(1997). Working with that works: A solution-focused approach to school behavior problem.
Meanings of Intelligence and Adaptive Behavior: Assessing Individuals with Intellectual Disabilities John W. Smith Grand Canyon University: SPE-553-0101 February 3, 2013 Meanings of Intelligence and Adaptive Behavior: Assessing Individuals with Intellectual Disabilities Students diagnosed with Intellectual Disabilities (ID), or also commonly known as Mental Retardation (MR) are a complex population to assess and may be challenging group to work with due to their academic and social needs. When working with specific behaviors it is often difficult to identify and diagnose why an individual preforms even the simplest behavior let alone multiple complex behaviors leading to a disorder. This paper will identify specific characteristics associated with ID student qualifying for special education services, discuss the meanings of intelligence and adaptive behavior in relation to ID students, and define the problems that are connected with assessing students with ID. Identifying weather or not a student has an ID can be a time consuming process that “involves complex decisions that integrate information on current intellectual functioning and adaptive behavior.” (Board on Behavioral, Cognitive and Sensory Sciences (BBCSS), 2002). Students undergoing intellectual and adaptive assessments often display specific characteristics that lead to the suspicion that they may qualify for special education services.
This article focuses on defining inclusive education, answering many questions about how the students will receive an appropriate education and also gives suggestions for expanding opportunities for children with deaf-blindness. It goes into many details about accommodations students with this disability need and how it is very possible for them to be intended in general classrooms. There are many educational theories included in the article. The main theory that is seen throughout the article is the importance of inclusion. Inclusion of students with deaf-blindness requires a lot of help from families, students, and teachers according to the article.
Next, review any data on the child from classroom-based assessments and recent state and district-wide assessments to determine where the child is functioning in relation to those standards, benchmarks, and grade-level indicators. This may be formal or informal data. Also, review the child’s most recent ETR and their progress or lack of progress on the IEP being replaced. Finally, it is important to decide how the child’s characteristics of their disability affect their progress in the general education curriculum. Step 3: Develop the Present Level of Performance (PLOP) for academic achievement and functional performance.
Attitude, Legislation, and Litigation Even though students with disabilities are now entitle to an education, social implication of attitude, legislation, and litigation effected the lives of students with disabilities because students with disabilities miss out on opportunities and the right to an education. The social implication of attitude on the lives of students with disabilities have change over time. In the past students with disabilities was view in a negative way making where they miss out on many opportunities such as obtaining an education. Now these students are gaining an education and being view as unique. The Civil Right Movement brought about legislation in preventing prejudice towards people with disabilities allowing them the right to an education.
It represents performance-based evaluation, using a multidisciplinary approach, and use of holistic scoring. Educational practices for a student with a disability are driven by the content of his or her IEP, taking into consideration cognitive and behavioral strengths and challenges of the student. Requiring a student to attain a prescribed score on a generic assessment measure can be viewed as being in direct contrast to the intent of the IEP process to develop and implement an individual educational program (Albrecht & Joles, 2003). Two critical issues regarding alternate assessment are what should be tested and how should it be tested. The question of the assessment being appropriate for students with disabilities is also raised.
Jason Dunn Dr. Merhaut Communication and Social Competencies for Student with Autism Research Paper 5 January 2014 Social skills deficits is one of the most challenging areas to address when it comes to the education and treatment of individuals with autism. Reading facial expressions, responding to social interactions, and initiating conversations, are all very intuitive skills for many normal functioning persons. To the student or adult with autism, these can be very puzzling challenges to overcome. Researchers and educators and other practitioners have tried to tackle this in a variety of ways. These “social deficits are intrinsic to the definition of autism.” (Harris, 2001) The remediation of these symptoms remains one of the most daunting challenges for professionals who serve people with autism.
This assignment discusses the issue of inclusion within the mainstream school setting. It also discusses the impact it has on teaching English and literacy and the effects it has on the role of the teaching assistant. During this assignment as inclusion is based upon such a broad range of special educational needs I will be paticualary focusing on and relating to children with visual impairments. It is universally recognized that, when children come to school, there is a wide gap between those who are best prepared and those who are least prepared for school (Donaldson M 1978) it is our job to help close that gap. What is meant by inclusion?
RTI: The State of Education Abstract Response to Intervention (RTI) is an academic as well as behavioral intervention model used in school systems in the United States to provide early and effective assistance to children who are having difficulty learning and behaving. RTI was also designed to be used as part of a data-driven process of identifying specific learning disabilities and as a more effective way of identifying students for individualized education plans (IEP). All 50 states are taking the necessary steps to develop and implement RTI models, but there is no uniformity among the states concerning the approach each state is using. There is however some common ground and similarities as well among the states’ RTI models. RTI: THE STATE OF EDUCATION “In 1997, during the process of reauthorizing the Individuals with Disabilities Education Act (IDEA), the National Joint Committee on Learning Disabilities (NJCLD) wrote a letter to the U.S. Office of Special Education Programs (OSEP) expressing concern that neither early nor accurate identification of specific learning disabilities (SLD) was occurring”(
Special Education is designed to support and to serve children with disabilities. In theory, eligible students are to receive specialized instructions by teacher with specific training, tutoring, and extra attention from teachers, counselors, and other professional support staff. Since, Individuals with Disabilities Act (IDEA) was passed it has brought benefits to students who were not previously served in this country. Despite the improvements from the laws, the benefits of special education have not been distributed correctly. Inappropriate practices in both general and special education programs have resulted in overrepresentation, misclassification, and hardship for minority students.