The Effects Of Special Populations On Students With Disabilities

The special education programs in the United States have been designed to help children with special needs learn easier and fit in better with the education program. Unfortunately, many minority students get caught up in the mix and don’t get the proper attention they deserve. Furthermore, minority students are seriously over-represented in the educational programs. Many minority students are misdiagnosed and put into special education programs when in fact; they do not have a learning disability. This has become a growing problem in this country because it is seen as the easy way out. Schools all over the U.S. are doing this in order to not have to properly test and evaluate students for learning problems.

If a student is not successful in Tier 3, he/she will be considered for special education testing. The classroom teacher is responsible for communicating is developed through the School Assessment Team (S.A.T.), which is comprised of the school administrators, the teacher of the student being assessed, reading specialist, interventionist, ESL teacher, special education teacher, speech teacher school, psycologist and social worker. Based on the findings, a home visit with a translator, special education teacher and social worker will perform a home visit. This is in order to determine where the child is developmentally in language and academically. The instructional team will also monitor instruction and provide feedback. Encore time embedded into the resource schedule for students will provide additional support for students as needed. The Response to Intervention (RTI) and the S.A.T. will work with teachers to meet the needs of the learner. School audits and walk -through will be on

On Friday, March 31st I observed Northside Elementary School in the Brookville school district. I watched in a separate speech therapy classroom for students who also require special education. There was only one student who attended each session and the only professional in the classroom was the speech language pathologist, Miss. Haag.

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

The assigned video is explaining Response to Instruction and Intervention (RTI) . This is a plan to make decisions of the educational path of a student. It enhances education for all students and assesses whether they will need additional support with growth or more independence in reading. All of the students in the building have the opportunity to be assessed through RTI not just students with an IEP.

This paper focuses on the overrepresentation or over-identification of minority students found in special education in our schools. I chose to research this topic because being an immigrant myself, I can relate to the education experience of a student who is new to the American school system.

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.

Response to Intervention (RTI) is an in school service program designed to guarantee that all students are getting a high quality education. Before students are referred for special education services, it is essential that they receive effective teaching designed to meet their own learning requirements. All students in public schools are required to be included in the RTI program.

In writing this paper the author will provide her research information about on three terms UDL RTI, and what is MTSS? And expand on answering these seven questions: What role do you think the special education teacher plays in these models? What role do you think the general education teacher plays in these models? What are some of the different ways a school can structure all three of these models? What are some of the best practices or methodologies that should be applied to an RTI model? What are some of the difficulties that schools might encounter when they begin an RTI model? ‘What is your vision for the future of UDL MTSS and RTI? Lastly, how is a referral for special education different for a student who was involved in the RTI model, versus a school without this model?

Response to Intervention (RTI), is an early detection, prevention, and support system that attempts to identify and assist struggling students with appropriate levels of intervention. This strategy may determine if a student based on their time prior in Tier 3, would be qualified for special education with a qualification of learning disability. The RTI has three tiers which allows a teacher to monitor their student’s progress during instructions. The three levels of the RTI are explained through an article called, “Understanding Response to Intervention”, which states:

The author of the article also ascertain that the practice is an effective one since the RTI practice is capable of matching researched-based interventions that are of high quality to the behavioral and educational needs of the students. The practice also uses the concept of monitoring the progress used in assessing need for the require changes in goals or instructions, and finally, the practice may also include the additional tiers for the purpose of instructional intensity or if possible even to be eligible for special education (Rose & Howley,

The study also implies that all African American students are less likely than their European American colleagues to be withdrawn from special education. These African American students may exhibit lower achievement gains while in special education, according to the U.S. Department of Education, 2004 (Banks, J. j., & Hughes, M. S. 2013).

Response to Intervention, also known as RTI is a method made up of multiple tiers, to provide early recognition and aid of children with needs concerning to their behavior or learning. This process includes high quality teaching and general screening for all children in a mainstream classroom setting. The multiple tier systems of support, fits into the existing definitions for learning disabilities by classifying students into the tiers they require in order to achieve academic success based on their needs. Before a student enters their tiers, each student goes through a screening and progress monitoring to determine where they are in their educational setting. Once this has taken place and the data have been analyzed, students will be placed

In the RTI program, all students start out at tier one, which is called the general instruction level. All students receive the general education teacher’s instruction and for 80 to 85 percent of students that is all the instruction they need. If a student struggles for 6 or more weeks a student may be moved to tier two, which focuses on small group instruction. The student would continue to receive the general instruction and have additional small group instruction either with the general education teacher or special education teacher for an extra 30 to 45 minutes a week. This group of students represents 10 to 15 percent of the student population. Finally, if after six weeks of targeted interventions, if a student is still struggling, the student will be tested for needing special education services, which is about four percent of the student population. Students are supposed to “filter” in and out of the different tiers after a certain amount of time (every 6 weeks, or every grading period). However, in the state of Kentucky if a student is identified under the age of 9, the student will be classified as developmentally delayed instead of their identified disability (See Developmental Delay and its

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.