EDSN 640_ Disccusion Board #2

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Touro College *

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640

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Health Science

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Apr 3, 2024

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Discussion Board #2 1. What role does assessment play in the pre-referral, eligibility, and reevaluation of students suspected of having special needs? (Salvia, Ysseldike, & Witmer, 2017; Cohen & Spenciner, 2015) Assessment plays a critical role in the pre-referral, eligibility, and reevaluation process for students suspected of having special needs. It serves as a foundation for identifying students who may require additional support, determining their eligibility for special education services, and monitoring their progress over time. In the pre-referral process, assessments help educators identify students who may be experiencing difficulties and need targeted interventions before they fall behind. For example, Response to Intervention (RTI) is commonly used to identify struggling students and provide them with appropriate support within the general education setting (Cohen & Spenciner, 2015). In my experience, observations are key. I closely observe my students during various activities, noting any challenges they might be facing in areas such as language development, social interaction, fine motor skills, or cognitive abilities. For example, if I notice a child struggling to communicate with peers or having difficulty following simple instructions, it could indicate a need for additional support. Once a student is identified as potentially needing special education services, assessments are used to determine their eligibility. This involves gathering information from various sources, such as record reviews, interviews, observations, and tests (Salvia, Ysseldike, & Witmer, 2017). For instance, if a child is suspected of having a speech or language impairment, assessments like language screenings and standardized tests can provide valuable data to support the eligibility decision. After a student is deemed eligible for special education services, assessments continue to play a crucial role in monitoring their progress and determining the effectiveness of interventions. Individualized Education Plans (IEPs) are developed based on assessment data and include measurable goals to track the student's progress over time (Salvia, Ysseldike, & Witmer, 2017). Teachers use ongoing assessments and progress monitoring tools to track the developmental progress of students with special needs. By consistently evaluating their growth, I can adjust instructional strategies and goals as needed to provide the necessary support for their development. Periodic reevaluation meetings are conducted to review the student's progress and make any necessary adjustments to their educational plan. These meetings involve analyzing assessment data to determine whether the student's needs have changed and if adjustments need to be made to their services or goals (Cohen & Spenciner, 2015). I have no prior experience teaching students with special needs. I hope to learn more from those that have! 2. In the case study of Jane and Oscar (Clearinghouse for Special Education Teaching Cases, n.d.), what is the difference between advocating for a special needs student and being insubordinate? What would you have done if you were Jane? (Lavoie, 2008). In the case study of Jane and Oscar, the distinction between advocating for a special needs student and being insubordinate lies in the approach, professionalism, and collaboration with

colleagues and supervisors. Advocating for a student with special needs means putting their needs first while following the rules of the school. On the other hand, being insubordinate means not following those rules, acting inappropriately, and harming relationships with colleagues. Jane's actions exemplify the fine line between advocacy and insubordination. While her intentions to advocate for Oscar's well-being are commendable, her methods lacked professionalism and collaboration. Jane proactively identifies his struggles in his current physical education class and suggests a solution by proposing his return to her adaptive physical education class, which she believes would better support his needs (Clearinghouse for Special Education Teaching Cases, n.d.). She involves Oscar's parents in the decision-making process, informing them of the situation and discussing potential options, ensuring their perspectives are considered. Jane's disrespectful remark towards her supervisor Claudia and her covert communication with Oscar's parents (Clearinghouse for Special Education Teaching Cases, n.d.) could be considered insubordinate. Based on Lavoie’s (2008) article, Jane should have maintained a respectful and open-minded demeanor when conversing with Claudia, even in the face of disagreements. She must understand that not all educators will have the same thinking process as her. She should be prepared to encounter differing viewpoints and potential challenges to her proposed solution regarding Oscar's placement. By acknowledging and addressing potential contradictions and objections upfront, Jane can demonstrate her readiness to engage in constructive dialogue and collaboration. This will also help Jane foster a more collaborative atmosphere and increase the likelihood of finding common ground with those she is collaborating with. I understand the importance of advocating for all students, especially those with special needs. However, it is crucial to approach advocacy in a manner that fosters collaboration and respect within the school community. If I were Jane, I would prioritize open communication and collaboration with colleagues and supervisors. Involving Oscar's parents in the decision-making process will also help ensure that all perspectives are considered and that decisions are made with Oscar's best interests in mind. I would also provide evidence-based rationale for why Oscar would benefit from being placed in my adaptive physical education class, emphasizing his individual needs and previous successes in my class. Ultimately, I will make sure I respect other’s decisions and perspectives while advocating for Oscar’s needs. Some questions I had while reading are: ● For those who have had experience with this, what role do parents/guardians typically play in advocating for their child's special education needs, and how did you best support them in this process? ● How might your advocacy experience in special education differ if you were advocating for a child with a physical disability versus a child with a learning disability? References

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