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This is my padlet on the important topics that stood out to me in our weekly readings. Hope you enjoy!

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Friend and Cook discuss in chapter 5 two types of problem solving, reactive and proactive. Reactive is responding to an existing problem or crisis that is in need of a solution. Proactive is identifying a potential problem before it happens. I chose this example because I feel this is something that we deal with in the school environment constantly.

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The steps to group problem solving from Friend and Cook (p. 113)
1. Analyze the problem solving context
2. Identify the problem
3. Generate solutions
4. Evaluate potential solutions
5. Select the solutions
6. Implement the solutions
7. Evaluate outcomes
These steps are important to remember when you and the group are discussing a problem to solve. Not only is it important for the group to identify the problem, you have to understand what is the problem affecting, what will happen if there is nothing done to address the problem, and are the resources available or can be obtained if necessary to address the problem. The group has to evaluate the solution created for the problem, was it resolved or does it need to be revised? I selected this photo because it outlined some steps to problem solving but it also shows diversity and we have to consider the affect cultural diversity may influence problem solving, depending on different individual backgrounds and beliefs.

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There can be many solutions that arise when group problem solving. "Studies of both creative processes and critical problem solving have contributed greatly to knowledge about how to generate potential solutions in group problem solving" (Friend & Cook, p. 117). There are several ways the group can generate solutions to the problems. Our readings discussed brainstorming, brainwriting, and nominal group technique (NGT). I chose this cartoon because I thought it was descriptive of a group session. I would like to know from my classmates if they prefer one method of another, and why?

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RTI is an intervention method that concentrates on several tier that addresses learning and behavioral problems in students through means of early identification. "Effective intervention leads to more meaningful identification by accelerating the progress of many low achievers, thereby eliminating them from consideration as disabled" (Fuchs, Fuchs & Stecker, p. 302). The picture below portrays and describes the three tiers
Tier 1 ~ General classroom
Tier 2~ Some students may fall behind their general peers and need a form of intervention to address their needs
Tier 3~ Some students fall significantly behind their general peers and are in need of a more intensive intervention

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I appreciated the ending reference in the Fuchs, Fuchs & Stecker article, it made sense for me to think of it that way. There are many topics in special education that have become controversial issues, and the authors say that special educators have to go back and think of the beginning of special education and what their mission has been about to strengthen the purpose of special education and become expert instructors. The mission was to find ways to educate children that were labeled as difficult or ineducable. Blending the mission and current evidence based practices, "they will be applying more powerful versions of assessments and instruction that that of their forebears as they continue special education's necessary and noble tradition" (Fuchs, Fuchs & Stecker, p. 318).

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

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

https://br.depositphotos.com/123839782/stock-photo-diversity-people-with-problem-solving.html

https://problemsolvinggroups.weebly.com/problem-solving-methods.html

https://www.shutterstock.com/search/proactive

https://www.aleks.com/k12/rti/

https://en.wikipedia.org/wiki/Back_to_the_Future