https://padlet.com/klnawro/wjv2apyx5qjm SPED 854 en-us 2018-11-10 14:49:25 UTC 2023-05-08 15:08:53 UTC hello@padlet.com klnawro https://padlet.com/klnawro/wjv2apyx5qjm/wish/302867256 I chose a picture of a group of people communicating because group problem involves successful collaboration between colleagues. There are six steps to effectively using group problem solving. First, the group must identifying the problem and then develop possible solutions to that problem. Once identifying the solutions, the group must then evaluate those solutions and chose a solution to implement. After implementation, the group must then evaluate the outcome of that solution  and determine whether the problem was solved (Friend, M., & Cook, L., 2017).]]> 2018-11-10 14:50:41 UTC https://padlet.com/klnawro/wjv2apyx5qjm/wish/302867256 klnawro https://padlet.com/klnawro/wjv2apyx5qjm/wish/302868751 The picture of the pyramid was used to display the different tiers of Response to Intervention. This weeks reading focused a lot on how RTI is used to support struggling students. The primary tier are supports that are used for all students. The secondary tier of prevention is when students are placed into specialized groups for more specific instruction. The third tier is where instruction is individualized per student (Fuchs, D., Fuchs, L.S., &Stecker, P. M., 2010).]]> 2018-11-10 15:01:18 UTC https://padlet.com/klnawro/wjv2apyx5qjm/wish/302868751 klnawro https://padlet.com/klnawro/wjv2apyx5qjm/wish/302868794 I selected a picture of a clock to display Individuals with Disabilities Education Act's view on RTI because they are time sensitive. IDEA believes that students that are struggling should be identified quickly and supports should be implemented almost immediately. Within the IDEA RTI model, if students are identified as at risk within tier 2, intervention should be implemented for a duration of time and it should be determined by data whether the child should continue within tier 2 or receive more intensive support (Fuchs, D., Fuchs, L.S., &Stecker, P. M., 2010).]]> 2018-11-10 15:01:38 UTC https://padlet.com/klnawro/wjv2apyx5qjm/wish/302868794 klnawro https://padlet.com/klnawro/wjv2apyx5qjm/wish/302868825 A slinky was slected to display the flexibility within No Child Left Behind's view on RTI. NCLB involves more tiers within the less restrictive setting before identifying students for requiring special educational services. Although NCLB's views are flexible, they still believe using standards as a guide to instruction and decision making. NCLB is flexible in their thinking that decision making on tiers should also include the instructors judgement and understanding of supports (Fuchs, D., Fuchs, L.S., &Stecker, P. M., 2010).. ]]> 2018-11-10 15:01:53 UTC https://padlet.com/klnawro/wjv2apyx5qjm/wish/302868825 klnawro https://padlet.com/klnawro/wjv2apyx5qjm/wish/302871728 I used a blurry picture of children to demonstrate the article from Douglas Fuch and the views on special education. According to the reading, the stigma of being in a special education classroom can be harmful to the child's progress and self-esteem. By blurring the special education label and including more supports within the general education classrooms, the idea is that there will be less students within special education classrooms. Therefore, full inclusion can occur along with the proper supports for struggling students (Fuchs, D., Fuchs, L.S., &Stecker, P. M., 2010).]]> 2018-11-10 15:29:04 UTC https://padlet.com/klnawro/wjv2apyx5qjm/wish/302871728