Intervention Strategies For SSB

My role and responsibility as the referring person is to first have interventions prior to making a special education referral. I need to utilize available interventions to help the student become more successful. The available resource I should try are: instructional modifications, behavioral

After reading chapters one and two of the book “Exceptional lives”, I could more easily understand special education. As a teacher, I will mostly likely have many students with disabilities in my class throughout my career. With

Mrs .Sikkema said she has foyr high achiever students and two students who are on behavioral plans (Sikkema,2015,personal communication). She also said it is important to document and observe the students so you can understand their needs. I like how Mrs. Sikkema meet the learning needs of all the children in her classroom. Mrs.Sikkema help me to do my lesson plan in a timely manner. When I observe the classroom I was shock that the students was well behaved and attentive to the students. I have a lot of expereiences implementing different leson plans which was time consumer but it help me to do be able to implemnent a lesson plan in the future. Differentiated Instruction for Exceptional Learners provides an introduction to children and youth with a wide range of exceptional educational needs. There are five learning style auditory, visual, tactile, kinesthetic, and tactile/ kinesthetic (Differeitate Instructional

Critical response journal three is a reflective entry to detailed questions and thoughts pertaining to managing student behavior and promoting effective behavior in special needs students. Effective classroom practices and positive behavioral support approaches help to foster student success in the school environment.

In special education it is vital to have an understanding of human behavior and how it relates to learning disabilities. It is imperative to have a grasp of the concepts of the models and how it relates to the educators of tomorrow. (Wheeler, John J., Richey, David Dean, 2010) Understanding models of behavior also helps to have a more cohesive and positive classroom.

Interviewing the special education supervisor has made me aware of how important my role is as a regular education teacher to special students who need additional support in my classroom. The goal of the teacher is to ensure that the IEP is followed to ensure the academic success of all students. IEP stands for Individual Education Plan and the plan is usually developed when students have several deficiencies in certain key subject areas such as: reading comprehension, basic reading, reading fluency, written expressions, math calculation, and math reasoning. Students are referred to the special education department usually in elementary school, additionally; according to the high school special education supervisor there are very few referrals

Some of these additional resources include the time required to increase support and the skills to intervene and monitor progress (Bohanon, Goodman, & Mcintosh, 2010). The purpose of data collection in Tier 3 is “to build an intervention that will accelerate learning, monitor intervention progress, address and adjust integrity and implementation facets to maximal effects, and to evaluate the intervention effects” (VanDerHeyden & Burns, 2010, p. 12). Although Tier 3 may or may not include a referral to special education, a referral for these services is recommended for students who do not make progress, if there is any question of a

The San Bernardino City Unified School District (SBCUSD) special education department has worked simultaneously with its special education teachers, creating a curriculum that best meets the needs of the moderate to severe student population. The developed curriculum is entitled, Basic2 Moderate to Severe Curriculum Framework. The Basic2 Moderate to Severe Curriculum Framwwork targets the five following domains: functional academic, community, domestic, vocational, and recreation/leisure. In addition to creating an innovated curriculum framework for the moderate to severe student population the special education department created an assessment to compliment the curriculum. The Basic2 Benchmark assessment is focused on measuring student

According to the standard promoting development and learning. I took the class ECE 221 The Exceptional Child. In this class I learn how explore typical and atypical development in the physical, cognitive, language, and socio-emotional domains. This course taught me strategies for identification, intervention, methods, and programs designed to meet special needs including learning disabilities.

Beakstead, personal communication, October 31, 2013). Alternately, another student’s area of concentration might be based solely on independent living skills at home or with caretakers, and less focused on academic goals. As the goals are implemented by the special education team the student’s achievements can be evaluated daily, weekly, or monthly and in independent and group settings until mastery of the IEP goal is achieved, and where the learning goals of the IEP are age and skill level appropriate and address the future needs of the student. Additionally, these experiences encourage opportunities to practice new knowledge and skills, where teacher-directed and student feedback is available, and where instructional practice and student expectations can be reflected on and adjusted if necessary (Johnson-Gerard, 2012).

The agency is committed to the education and enrichment of Middle School students’ ranging from 11-14 years of age. The counseling department in the school is committed to working with kids with special education needs and providing them service that is outlined in the Individuals with Disabilities Education Act (IDEA) of 2004. Functional Behavior Assessment (FBA) or Individualized Education program (IEP) plans are created to ensure that schools are in compliance with IDEA. These plans are derived through the collaboration with the IEP team, which consist of General Education teachers, the school Social worker, School Counselor, Special Education Educator and parents/guardians of the student. During these meetings,

CSI was intended to assist students that are struggling with learning basic skills, and be the least intensive support service when compared to resource room, or self-contained special education classes. CSI classes are also ideal when class sizes are small, and the students in the classes are struggling with basic skills (and therefore of similar ability levels). We have a very high population of students in the CSI program, for several reasons. Often students are determined to need more intensive support services (resource room, self-contained special education), but parents will refuse these services due to the stigma associated with them. As a result, we offer these students CSI believing it is better for them to accept some support rather than receive none at all. The result has been a very large CSI population in each CSI classroom, with students of very wide ability levels. In addition, CSI teachers are not trained in special education, however

It is important to identify a child’s disability as early as possible in order for the student to get proper intervention services and set up with an individualized learning plan. Differentiation of instruction is important for all of the children in the classroom, not just those with a disability. All students have different learning styles, and all students have the subjects that they excel at and the subjects that they struggle with. “Teachers need the ability to alter instruction to meet student needs, interests, and abilities (Tomlinson, 2001).” One of the most difficult areas in teaching is easily classroom management, even the easiest going students have days of challenging behavior. “Students at risk of disabilities or who have other disabilities engage in a wide range of challenging

Key principles to successful sm interventions start off with clear behavioural goals, and theory such as gain frame, exchange theory and TPB. Participants must be well segmented from gender, age through to values and psychosocial behavioural norms. When working within a community context, a practitioner will face more than one aspect in order to prevent negative behavioural norms. For example it is possible that one intervention will tackle barriers to do with the environment, public policy, medical aspects such as disability or social norms of which encourage the bad behaviour thus stand in the way between the client and their goal. It is paramount that all approaches are client led in order to empower existing skills and recourses that will promote and sustain good behaviour change

Participants will take SDRT and answer questions 1-30 as a pretest. Students will be given unlimited time to complete the questions. SDRT provided answer key will used to determine the correct number of responses. Percentage correct score will be recorded. The test will be administered in a small group special education setting.