Teachers must carefully plan and sequence instruction using data from assessments to help students with disabilities achieve mastery in normalized settings. Prereferral intervention provides early academic and behavioral support for students not yet identified for special education. The goal is to reduce classification by addressing issues before labeling is needed. Identification for special education should be based on a disabling condition, not cultural or racial bias, to avoid improper placement or denial of needed services. Inclusion of students with disabilities into general classrooms can succeed with careful design, collaboration between experts, and teamwork to address learning issues.
Teachers must carefully plan and sequence instruction using data from assessments to help students with disabilities achieve mastery in normalized settings. Prereferral intervention provides early academic and behavioral support for students not yet identified for special education. The goal is to reduce classification by addressing issues before labeling is needed. Identification for special education should be based on a disabling condition, not cultural or racial bias, to avoid improper placement or denial of needed services. Inclusion of students with disabilities into general classrooms can succeed with careful design, collaboration between experts, and teamwork to address learning issues.
Teachers must carefully plan and sequence instruction using data from assessments to help students with disabilities achieve mastery in normalized settings. Prereferral intervention provides early academic and behavioral support for students not yet identified for special education. The goal is to reduce classification by addressing issues before labeling is needed. Identification for special education should be based on a disabling condition, not cultural or racial bias, to avoid improper placement or denial of needed services. Inclusion of students with disabilities into general classrooms can succeed with careful design, collaboration between experts, and teamwork to address learning issues.
Teachers must carefully plan and sequence instruction using data from assessments to help students with disabilities achieve mastery in normalized settings. Prereferral intervention provides early academic and behavioral support for students not yet identified for special education. The goal is to reduce classification by addressing issues before labeling is needed. Identification for special education should be based on a disabling condition, not cultural or racial bias, to avoid improper placement or denial of needed services. Inclusion of students with disabilities into general classrooms can succeed with careful design, collaboration between experts, and teamwork to address learning issues.
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PLANNING AND PROVIDING SPED SERVICES
We can determine the effectiveness of special education by the independence level of
students with disabilities can attain in normalized settings. Because they need more time to master skills, and instructions must be both effective and efficient. For students to achieve mastery, teachers must use the data from the direct assessments to carefully plan and sequence the instructions. Constant monitoring of progress is needed to determine the extent to which instruction is effective and allows the teachers to make timely instructional decisions. Local educational agencies may spend a portion of IDEA money for prereferral, even though prereferral intervention is not required by IDEA. The intended function of prereferral intervention is to provide early intervening services, in the form of scientifically validated instruction, for students who have not been identified as needing special education or related services but who need additional academic and behavioral support to succeed in general education environments. In general education classrooms, prereferral teams assist teachers in developing and implementing interventions for children who are having behavioral or academic issues. The goal of prereferral intervention is to lessen the number of instances in which children with academic or behavioral issues are classified as needing special education rather than having a disability. The basis of identification and classification for special education should be on the presence of a disabling condition that adversely affects the student. Disproportionate representation is a problem if it means students 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. It is also problematic if 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 field needs to actively address and resist if the special education planning and placement process involves cultural and racial bias, The practice of incorporating students with disabilities into the social and academic aspects of neighborhood schools and general education classrooms is known as inclusion. Research has indicated that inclusive education, when designed and executed with care, can work successfully for students of all ages and abilities. Collaboration and teamwork are essential for the success of an inclusive placement. Experts with extensive training in inclusive methods can collaborate to address behavior and learning issues, provide suitable learning environments, track students' progress, and provide efficient instruction.
Classroom-Ready Resources for Student-Centered Learning: Basic Teaching Strategies for Fostering Student Ownership, Agency, and Engagement in K–6 Classrooms