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Special Education Processes: LRE Continuum and Assessment Cycle

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Special Education Processes: LRE Continuum and Assessment Cycle

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Many advocates would argue that LRE blah blah (Crockett, 2014).

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Other special education advocates might contend blah blah (Marx et al., 2014).

Bryant (2023) advocates for the ADAPT Framework. blah blah

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The Least Restrictive Environment (LRE) is blah blah

Education placements can vary blah blah (Crockett, 2014).

Bryant (2023) emphasized blah blah

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Resource rooms are blah blah (Crockett, 2014)

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Specialized Classrooms with some General Education 

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Specialized Classrooms with some General Education 

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Specialize schools areblah blah (Crockett, 2014).

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specialized schools for handicapped students

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Explanation of the Assessment-to-Practice Cycle 

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Explanation of the Assessment-to-Practice Cycle 

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Gather data about the student using blah blah blah (Lemons et al., 2018; Marx et al., 2014).

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SMART goals are the use of the acronym SMART blah blah blah(Lemons et al., 2018; Marx et al., 2014).

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# 3 - Evidence-Based Practice Strategies (EBP)

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# 3 - Evidence-Based Practice Strategies (EBP)

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Evidence-based practice strategies are blah blah blah(Lemons et al., 2018; Marx et al., 2014).

The reference to cooperative learning structures mentioned by Bryant (2023) blah blah blah.

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It is important to review data on the varying strategies and and assessment blah blah blah(Lemons et al., 2018; Marx et al., 2014).

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Tying the assessment to practice cycle together is blah blah blah (Lemons et al., 2018; Marx et al., 2014).

Bryant (2023) shared that the ADAPT Framework blah blah blah

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The evaluation for student services is blah blah (Crockett, 2014; Marx et al., 2014)

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Assessments typically blah blah blah (Crockett, 2014; Marx et al., 2014).

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These assessments include blah blah blah (Crockett, 2014; Marx et al., 2014).

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To create the individual education plan (IEP) the collaborative process is blah blah blah(Crockett, 2014; Marx et al., 2014).

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As the IEP team gathers and discusses the data blah blah blah

(Crockett, 2014; Marx et al., 2014)

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Bryant, D. P., Smith, D. D., & Bryant, B. R. (2024). Teaching in inclusive classrooms (3rd ed.). SAGE Publications. https://uaglobalcampus.vitalsource.com/reader/books/9781071834930/epubcfi/6/34[%3Bvnd.vst.idref%3Ds9781071834916.i2868]!/4

Crockett, J. B. (2014). Reflections on the concept of the least restrictive environment in special education. In B. G. Cook, M. Tankersley, & T. J. Landrum (Eds.), Special education past, present, and future: Perspectives from the field (pp. 39–61). Emerald Group Publishing. https://doi.org/10.1108/S0735-004X20140000027004

Lemons, C. J., Vaughn, S., Wexler, J., Kearns, D. M., & Sinclair, A. C. (2018). Envisioning an improved continuum of special education services for students with learning disabilities: Considering intervention intensity. Learning Disabilities Research & Practice, 33(3), 131–143. https://doi.org/10.1111/ldrp.12173

Marx, T. A., Hart, J. L., Nelson, L., Love, J., Baxter, C. M., Gartin, B., & Schaefer Whitby, P. J. (2014). Guiding IEP teams on meeting the least restrictive environment mandate. Intervention in School and Clinic, 50(1), 45–50. https://doi.org/10.1177/1053451214532345

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Alignment of Goals with Assessment Data 

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Alignment of Goals with Assessment Data 

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Goals must reflect blah blah blah (Lemons et al., 2018; Marx et al., 2014).

An example: If a student is found to have deficits in written expression, then a goal may be to increase sentence writing complexity and may add a targeted intervention like the use of graphic organizers (Marx et al., 2014).

Universal design for learning (UDL) blah blah blah (Bryant, 2023). This complements the LRE philosophy by blah blah blah

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How to Support the Alignment with Goals 

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How to Support the Alignment with Goals 

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Instructional strategies and support services should blah blah blah (author, date).

An example: supplementary aids like assistive technology, and one-on-one interventions (Crockett, 2014).

Bryant (2023) shared that universal design for learning (UDL) blah blah blah

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The cyclical nature of the assessment-to-practice process ensures blah blah blah (Marx et al., 2014). ​

According to Bryant (2023), the use of data and research supports blah blah blah.

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Key Components:

1. Analyze the demands of the task: Identify what the task requires in terms of skills, knowledge, and processes.

2. Determine the learner's strengths and needs: Assess what the student can do and what support they require.

3. Approach the task: Plan how the task will be adapted to meet the learner's needs.

4. Provide necessary supports: Offer tools, materials, or strategies to aid learning.

5. Test and monitor progress: Evaluate the effectiveness of the adaptations and make adjustments as needed.

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The What Works Clearinghouse (WWC) presents as a database of accessible research and strategies for educators.

Upon analysis, the WWC presents with many blah blah (Institute of Education Sciences:What Works Clearinghouse, n.d.).

Educators can use the information blah blah.

https://ies.ed.gov/

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Welcome to the Institute of Education Sciences (IES), the nation’s leading source for rigorous, independent education research, evaluation and statistics.