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    Reflection 2

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    jonalyn Legaspi
    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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    Reflection 2

    Uploaded by

    jonalyn Legaspi
    19 views2 pages
    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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    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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    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    19 views2 pages

    Reflection 2

    Uploaded by

    jonalyn Legaspi
    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.

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