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Fuchs, D., Fuchs, L.S., & Stecker, P.M. (2010). The "blurring" of special education in a new continuum of general education and services. Exceptional Children, 76(3), 301-323.

Friend, M., & Cook, L. (2017). Interactions: Collaboration skills for school professionals. Boston, MA:  Pearson. (Chapter 5)

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Friend, M., & Cook, L. (2017). Interactions: Collaboration skills for school professionals: Chapter 5: Group Problem Solving

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Friend, M., & Cook, L. (2017). Interactions: Collaboration skills for school professionals: Chapter 5: Group Problem Solving

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Friend and Cook explain in chapter 5, the steps to group problem solving. 1) Identifying the problem, 2) Generate the solution, 3) Evaluate potential solutions 4) Select the solutions, 5) Implement the solutions, and 6) Evaluate the outcomes. I find this visual flowchart (below) very helpful in explaining group problem solving in another format.

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Friend, M., & Cook, L. (2017). Interactions: Collaboration skills for school professionals: Chapter 5 Group Problem Solving

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Friend, M., & Cook, L. (2017). Interactions: Collaboration skills for school professionals: Chapter 5 Group Problem Solving

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As Special educators we are always problem solving. Problem Solving as and IEP team, problem solving with parents, problem solving with administrators, problem solving with general education teachers etc. Problem solving is one of many professional responsibilities. Being a proactive problem solver, one can avoid a crisis. I chose this video because it shows different approaches to problem solving in an IEP meeting.

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Approaches to Problem Solving for IEP Meetings

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The "Blurring" of Special Education in a New Continuum of General Education Placements and Services : Blurring Special Education

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The "Blurring" of Special Education in a New Continuum of General Education Placements and Services : Blurring Special Education

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"Special Education doesn't work, it isn't necessary and can be harmful (Fuchs et al. 2009, p. 307). " Special education is viewed ineffective because it's interventions are often based on presumed, discredited theories of learning and teaching. The effect of labeling is harmful by damaging self-esteem and by promoting a negative quality of life. I chose this video to represent this concept because it shows how inclusion is the answer.

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The "Blurring" of Special Education in a New Continuum of General Education Placements and Services.

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The "Blurring" of Special Education in a New Continuum of General Education Placements and Services.

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The IDEA and NCLB both support RTI and "advocate for early identification and for the early identification if struggling students. Both promote tiered instruction that increases in intensity at success levels (Fuchs et al. 2009, p. 301). " This image represents equity, the boxes represent accommodations to those to be able to view the game like everybody else.

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The "Blurring" of Special Education in a New Continuum of General Education Placements and Services: IDEA and Top down approach

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The "Blurring" of Special Education in a New Continuum of General Education Placements and Services: IDEA and Top down approach

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The IDEA views RTI as a top down approach. It is a top down because instruction is research based. RTI begins with all students in Tier 1, "non responsive" students move to Tier 2, and based on instruction and success those deemed responsive move back to regular class instruction. Those who continue to be "non responsive move to Tier 3. The image below shows a Top down approach to RTI

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The "Blurring" of Special Education in a New Continuum of General Education Placements and Services: NCLB and Bottom -up approach

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The "Blurring" of Special Education in a New Continuum of General Education Placements and Services: NCLB and Bottom -up approach

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NCLB views RTI as a bottom up approach. The perspectives reflects greater trust in the educators' problem solving capacity than in standardized tests and research validated protocols.  The image below shows a bottom up approach to RTI.