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Does the RTI method significantly increase the workload of a teacher?

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Does the RTI method significantly increase the workload of a teacher?

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The textbook and the Heinemann article both went into the subject of RTI, but neither related it directly to BC. What does this process practically look like here? Specifically: is it used for all types of exceptionalities (not just SLDs)? Where does it fit in the IEP process?

(p.s. this was posted at 1:00 PM on Oct 12, so apologies if you answered it in class later today)

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Is there ever a situation where a parent may become too involved in the assessment/IEP development for their child and what kind of steps would be taken?

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Is there ever a situation where a parent may become too involved in the assessment/IEP development for their child and what kind of steps would be taken?

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Should you tell an exceptional student's classmates about his/her exceptionalities? If so, what kinds of information should you include or withhold? Are there circumstances when an exceptionality should be confidential?

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Should you tell an exceptional student's classmates about his/her exceptionalities? If so, what kinds of information should you include or withhold? Are there circumstances when an exceptionality should be confidential?

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How does the inclusion of children with exceptionalities affect those students without exceptionalities in the classroom? 

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How does the inclusion of children with exceptionalities affect those students without exceptionalities in the classroom? 

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How do we approach a situation where a student with exceptionalities is showing behaviour and another student is not understanding/possibly provoking more of the negative behaviour without knowing?

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How do we approach a situation where a student with exceptionalities is showing behaviour and another student is not understanding/possibly provoking more of the negative behaviour without knowing?

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Would you be able to show us what an IEP physically looks like in BC? (If that’s possible respecting confidentiality)

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I have a couple questions that I figure will probably be covered in future units, but here they are: (1) What are the differences between learning disability and intellectual disability? (2) If autism has a huge spectrum, and each student is unique, how do we tailor our lessons to truly suit their needs? (3) Are EAs currently being trained with the expectation that they'll be supporting the whole class, or just their case load of exceptional students?

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How should we approach of collaboration with parents of students with exceptionalities?

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How do you teach students with disability about morals expected in the society? What can you do if the student behaves in an appropriate manner which makes you feel uncomfortable, such as touching your body? What can you do if the student repeats the same behavior the next day?

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How do you talk to the other students about a students disability? Should you address it so other students understand (particularly thinking of younger students) or is that insensitive to point it out?

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Could we explore practical resources, activities etc… that have been successful for you both for students with exceptionalities and those without?

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Tried and true lesson plan or practical activities that have been successful in the classroom for students with and without exceptionalities

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How/What is the best way to determine the level of a student's exceptionality upon first meeting them?

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How to work with people who have exceptionalities. Teaching self-regulation and setting healthy boundaries for myself and my students behavior. 

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How to work with people who have exceptionalities. Teaching self-regulation and setting healthy boundaries for myself and my students behavior. 

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How to ensure that other students in the classroom are also inclusive of the students with disabilities and honour who those students are?

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How to ensure that other students in the classroom are also inclusive of the students with disabilities and honour who those students are?

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How to communicate effectively with students who have exceptionalities.

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How to communicate effectively with students who have exceptionalities.

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How do we deal with bullying of exceptional kids in the classroom?

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How do you split your focus between children with exceptionalities in your classroom as well as help children who might have higher needs in reading or writing or math, even if those students don't necessarily have a diagnosis to all for them to have help from an EA?

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How to accommodate students with impulsive, potentially distracting in a group setting where you are also responsible for teaching the other students as well, without removing the student from the group or relying too heavily on an EA

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How to accommodate students with impulsive, potentially distracting in a group setting where you are also responsible for teaching the other students as well, without removing the student from the group or relying too heavily on an EA

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How do you find the balance between acknowledging a student's exceptionality and being respectful of their independence?

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How to design or adjust the curriculum so that it may be inclusive to students with exceptionalities but still doesn't take away the challenges for other students in the class 

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How to design or adjust the curriculum so that it may be inclusive to students with exceptionalities but still doesn't take away the challenges for other students in the class 