Strategies And Methods On Implementation Of Education In Special Education

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General education teachers, principals, curriculum directors, special education staff, and many more school professionals work together to promote success for all students academically, behaviorally, and socially. Training in most school systems is systematically provided to teachers on implementation of academic programs used for core instruction. Such training often incorporates standards based instruction strategies and assessments needed for the academic programs (Goetze & Burkett, 2010). Collaborative groups and grade level meetings are used to disseminate new and updated information including changes needed to instructional practice.
Teachers utilize universal screening assessments at the beginning of the school year to identify
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Schools were charged with providing appropriate instruction to eliminate the gap in achievement of underprivileged students (Wright, 2010). Deno, Reschly, Lembke ,Magnusson, Callender, Windram & Stachel ,(2009) reported another result of the reauthorization and alignment of the Individuals with Disabilities Act was the use of a Response to Intervention process to identify at risk students in districts by an emphasis on school-wide screening and progress monitoring models. The use of early intervening services provides the same chance for academic success for those environmentally and economically disadvantaged students. Response to Intervention (RTI) is not an intervention, but a framework to identify and provide support for at risk students to prevent academic and behavior outcomes that do not lead to long term success (Stecker, Fuchs & Fuchs, 2008). RTI should not be used as a gateway to special education. Referral to special education is one result of the RTI process; however emphasis should be placed on implementing evidence based interventions that will result in closing the gap between those students at risk and students making grade level progress. There are multiple components of RTI and each should be used as intended for optimal results. The goal of all instruction is for a student to master both academic and behavioral skills taught. Before a student is referred to tier, teachers should work collaboratively with peers, specialists, and principals
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