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Stand-alone special education programs require constricted roles for school psychologist. Special education placements greatly diminish school psychologists' capacity to contribute meaningfully to the life of schools (cf. Gutkin, 2009, p. 308). 

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Stand-alone special education programs require constricted roles for school psychologist. Special education placements greatly diminish school psychologists' capacity to contribute meaningfully to the life of schools (cf. Gutkin, 2009, p. 308). 

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A.) Special education placements require school psychologists to test children for eligibility and (b) as dependence on such placements increases, there is correspondingly greater  need of "school psychologists as tester" (Fuch, et al., 2010, p. 308).

One thing that I have notice at my school district and why I chose this idea is that we currently have this dilemma. The LSSP's would often just come to test our students but not offer any advice on how to address issues in the classroom. The focus should be on helping teachers learn how to facilitate their classrooms with students with disabilities.

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Response to Intervention (RTI) stands for a reformed service delivery system that emphasizes early intervention and the unification of general education and special education, which in turn facilitates adoption of challenging standards and accountability for all (Fuch, et al., 2010, p. 304). RTI helps struggling students through early identification and promotes intensity at various levels according to the students need. 

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Response to Intervention (RTI) stands for a reformed service delivery system that emphasizes early intervention and the unification of general education and special education, which in turn facilitates adoption of challenging standards and accountability for all (Fuch, et al., 2010, p. 304). RTI helps struggling students through early identification and promotes intensity at various levels according to the students need. 

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Differentiated instruction in the general classroom is recognized as both critically important and difficult to accomplish. Teachers differentiating their instruction problem solve in the colloquial, or literal, sense by leveraging knowledge about their students' experiences, interest, learning styles, and readiness levels; by conveying information in multiple sensory modalities; by grouping children flexibly; by adjusting the pace of instruction; and by assessing learning with varied balanced measures and procedures (cf. Kapusnick & Hauslein, 2001; Tomlinson, 1999, p.  312). Differentiated instruction incorporates ideas and best practices that all teachers can use to help students throughout the RTI process. Differentiation works. All students are provided different avenues for learning in the school environment. We create the best way to learn possible. 

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Differentiated instruction in the general classroom is recognized as both critically important and difficult to accomplish. Teachers differentiating their instruction problem solve in the colloquial, or literal, sense by leveraging knowledge about their students' experiences, interest, learning styles, and readiness levels; by conveying information in multiple sensory modalities; by grouping children flexibly; by adjusting the pace of instruction; and by assessing learning with varied balanced measures and procedures (cf. Kapusnick & Hauslein, 2001; Tomlinson, 1999, p.  312). Differentiated instruction incorporates ideas and best practices that all teachers can use to help students throughout the RTI process. Differentiation works. All students are provided different avenues for learning in the school environment. We create the best way to learn possible. 

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The video helps exemplify how taking a different approach to teaching can be beneficial and encouraging to our students.

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Clinical teaching methods, "the teacher adjusts instruction; the child does not adjust to the teacher's methods" (Fuch, et al., 2010, p. 318). Clinical teaching can be specific in a general education environment. I selected clinical teaching methods because in special education, the focus was on students with disabilities. "It was data-based when much of general education was not (Fuch, et al., 2010, p. 318). Much of the big ideas surrounding the weekly readings exemplified how special education should be considered. The video offers a unique perceptive on clinical teaching. 

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Clinical teaching methods, "the teacher adjusts instruction; the child does not adjust to the teacher's methods" (Fuch, et al., 2010, p. 318). Clinical teaching can be specific in a general education environment. I selected clinical teaching methods because in special education, the focus was on students with disabilities. "It was data-based when much of general education was not (Fuch, et al., 2010, p. 318). Much of the big ideas surrounding the weekly readings exemplified how special education should be considered. The video offers a unique perceptive on clinical teaching. 

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Clinical Teaching in the Melbourne Master of Teaching

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Experts from the Melbourne Graduate School of Education explain the concept of clinical teaching, which underpins the Master of Teaching.

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Experimental teaching requires a trained clinician-researcher to work individually with children, or in small groups, to determine effective instruction by both systematically applying various teaching strategies and continuously measuring the child's academic response (Fuch, et al., 2010, p. 310). The teacher has the freedom to select and change interventions; the responsibility to accelerate students' academic performance (Fuch, et. al., 2010, p. 312).  Experimental teaching aligns with the ideas form this weeks readings through the need we have for data-driven instruction. It is both part clinical and part research fitting well with clinical teaching. 

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Experimental teaching requires a trained clinician-researcher to work individually with children, or in small groups, to determine effective instruction by both systematically applying various teaching strategies and continuously measuring the child's academic response (Fuch, et al., 2010, p. 310). The teacher has the freedom to select and change interventions; the responsibility to accelerate students' academic performance (Fuch, et. al., 2010, p. 312).  Experimental teaching aligns with the ideas form this weeks readings through the need we have for data-driven instruction. It is both part clinical and part research fitting well with clinical teaching. 