UDL RITI Model

Special education teachers no longer may identify themselves as teachers of just a specific category of students. Rather, they must identify themselves as teachers of all students and be willing to provide whatever support is needed to meet the varied needs of students. Likewise, students should not be identified as self-contained or resource, but as students needing specialized instruction and supports for specific skills/subject areas for specific amounts of time in either a special education setting or a general education setting.

This paper focuses on the Response to Intervention. As educators we are hearing RTI more frequently in the school districts than ever before. Many educators and state officials agree that all teachers should know and get to know the benefits and importance of RTI. The most crucial aspect to know is the RTI takes place into the regular childhood classroom; this is not something that just special education teachers need to know. This paper explains the purpose and a brief history of RTI. The paper offers ways that it is beneficial for school districts to implement this research based program. However, as in many systems there are always challenges, the paper briefly discusses some of the challenges that educators

Many children have physical, or pathological disabilities which cause them to have a below average performance in a usual classroom environment. The government of the United States of America, having recognized this, issued the Education of All Handicapped Children Act in 1975 in order to assist children afflicted with these disabilities (Berger, 2014). This lead to the creation of multiple special education programs for these children. Programs, such as LRE and RTI strategies have allowed many children to receive education they otherwise would not be able to receive.

Over the last decade, school administrators began implementing the RTI program at a rapid pace. This implementation was inspired by President Bush’s reauthorization of IDEA, which identified RTI as a viable way to qualify students for special education (Fuchs & Fuchs, 2007, p. 14). Fuchs and Fuchs (2007) defined RTI as a three tiered system of education. There has been research completed to show RTI was a reliable systems, but it is an open ended systems. The designers of the RTI program have left several of the specifics for individual administers to determine for their districts. While the open framework granted administrators leeway to alter the program, this also leads to questions about

When all the tiers of RTI have been utilized, the Students Support Team (SST) decides if the next appropriate step for the student is a referral to special education. Biased on the information gathered during the RTI process, the SST will appraise and see if the student meets the criteria for one of the IDEA categories of disability. The disability or impairment must have an unwanted

It is critical to have an understanding of nursing-sensitive indicators in order to provide safe, quality, compassionate and satisfactory patient care. In this scenario, applying restraints to Mr. J, a demented patient with hip fracture seems appropriate. However, it is standard practice that restraints are to be removed as soon as possible, and the patient in restraints may need assistance to change position every two hours. In Mr. J’s scenario, there should have been a bedside commode, and a urinal for him to use at the bedside so he does not have to walk very far to the restroom. As for the CNA, if she was well trained, she would have been able to recognize the marks on his spine

The special education teacher interviewed, talked about this goal to meet each child’s need is challenging to her especially in eleventh and twelfth grade. The teacher tries to strive towards their educational goals, their need areas, and work on their strengths.

RtI works at its best when personal from across the school, including administrators, general education teachers, special education teachers, supplemental specialists, music and gym teachers, and counselors all collaborate to support the framework, because each staff member shares equal responsibility for the success and failure of all students (Shapiro 2011). RtI needs the full support of all staff members, because it does not show immediate results and could take between 3-5 years to see its positive impact. RtI gives schools the chance to correct literacy issues, and fix the problem early, before students’ progress forward where they pay for it long into their future.

In the 3rd step plan the implementation is when educators will monitor and provide feedback to ensure the intervention is delivers properly. And step 4 is to evaluate the problem, consultant and teacher will evaluate the responsiveness to the intervention and modify if needed. These steps result in a great intervention program that is precise to see desired results in the RTI. With intervention trial and error is how real results are achieved. In previous years before interventions and RTI’s were placed in schools, too many children were sent for learning disabilities or special education showing teachers inability or unwillingness to teach sand accommodate academic diversity ( Reynolds, 1987). The article states how teachers can generally implement learning strategies until the student gets it and if after interventions and RTi’s measure the responsiveness as not responsive the child can be placed in special education to receive IEP’s to adjust to their learning disability.

Looking at my overall research aspirations of understanding the effective response to intervention model (RTI) and what that looks like within the model, there are also roles that influence students outside the model. This is the case when students are in other general education classes although they have specific learning needs. How are teachers prepared to handle a variety of exceptional learning needs, both in regards to learning disabilities and for students who speak another language in their class? How teachers making modifications or accommodations to meet their needs? Who is holding them (teachers)

Special education teachers are trained to work with children who have a wide range of disabilities. One of the primary responsibilities of a special education teacher is to assess her students' cognitive abilities, and modifies the standard age-appropriate curriculum to create a custom plan for the student. This plan is called an individual education program(IEP). An IEP often includes a number of social and emotional development goals as well as specific academic areas to be taught. The special education teacher’s core task is to meet each of the goals established in the students’ IEPs. In some cases, the special education teacher is located in a separate classroom. When this is the case the teacher will creates lessons geared to meet the objectives of the students’ IEPs. In many instances, special education students are placed in regular classrooms. In that situation, the special education teacher attends classes with her students. She often will work with students on life skills and behavior modification techniques as well. Skills that special educational teachers should possess include, better than average stress management, great multi-tasking abilities, quick thinking, and creative problem solving. A special education teacher must be able to think outside the box and develop an array of teaching methods and techniques to meet the needs of each individual student. Special education requires a vast amount of detailed record keeping, so it is essential for these teachers

#2 The following are the three principles of UDL, their definitions, and what they look like in the classroom.

The key to any successful school district is the administration. Teachers essentially provide structure, organization, and the background of a child’s future. To educate students with learning disabilities, it is essential that the staff has the training and resources needed for the appropriate people, place, and time (Lazarus) (What is Inclusion, 2001, n.p). It is unrealistic to expect that regular education teachers will always be aware of the latest research or be able to readily adapt the school's

An important part of the UDL framework is engaging and motivating students to learn. It is essential to provide students with options and supports in order to promote learner motivation and active engagement in learning. Planning lessons through a UDL framework means engaging students by tapping into their interests, challenging them appropriately, and motivating them to learn. Students are only able to demonstrate their knowledge and skills if they are engaged and motivated. Students should be given opportunities to make choices about the ways they engage in content and be prompted by teacher feedback in order to maintain student interest and motivation.

As I reflect on this project, I find that I am extremely pleased with the outcome; I was given the opportunity to apply classroom readings and discussions to a real-life situation which reinforced my learnings and challenged me to truly think like a Special Education Teacher. With each new topic that we studied in class the more relevant the material became in terms of my observations; this had a direct effect on my understanding of my student’s strengths and weaknesses and of the evidence-based practices, accommodations, and modifications that were implemented for him.