A summary of nine key studies- Multi-tier intervention and response to interventions for students struggling in mathematics
Year Published:
2009
Document Type:
Report
Abstract:
This document, created by Dr. Rebecca Newman-Goncha, Dr. Benjamin Clarke, and Dr. Russell Gersten of the Instructional Research Group for the Center on Instruction, provides an analysis and review of the research of multi-tiered instruction in Response to Intervention, information about evidence-based practices for Tier 2 interventions, and how to use RTI in mathematics.
Source URL:
http://www.centeroninstruction.org/files/Summary%20of%209%20studies%20on%20RTI%20math%20and%20struggling%20math%20students.pdf
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The Inclusion Notebook- Problem Solving in the Classroom and Community
Year Published:
2004
Document Type:
Report
Abstract:
The focus of this issue of this newsletter from the A. J. Pappanikou Center for Developmental Disability is universal design for learning. Included is information on how access to the general education curriculum can be achieved for all students through modifications, accommodations, and universal design for learning. Also included are worksheets which outline a three-step process educators can use to discover access opportunities within their curriculum.
Source URL:
http://www.uconnucedd.org/pdfs/Inclusion%20Notebook/TIN_Spring04.pdf
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Making Connections Across Indicators to Improve Post-School Outcomes- Early State Efforts Abstract
Year Published:
2008
Document Type:
Article
Abstract:
This online guide is designed to be interactive. The guide is divided into two main sections and six subsections so states can review sections most relevant to their needs. Section I describes data collection requirements and options for the four indicators and includes examples from the six states. Section II focuses on ways to analyze the connections across indicators with guiding questions and analysis examples from the six states. These states have also identified ways that their data have been used to impact state policy and practice. The two final sections, Sections III and IV, include additional resources and references.
Links within sections and subsections go to relevant Web sites or back to the Additional Resources or Reference sections of the guide. Web links to materials and resources are provided in Section III. References used to compile the document appear in Section IV.
Source URL:
http://www.ndpc-sd.org/knowledge/improve_postschool_outcomes/default.php
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Making inclusion work
Year Published:
2007
Document Type:
Article
Abstract:
Inclusion is an oft-used buzzword in education. It is also a concept that the author highly values and wants to be a part of her teaching. She feels she would not be teaching to her potential if she was not able to reach all students. She truly wants a classroom in which all children have access. The author was a Sure Start teacher at a U.S. military base in Iceland, and handles a program that targets children who are considered at risk for possible school failure because of low family income. However the program was not specifically intended to children with special needs, despite of the initial screening that identifies one or more children who qualifies for a special education services. To ensure that all children received the support they need in order to develop and learn, the author and Denise Suhr whom teaches preschool children with disabilities, used The Creative Curriculum for Preschool (2002), a program that focuses on building the abilities of an individual children while encouraging them to try new things. They combined their classrooms and offer one program in which they could teach both groups. The author believes that the diverse environment of their inclusive classroom gave all the children a setting in which to grow. As a result the children came to see themselves as a community of learners, no longer as two separate groups.
Source URL:
http://www.naeyc.org/yc/
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Due Process Hearing Systems Under the IDEA: A State-by-State Survey
Year Published:
2010
Document Type:
Journal
Abstract:
The primary mechanism for dispute resolution under IDEA (Individuals with Disabilities Education Act) is a due process hearing. The total number of adjudicated hearings under IDEA has dropped from the high level during the latter part of the 1990s and the early part of the current decade. Yet relatively few jurisdictions, led by the District of Columbia and New York, account for the overwhelming majority of these decisions. This article presents the results of a state-by-state survey of the hearing officer system. This current “snapshot” identifies the key features, including (a) whether the system is onetier or two-tiered; (b) whether the IHOs are part-time or full-time; (c) whether their legal background is primarily in law or special education; (d) which agency assigns them and its procedures for the assignment; and (e) what is the updated volume of adjudicated hearings—i.e., those conducted to completion resulting in a written decision.
Source URL:
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CFcQFjAA&url=http%3A%2F%2Fwww.directionservice.org%2Fcadre%2Fpdf%2FDue%2520Process%2520Hearing%2520Systems.pdf&ei=gMO7T7zoJfODsgLziv2KDA&usg=AFQjCNGa7qgysObZBDY-bNQtx4cUsKnNJQ
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Response to intervention- An alternative means of identifying students as emotionally disturbed
Year Published:
2005
Document Type:
Article
Abstract:
Children and youth exhibiting serious emotional, behavioral, and interpersonal problems create substantial challenges for schools, teachers, their parents, and other students. Students having these characteristics are often underserved or unserved by educational and mental health systems in the United States. Recent prevalence rates for children served as emotionally disturbed (ED) under the Individuals With Disabilities Education Act is less than 1 percent although over 20 percent of the school population could qualify for a psychiatric diagnosis. A major reason for the underservice of children as ED lies in the federal definition of emotional disturbance which is nebulous, often illogical, and self-contradictory. An alternative approach to ED identification based on a student's response to an evidence-based intervention is proposed in this article. Response to intervention is defined and described along with methods and procedures for quantifying whether or not a student shows an adequate or inadequate response to an evidence-based intervention implemented with integrity.
Source URL:
http://edweb.sdsu.edu/documents/people/jalvarado/ED895/articles/Gresham_RTI_ED_05.pdf
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