Response To Intervention Model Analysis
In order for a child to receive special education services they must meet procedural requirements for determining whether or not the child qualifies for services under the Individuals with Disabilities Education Act. The student must have a disability as defined by the act. The assessment must also determine whether or not the disability requires special education and related service in order to meet the learning standards required by the state in which the child resides. Yell, (2016) reminds us that the purpose of assessing students is to both determine eligibility for services as well as for use in planning an Individualized Education Plan (p. 187). Just as students who receive special education, do so on an individualized plan, so too
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must the assessment process be for each individualized student.
Prior to referral for an assessment to determine eligibility for special education, the regular education classroom teacher must exhaust every effort to help the student’s learning through developing and trying various pedagogical techniques.
Some schools implement a Response to Intervention model (RTI) prior to any referral for specialized education. Just as the name suggests, RTI provides students with various research based interventions and determine how the student responds to that intervention. Entitlement decisions are the result of information about student growth and development obtained through routine screenings. Child find is a more common form of entitlement screening. Yell (2016) tells his readers that when routine screening is completed generally, rather than selectively, IDEA regulations do not apply (p. 189). Assessments are essential in the development of individualized programs for students, therefore assessments must include present levels of the student’s academic achievement and functional performance. This information is critical for the special education teacher in formulating goals and strategies for the team to consider. Finally assessment decisions are used to evaluate whole programs by identifying areas for growth as well as celebrations of success as a school, district, and even
state.
According to Yell (2016) ere are procedural requirements schools must consider including the critical aspect of consent from the child’s legal guardian as well as their active involvement in the assessment process. Schools must use a variety of non-discriminatory research based evaluative tools administered to the student in his or her native language. Any standardized tests used in the assessment process must be validated and administered by trained personnel. Assessments must be assessed in all of the suspected areas of the child’s disability, and comprehensive in nature as well as providing the IEP team with specifics in identifying the student’s needs. Students must also participate in any statewide assessments given to the general education population. However they may receive accommodations as well as an alternative assessment. The IEP team must provide someone qualified to interpret the results of the assessment. Finally the assessment data must be reviewed every three years (p. 192).
The procedural requirements benefit parents by ensuring an objective criteria for receiving special education or related services. As such parents are also required by law to give permission for testing as well as a right to participate in the process. Because the process is objective in nature, schools also benefit by the inherent protection of accusations of favoritism and or influencing the results. Students, schools, and parents benefit from this process because high quality data is gained to be used in the formatting of a tailor fit individualize learning plan, which will benefit all parties and society at large.
must the assessment process be for each individualized student.
Prior to referral for an assessment to determine eligibility for special education, the regular education classroom teacher must exhaust every effort to help the student’s learning through developing and trying various pedagogical techniques.
Some schools implement a Response to Intervention model (RTI) prior to any referral for specialized education. Just as the name suggests, RTI provides students with various research based interventions and determine how the student responds to that intervention. Entitlement decisions are the result of information about student growth and development obtained through routine screenings. Child find is a more common form of entitlement screening. Yell (2016) tells his readers that when routine screening is completed generally, rather than selectively, IDEA regulations do not apply (p. 189). Assessments are essential in the development of individualized programs for students, therefore assessments must include present levels of the student’s academic achievement and functional performance. This information is critical for the special education teacher in formulating goals and strategies for the team to consider. Finally assessment decisions are used to evaluate whole programs by identifying areas for growth as well as celebrations of success as a school, district, and even
state.
According to Yell (2016) ere are procedural requirements schools must consider including the critical aspect of consent from the child’s legal guardian as well as their active involvement in the assessment process. Schools must use a variety of non-discriminatory research based evaluative tools administered to the student in his or her native language. Any standardized tests used in the assessment process must be validated and administered by trained personnel. Assessments must be assessed in all of the suspected areas of the child’s disability, and comprehensive in nature as well as providing the IEP team with specifics in identifying the student’s needs. Students must also participate in any statewide assessments given to the general education population. However they may receive accommodations as well as an alternative assessment. The IEP team must provide someone qualified to interpret the results of the assessment. Finally the assessment data must be reviewed every three years (p. 192).
The procedural requirements benefit parents by ensuring an objective criteria for receiving special education or related services. As such parents are also required by law to give permission for testing as well as a right to participate in the process. Because the process is objective in nature, schools also benefit by the inherent protection of accusations of favoritism and or influencing the results. Students, schools, and parents benefit from this process because high quality data is gained to be used in the formatting of a tailor fit individualize learning plan, which will benefit all parties and society at large.