# data[].attributes.body
Center for Parent Information and resources (CPIR). (2016). Supports, Accommodations, and Modifications for students. Retrieved from http:// www.parentcenterhub.org/repository/accommodations
Vaughn, R.S. & Bos, S.C. (2015). Strategies for teaching students with learning and behavior problems. (9th ed.) Upper Saddle River.
Vaughn, S., Schumm, J.S., & Forgan, J>W. (2016). Instructing students with high- incidence disabilities in the general education classroom. ASCD. Retrieved  from http://www.ascd.org/publications/curriculum_handbook/413/chapters/Instructing_Students_With_High-Incidence_Disabilities_in_the_General_Education_Classroom.aspx

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* Scheduling
* Setting
* Materials
* Instruction
* Student Response

(CPIR, 2016)

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Benefits:
*Positive effect on behavior & student achievement
* Ensure cooperation between home and school
* Secure family access to records and information
*Increase family's understanding of child's learning and behavior problems
* Supplement learning and behavior practices at home

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An IEP is a document that is developed for each public school child who needs special education
IEP goals must be SMART
*Specific
* Measurable
* Attainable
* Results-oriented
* Time-bound

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Tier 1 High-Quality classroom Instruction, Screening and group intervention
Tier 2 Targeted Intervention
Tier 3 Intensive Intervention and Comprehensive Evaluation

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1. Define the problem
2. Plan an Intervention Evaluate student progress

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Educational Implications of Mild Disabilities

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Educational Implications of Mild Disabilities

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* Additional time to master new concepts and skills
*Assorted instructional strategies
* Time and arrangement

Vaughn et al.(2016)

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* Individually planned
* Specialized
* Goal- directed
* Research based
* Guided by student performance

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* One teach, one observe
* One teach, one assist
* Station Teaching
* Parallel Teaching
* Alternative Teaching
* Tag team
Variation of Co- Teaching
* Speak & help
* Speak & Chart
* Speak & add
* Duet

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1. Center of attention should be on student
2. Emphasis on various intelligence
3. Adaptive curriculum

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Continuity of services for students with Special Needs

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Continuity of services for students with Special Needs

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Vaughn, Schumm, & Forgan, 2016

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Management of Paraprofessionals: Special Education teacher and regular education teacher plan activities for students with special needs that will be assisted by assistants in the general education classroom.

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Management of Paraprofessionals: Special Education teacher and regular education teacher plan activities for students with special needs that will be assisted by assistants in the general education classroom.

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Consultant Teaching: Special Education teacher observe, determine, and help the regular education teacher plan to problem solve for students with disabilities in the general education classroom

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Consultant Teaching: Special Education teacher observe, determine, and help the regular education teacher plan to problem solve for students with disabilities in the general education classroom

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Teacher Assistance Team:  Special Education, Regular Education Teacher, and LEA form a team to discuss an action plan for gathering the needs of the students with learning and or behavior problems

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Teacher Assistance Team:  Special Education, Regular Education Teacher, and LEA form a team to discuss an action plan for gathering the needs of the students with learning and or behavior problems

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Co-teaching:  Both special education and general education teachers offer instruction in the general education classroom.

# data[].attributes.subject
Co-teaching:  Both special education and general education teachers offer instruction in the general education classroom.

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Collaboration:  Communication between two professionals whom work as a team to solve problems.

Consultation:  The specialist provides expertise and support to the teacher.

Vaughn & Bos, 2015

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Keysha Frink
University of Phoenix
July 7, 2018
Wanda Rivas