENTED
EARLY CHILDHOOD SPECIAL EDUCATION
Early Intervention
TRANSITION TO ADULTHOOD
More….
Study the special education terms listed below:
Multicultural and Bilingual Aspects of Special Education
Professional Collaborative Partnerships
Roles in the Collaborative Process
General education teacher– has knowledge of the school’s general education curriculum requirements and helps the Committee
determine appropriate positive behavioral interventions, instructional strategies, supplementary aids and services, program
modifications and supports for school personnel that are necessary for the student to participate in general education classes.
Special education teacher – must be a teacher qualified to provide special education in the type of program in which the student
may be placed and be the teacher likely to implement the student’s IEP. The student’s special education teacher can provide
information on the specially designed instruction needed to address the student’s unique needs.
Related service professionals – At least one individual must participate in the Committee meeting who can provide information on
the results of the student’s individual evaluation report and assist the Committee in identifying the implications of those results for
the instruction of the student. The school district representative must be someone who is qualified to provide or supervise special
education and who is knowledgeable about the general education curriculum and the availability of resources of the district. In
addition, all parties have discretion to include other individuals who have knowledge or special expertise regarding the student. A
school psychologist contributes an understanding of the individual evaluations conducted on the student, assists to identify the
positive behavioral intervention supports and strategies needed by the student, assists to plan school programs to meet the student’s
April 9, 2015 EAS TFA Workshop Dr. Mary K. Sanford
Handout #3
needs and to identify, plan and manage any psychological services the student might need. Other agency representatives may
include a transitions representative and/or a representative of a private school that is being operated by another State department
or agency that the student is attending.
Parents – Parents bring a history as well as current information on their child’s strengths and needs and concerns and ideas for
enhancing their child’s education. They can also provide information on their child’s interests that can be used to motivate the
child’s learning, the skills that the child shows at home and in other settings and whether skills learned in school are being
demonstrated elsewhere.
Child – The concerns, interests and recommendations of the student need to be considered. An IEP that builds on the strengths of
the student and includes recommendations that the student can support is more likely to result in successful outcomes for the
student. Each student, beginning at age 14, must be invited to any meeting at which his or her transition service needs will be
discussed.
Elements to Successful Collaboration
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Shared sense of responsibility
Open and continuous communication
Regularly scheduled planning sessions
Freedom to take risks
Benefits of Collaboration
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It lowers the student-teacher ratio
Students with disabilities have a better sense of belonging
Students are held to higher expectations
Shared learning occurs between collaborative partners
It decreases teacher frustration levels
“Two heads are better than one”
Collaborative Models
Co-Teaching Model for Special Education
http://www.youtube.com/v/8pIe6CZX6PM?version=3&f=videos&c=gdataSample-YouTube-1&app=youtube_gdata
Station teaching: Students rotate through centers manned by collaborative partners. In this co-teaching approach, teachers divide
content and students. Each teacher then teaches the content to one group and subsequently repeats the instruction for the other
group. If appropriate, a third station could give students an opportunity to work independently.
Parallel teaching: Students are divided into two groups and two teachers teach simultaneously. On occasion, student learning
would be greatly facilitated if they just had more supervision by the teacher or more opportunity to respond. In parallel teaching,
the teachers are both covering the same information, but they divide the class into two groups and teach simultaneously.
Co-teaching: Two teachers are involved in teaching the same lesson. Team Teaching: In team teaching, both teachers are
delivering the same instruction at the same time. Some teachers refer to this as having one brain in two bodies. Others call it tag
team teaching. Most co-teachers consider this approach the most complex but satisfying way to co-teach, but the approach that is
most dependent on teachers' styles.
One teach, one drift: One teacher is teaching while the other provides assistance. In a second approach to co-teaching, one person
would keep primary responsibility for teaching while the other professional circulated through the room providing unobtrusive
assistance to students as needed.
Tag-team teaching: One teacher is teaching while one teacher interjects as necessary. In most class groups, occasions arise in
which several students need specialized attention. In alternative teaching, one teacher takes responsibility for the large group while
the other works with a smaller group.
April 9, 2015 EAS TFA Workshop Dr. Mary K. Sanford
Handout #3
One teach, one observe: One of the advantages in co-teaching is that more detailed observation of students engaged in the
learning process can occur. With this approach, for example, co-teachers can decide in advance what types of specific observational
information to gather during instruction and can agree on a system for gathering the data. Afterward, the teachers should analyze
the information together
Research- or evidence-based strategies, including utilizing universal design principles, for teaching and working effectively and
inclusively with all students
Strategies for effectively integrating recommendations from IEPs into instructional activities and daily routines
Research-based instructional strategies for promoting literacy for English Language Learners The following topics may be found on WWW.parentcenterhub.org
Key Topics
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IDEA
Mental Health
Parental Rights
Section 504/ADA
Technology
K-12 Issues
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Accommodations
ELL
Early Intervention/Early Childhood
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Child Care
Child Outcomes
Family Outcomes
IFSP
Transition
Research- or evidence-based strategies, including utilizing universal design principles, for teaching and working effectively and
inclusively with all students Strategies for effectively integrating recommendations from IEPs into instructional activities and daily routines Research-based instructional strategies for promoting literacy for English Language Learners April 9, 2015 EAS TFA Workshop Dr. Mary K. Sanford
Handout #3
Sample Practice Test
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