Thoughts [Before completing the module]
1. What procedures do you think Rosa Parks Elementary is using to provide services to struggling students? Why are school personnel dissatisfied with this process?
I believe Rosa Parks Elementary is currently using the "wait to fail" method, meaning students do not receive services until the student is academically failing rather than when the student begins to struggling in an area. Mrs. Hernandez, the first grade teacher, expressed her concern that the students struggling in her class continue to struggle as they progress through each grade. Ms. Jacobs, the special education teacher, stated that struggling students are not identified until third or fourth grade because their skills must fall significantly behind in order to qualify for the services.
School personnel are dissatisfied with this process and with good reason. This method is creating a large achievement gap between the students of Rosa Parks Elementary. It is frustrating for teachers to have to watch their students fail academically in order to receive the help they need to succeed. If struggling students receive additional help earlier than third or fourth grade and prior to academic failure, they wouldn't continuously be trying to catch up to the ability level of their peers and would be more successful in school. In reality, this method is causing a consistent struggle rather than ceasing the problem.
2. What approaches are available to schools to help struggling readers and efficiently identify students who need special education services?
One approach that I have seen implemented in a school to help struggling readers and efficiently identify students who need special education services is Response to Intervention (RTI). This approach seemed to prove effective from my perspective in my junior methods placement. Students received the appropriate services according to the tier they were placed in. If students were not making progress in a specific tier, the school took the necessary actions to make sure that student received the support he/she needed for them to be successful in the classroom. I feel that this approach would be beneficial for Rosa Parks Elementary because it identifies students early on based on their individual strengths and weaknesses and provides students with appropriate support. Students are still actively involved in the classroom and are making progress.
Another approach that is available to schools is the IQ discrepancy model. Unfortunately, I have never seen this approach implemented. However, based on classroom discussion and viewing of research, the IQ discrepancy model has its advantages and disadvantages, just as any other approach.With the IQ discrepancy model, a student's eligibility for special education services is based on the comparison of his or her IQ test results are compared to their academic performance. If there is a large discrepancy between the IQ results and the academic performance, the student receives services to be successful in the classroom.
3. What other information might a school find helpful when choosing which approach to adopt?
When choosing which approach to adopt, a school must consider a variety of information. The school must research and collect data on several approaches.The school should compare and contrast different approaches and list the pros and cons of each based on the needs of their school. The school should consider the cost of the approach,the resources they need, and what resources are already available to them. It is important for the school to take note of the areas that most of their students struggle in, as well as, evaluate their teaching instruction in order to choose the most effective approach.
4. What steps might the S-Team propose to help its struggling readers?
The members of the S-Team agreed that they need to find a better and faster approach to help their struggling readers. Throughout the process there must be open communication among administration, faculty, and student families. The team should begin by evaluating teacher instruction and look for trends among students and grade levels. The team should also have teachers look at each individual student's strengths and weaknesses in the classroom. This information will be extremely helpful when deciding which approach would be most beneficial for their students. The S-Team should also meet frequently to discuss progress and effectiveness.
Response [After completing the module]
1. What are the disadvantages of the IQ discrepancy model and how does RTI address those concerns? What might be difficult in implementing the RTI model?
There are several disadvantages of the IQ discrepancy model. The IQ discrepancy model similarly identifies students after they have failed and fallen too far behind. If a student's results do not show a discrepancy, he or she is not eligible for services. However, that student may need the services. On the other hand, there are students who show discrepancy and receive services that they do not need. This student may be extremely bright, but is a poor test taker. Therefore, the limits and results of the IQ discrepancy model are not valid in eligibility for services. RTI allows for early identification and intervention that allows students to receive services and not fall behind their peers. The use of the three tiers allows RTI to identify students correctly and in proportionate measures. The IQ discrepancy model does not consider the instruction the students are receiving in the classroom. The RTI model evaluates teacher instruction, as well as, provide students with a variety of instruction size, such as large group, small group, or one on one, based on the students needs.
The RTI model may be difficult to implement because it requires change and lots of it. The school must receive training on the model to understand the process and to administer the tests. Additional staff may also be needed to benefit the learning of the students in each tier and the roles of faculty may be adjusted.The school must have all the resources to make students learning successful. Time is necessary for the approach to be implemented effectively as well. Therefore, faculty must be willing to give time, as well as, dedication to provide for these students. Last but not least, patience, as this process is new to the entire school and one that they will be learning together.
Sunday, January 29, 2012
Sunday, January 22, 2012
Chapter One: Perspectives on Disability
Chapter one, Perspectives on Disability, brings attention to several important ideas about the history of disability that society should be aware of in the field of special education. I feel that not only should teachers understand the needs of people with disabilities, but society should as well. My reason for feeling this way is because society greatly impacts our lives. The way people look at us, speak to us, think about us, and react towards us all affects who we are and who we become, whether positively or negatively.
