CYE Week 2 Lecture 2.doc

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Department
Family Relations and Human Development
Course
FRHD 2110
Professor
Agnieszka Woznia
Semester
Winter

Description
Children and Youth with Exceptionalities Week 2 Lecture 2 Current Trends and Issues Collaboration and Participation in General Education Classrooms Professionals must provide some form of support for students with exceptionalities. 1. Pre-referral teams and response to intervention models 2. Collaborative consultation 3. Co-teaching 4. Curricula and instruction strategies 5. Accommodations and adaptations • Prereferral Teams (PRTs) – PRTs are groups of professionals, involves 3 teams, who work with general education teachers to help identify individualized strategies for students before a referral for special education evaluation is made. (ie, Special Educators, teachers, etc). When the student is initially referred, the child has not yet been “diagnosed”. • Response to Intervention (RTI) – RTI usually provides for three standardized levels of intervention for students having problems, with closely monitored progress before a referral is made. Research based instruction. • Level 1: Verification of quality research based instruction, with various changes and various other supports for the student. If the student performance has not improved by level 1, they move to level 2. • Level 2: Individual or peer instruction on level of difficulty. If improvement is still not seen, the student moves to level 3. • Level 3: Referral to Special Education Services • Difference between PRTs and RTI. RTI students move through steps that are predetermined and the student are closely monitored. PRTs interventions are determined on an individual basis, and a student’s progress may or may not be closely monitored. • Collaborative Consultation – Support provided to general education teachers by consultant (special education teacher, psychologist). • Co-teaching 1. Allows a special educator to be directly involved. 2. Direct means of special education service that neither stigmatizes. - Involves two or more professionals that work together who are delivering instruction to a blended group of students in one setting. – Allows for direct involvement of special education teacher in general classroom. – Allows for special education delivery to students with exceptionalities without segregation. • Curricula and Instructional Strategies – Cooperative learning – instructional strategy, good way of integrating students with exceptionalities into groups of students that do not have exceptionalities. Students are working in groups to solve problems together. – Peer-mediated instruction – peers assist in teaching academic or social skills. – Peer tutoring – students can effectively tutor each other. The tutoring role can be assigned to both the student with the exceptionality and the student without. – Classwide peer tutoring (CWPT) – General done by all students in the class. – Partial participation – approach in which students with exceptionalities to engage in the same activities as regular students but on a reduced basis. It allows the child to participate as much as possible. • Accommodations and Adaptations – Modifications – refers to either adaptations or accommodations. – Accommodations - teacher is changing their structural strategy, but it does not change the difficulty. (ie. teacher uses a lot of visuals). – Adaptations - changes in curricular content or the conceptual difficulty. (ie. teacher may let a child with an exceptionality use open book on the test) – Tiered assignments – choices for assignments on a similar topic that vary in difficulty (adaptation). DISCUSSION • Think about the various examples of accommodations for assessments. Why do some view such accommodations as ‘unfai
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