These models have been credited for their ability to come up with the best solutions regarding the best programs and modes of instructions to subject the exceptional learners. In relation to the policies of the government on an inclusive curriculum, learners of special needs also need to be incorporated in the educational system. The models of PBIS and RTI have been indicated to ensure that learners are not discriminated on the basis of their affiliations and exceptionality. All learners, according to the ‘No child left Behind Act’ must go through an educational system that caters for their needs. The RTI model is an approach that focuses on learner differences in a learning situation. According to Burns, et al (2007), the RTI model is a model that is driven by the standards of learning, as well as, the responses portrayed by learners under instructions. This is an interpretation of the fact that, the RTI model is much more concerned with the progress of learners under specific instructions- responses to instructions. Additionally, the RTI model offers support and intervention to learners of varying needs in a classroom setting. RTI interventions are provided by specialized persons and depend on the needs of the particular learners. Burns, et al (2007) argue that, RTI model applies concepts of problem solving skills, so as to deal with learner needs. In the case of the learners with special needs, the instructors apply the concepts of problem-solving skills, in an endeavor to come up with the best learning strategies to fit such learners. They continue to argue that, RTI model allows for an integration of all systems that are of benefit to the learners, in terms of implementation of policies put in place to fit all learners. In relation to the pre-referral process for Special Education and the Response to Intervention Framework model (RTI), this model is useful in assessing the capacity of learners and their achievements in the learning situation. This interprets that the RTI model is an assessment model that assesses the success of learning methods and instructions in the learning environment, in context of the special learners. Burns, et al (2007) indicate that learners who have successfully managed to go through this process are in a high probability to fit in the learning setting. Additionally, special learners who are able to respond to the RTI model are more likely to display higher levels of success unlike learners who do not respond to the basics of the RTI model. PBIS ensures that all students access quality education by ensuring that all learners have access to the best learning practices and interventions. Mitchell (2007) argues that PBIS is a framework that is responsible for the best form of curriculum and selection of practices that are guided towards behavioral practices that ensure academic and behavioral outcomes are achieved by all learners in the classroom setting. Mitchell (2007) continues to argue that PBIS works towards coming up with basics for proper decision making and fashioning attributes that can be assessed through the basics as well as establish systems that work towards implementation of these systems. Analysts and researchers argue that it is vital to note that PBIS is not a form of curriculum, but a system that is set towards enhancing access and implementation of
PBIS and RTI in the pre-referral process for Special Education Name Institutional affiliation Tutor Date PBIS and RTI in the pre-referral process for Special Education In an attempt to attain results in special schools, it is the responsibility of the Special Education educators to ensure that they apply benchmarks that will be of assistance in maintaining success and support student performance…
This paper, therefore, traces the history of adult education focusing, specifically, on the elementary adult education. The paper also discusses the current legislations that shape adult education in the contemporary world. Also, the paper discusses both the improvements and the challenges that the elementary adult education has underwent in course of its developments.
In this article, Garry Freeman (2012) tackles two major issues with regard to special education. The first issue that he tackles is the belief and the accusation that schools in UK are overstating the number of special education students in their school in order to get more funding from the government.
Schools should aim at providing multiple opportunities for every student as well as ensuring various pathways for all students to achieve the results they desire. In some cases however, some students may not meet the behavioral and learning standards expected for their respective age groups.
94-142. The legislation significantly provides six tenets that ensure to deliver adequate and quality based special education by the teachers to each individual student, irrespective of their disabilities (Strax, Strax, & Cooper, 2012). These tenets have been discussed hereunder.
According to the paper the disable persons in urban area usually benefit from already set social amenities that are usually put in place by different organization and some governments to cater for them. Some of the amenities enjoyed by this desirable group found in urban area including having special schools with well structured curriculums, access to disable programs and services, and easy access to information that may be of help to their lives.
In the Code of Federal Regulations (CFR, 1999), severe disabilities are considered to be autism, deafness, blindness, mental retardation, multiple disabilities, or traumatic brain injury. Some definitions focus on deficits while others focus on non-disability characteristics.
fine the maximum caseloads special education teachers can carry and the conditions under which students with different disabilities can be instructed together. Virginias special education delivery system is based on the categorical placement of students with disabilities who
ABSTRACT: There is increased emphasis on self-determination as an important outcome for youth with disabilities if they are to achieve positive adult outcomes after they leave school. However, the causal link between self-determination and positive adult outcomes has
The author of the essay aims to identify the top reasons why these students decide to drop out of high school in order to create more effective dropout prevention programs. It is mentioned that the qualitative methodology was used as it is more appropriate when contending with such abstract human behaviors, such as the act of dropping out of school.
On the basis of a preliminary examination of the school and interviews with some of its teachers, it appears that West Boca Raton school excels in academic performance as well as in other areas, but it has several disabled students
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