When reflecting on the reading, my cousin Michael comes to mind. Michael is now 20 years old and the happiest, sweetest guy I know. Michael was diagnosed with down-syndrome when he was born, but has never let it stop him. Michael has accomplished all of his goals and does so with determination. However, in a conversation with Michael he did share with me where his determination came from. Michael has had people whisper or stare as he walked past them. People laughing at his dreams or goals. People telling him, "Michael, you can't. He has also experienced the positives and negatives of being labeled with down-syndrome. All of which I see the actual power of language. In agreeance with this reading, Michael told me, he wants people to see him for Michael, not for having down-syndrome. He says it does not define him or explain who his is and I could not agree with him more. Although people's words and actions hurt Michael's feelings, he has several people who love Michael for him and support him in all that he does. He said that is what makes him ignore the negativity and to keep believing in himself, because if he doesn't, who will? Several people with disabilities go through this every day and if you get people to think about it, I am sure we have all felt what Michael felt. When you put it that way, we start to realize that we can all relate and are all human. The power of language is extremely strong and we need to think about how we use our words and how they effect others.
Along with our words, we must give thought to classification. In some cases, classification may be extremely beneficial, but in others could cause negative outcomes. I believe that in order for a student receive the appropriate services under IDEA, he or she must be classified. Classification also provides justification and indication of why an individual may be experiencing difficulty in a specific area. However, classification can begin to define an individual and effect people's outlooks on the individuals capabilities. Therefore, we must remember, "classification does not mean that all members of the group are identical, just that they share some specific characteristics or traits." This statement is one to always remember because I believe that although three individuals may have the same disability, they are not the same and do not necessarily have the same needs. Each individual deserves to be noticed and treated individually.
This chapter also focused on the history of disability and allowed me to see how much society has grown. I was shocked while reading, "when allowed to live, persons with developmental disabilities sometimes served as jesters and clowns." I knew that people had always been cruel with words, but never realized that a disability was so frowned upon that individuals with disabilities were seen as not deserving to live. I was appalled and angered at the way that people were treated and looked at upon the years. Although we still experience some negativity, I am pleased to see that several laws and acts have been in place to include individuals with disabilities and provide individuals with the services they need.
Overall, this chapter was extremely eye-opening for me because it allowed me to see what families and students go through emotionally, socially, and physically. As a future educator, it is important for me to understand this and connect to my students and their guardians to provide them with a successful experience. It also brought to my attention the growth of society and our need to keep growing together.
When reflecting on the reading, my cousin Michael comes to mind. Michael is now 20 years old and the happiest, sweetest guy I know. Michael was diagnosed with down-syndrome when he was born, but has never let it stop him. Michael has accomplished all of his goals and does so with determination. However, in a conversation with Michael he did share with me where his determination came from. Michael has had people whisper or stare as he walked past them. People laughing at his dreams or goals. People telling him, "Michael, you can't. He has also experienced the positives and negatives of being labeled with down-syndrome. All of which I see the actual power of language. In agreeance with this reading, Michael told me, he wants people to see him for Michael, not for having down-syndrome. He says it does not define him or explain who his is and I could not agree with him more. Although people's words and actions hurt Michael's feelings, he has several people who love Michael for him and support him in all that he does. He said that is what makes him ignore the negativity and to keep believing in himself, because if he doesn't, who will? Several people with disabilities go through this every day and if you get people to think about it, I am sure we have all felt what Michael felt. When you put it that way, we start to realize that we can all relate and are all human. The power of language is extremely strong and we need to think about how we use our words and how they effect others.
Along with our words, we must give thought to classification. In some cases, classification may be extremely beneficial, but in others could cause negative outcomes. I believe that in order for a student receive the appropriate services under IDEA, he or she must be classified. Classification also provides justification and indication of why an individual may be experiencing difficulty in a specific area. However, classification can begin to define an individual and effect people's outlooks on the individuals capabilities. Therefore, we must remember, "classification does not mean that all members of the group are identical, just that they share some specific characteristics or traits." This statement is one to always remember because I believe that although three individuals may have the same disability, they are not the same and do not necessarily have the same needs. Each individual deserves to be noticed and treated individually.
This chapter also focused on the history of disability and allowed me to see how much society has grown. I was shocked while reading, "when allowed to live, persons with developmental disabilities sometimes served as jesters and clowns." I knew that people had always been cruel with words, but never realized that a disability was so frowned upon that individuals with disabilities were seen as not deserving to live. I was appalled and angered at the way that people were treated and looked at upon the years. Although we still experience some negativity, I am pleased to see that several laws and acts have been in place to include individuals with disabilities and provide individuals with the services they need.
Overall, this chapter was extremely eye-opening for me because it allowed me to see what families and students go through emotionally, socially, and physically. As a future educator, it is important for me to understand this and connect to my students and their guardians to provide them with a successful experience. It also brought to my attention the growth of society and our need to keep growing together.
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