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Everyone has ideas that are going to be different, but we all need to share and listen to each individual. As a team people need to work together to hear and speak up for the childs best interest.

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https://www.youtube.com/watch?v=gJI3YSd5rSM

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Special education services become more intensive (i.e., more expert, individualized, costly) as one moves down the graded sequence of placements, with the more intensive options reserved for the more educationally needy children. Panel B repre- sents the IDEA group’s modified view of the con- tinuum taking RTI into account. The panel shows an expanded general education and smaller special education, reflecting the expectation that with more special education dollars flowing to general education to help fund RTI, a greater number of children will be accommodated. What Panel B also conveys, albeit implicitly, is IDEA group support for the status quo: Special educa- tion should continue as the most intensive tier with little change in the nature of its programs.

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.

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It is a means of probing mul- tiple meanings of RTI; helping practitioners and policy makers think more clearly about what they want to accomplish in its name; and suggesting a different, distinctive, and important role for spe- cial education.

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The NCLB-group view is that, with the “right” general education in place, an additional benefit of meaningful standards for all will be the disappearance of high-incidence disabilities, “such as learning disabilities, emotional disturbance, . . . ‘mild’ mental retardation, autism spectrum disor- ders[,] and attention deficit disorders” (McLaugh- lin, 2006, p. 17)

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The IDEA group advocates for a top-down (i.e., replicable), linear, and time-sensitive process with fewer tiers of instruction.

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.