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The group that supports NCLB believes that education is standards-driven and students are challenged at all levels.  Assessments are aligned to standards, and all children are required to participate and are evaluated.  There is district and school accountability.  The goal is to close the gap between children with disabilities and non-disabilities.  The tiers are focused on skills , not cognitive processes. (Fuchs, Fuchs, & Stecker, 2010)

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Tier 1: IDEA supports early screening in the classroom and weekly monitoring.
Tier 2: IDEA supports non-responsive children receiving tutoring in small groups with specialized training of teachers, and researched-  based instruction.  It is an academic boost including progress monitoring to those in need.  Non-responsive students referred to a multi-disciplinary team.
Tier 3: Special education plays a key role.
(Fuchs, Fuchs, & Stecker, 2010)

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MODULE 4
Elizabeth Herrick

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What is the "Blurring of Special Education"?

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What is the "Blurring of Special Education"?

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Fuchs, Fuchs, & Stecker (2010) describe the "blurring of special education" as forming a new continuum of general education placement and services. The article shows reasons for the change from the view of two groups. One which supports No Child Left Behind (NCLB) and another supporting the Individuals With Disabilities Education Act (IDEA). Each of these groups supports change, but for different reasons. Neither of these groups has proposed a plan that the authors of the article support. This article is an example of a situation that requires group problem solving in education.

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The first step to group problem solving found in Chapter 5 from the text by Friend & Cook (2017) is analyzing the problem-solving context.  It is necessary to decide if the problem needs a group of people to solve the problem . In some cases,  the problem could be solved by an individual.  The next step is to identify and make sure that each person agrees on  the problem.  After that the group will generate solutions using a specific strategy such as brainstorming.  Once solutions are generated, the group evaluates potential solutions that are likely to be used, selects a solution and implements it.  Finally, data is analyzed to determine if the solution worked.  Group problem solving is important in collaboration. It relates to MTSS and RTI because in each of these models professionals must come together to develop plans for struggling students.

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Response to Intervention: A Special Type of Problem Solving

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Response to Intervention: A Special Type of Problem Solving

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RTI is a special type of technical group  problem solving. Not all of the steps in group problem solving apply to RTI.   It involves working in a group but  has a specific set of solutions that are a part of protocol or procedure used by a district.   Because of this, it isn't necessary to decide if it's necessary or to use the step of brainstorming as one would in group problem solving.  (Friend & Cook, 2017)

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Group Problem Solving as a Professional Responsibility

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Group Problem Solving as a Professional Responsibility

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Educators are required to use group problem solving in a variety of situations throughout the school day. Examples of this include working with other professionals on an I.E.P. for a student, meeting on a committee, planning an interdisciplinary unit with other teachers, and conferencing with parents about how to best help their child have success. Group problem solving involves additional strategies that are required in individual problem solving. This is why it's important to understand and practice a model such as the one that is shown by Friend & Cook (2017).