Special Education Clinical Experiences

Response to Intervention - RTI

RTI (Response to Intervention) is a method of early intervention in which the teacher
uses an evidence based instruction approach. The teacher frequently monitors the
students progress and takes the information gathered to modify the curriculum for that
student. Assessment is a fundamental part of RTI as it is used at multiple levels (pre-
determination, to make a diagnosis and ongoing assessment/tracking). There are three
tiers to RTI. With each tier there is more targeted intervention. The first tier would
before the class as a whole. This level of intervention is for all students and is a
preventative measure. The second tier is more targeted. There are certain students
identified as needing additional help and are given such at this level. Tier 3 is the most
targeted. At this level students receive intense and individualized assistance. These are
the students with the most need. If at this level the student is still not making adequate
progress they are then referred for special education assessment. In the state of
Alabama RTI is the pre-referral process now. RTI is similar to the pre-referral process in
that there are levels of intervention. RTI is a bit more guided, however. It provides that
all students have the chance to receive the same level of instruction prior to the referral
for special education assessment. This ensures that only students that truly need to be
referred for special education are referred. The pre-referral process still has similar
responses as the RTI. The first step of this process is the identification of an observed
problem. Ideas may be exchanged between a group as to intervention. The next step is
to hold a meeting that discusses the identified problem. During this first meeting a plan
for intervention is created. If they come back and the intervention worked the process
Fall 2014
School Helena High School
Cooperating Teacher Mrs. Laura Barnes
Grade Level 12th Grade
Subject Government - Inclusion Class
January 2014
School Homewood Middle School
Cooperating Teacher Various Teachers
Grade Level Middle School- 8th Grade
Subject Science / Social Studies / Art
ends. However, if they meet and the first intervention did not work there will be a 2nd
intervention. Another meeting of the team will occur. Again, if the intervention is
deemed successful, the process ends. However, if the intervention is seen as failing again
the student will be referred for special education assessment. An IEP is created and
steps are taken to manage the disability in the classroom. If I had a student that had an
RTI and needed an intervention the students reading performance I would ask the
student to code passages that we may read. Further, I would offer assignments in
different modalities. If I saw that these were not helping I would work with this student
on a one-on-one basis. A pro of the RTI model at the middle/high school level is that the
students are worked with from the beginning. Fewer students are referred as some
students may simply have different learning styles. By intervening at the classroom level
these different learning styles may be addressed. A con of this process is that it is
lengthy. For those students that you are confident they have issues you must wait and
work through the process. Both the RTI and pre-referral process use a team-based
approach. However the latter is primarily team based. RTI puts much of the process on
the teacher.

Working With Children With Special Needs

Students with a specific learning disability may exhibit difficulties in both
academics as well as language. Although any one child may not shows characteristics in
all areas there are varied areas. Academic difficulties may show poor performance in
basic reading, comprehension and fluency. Math calculation and reasoning are other
areas that may show deficits. Language may be hindered in listening and speaking. A
student may have poor short-term or long-term memory skills. ADHD is a commonly
diagnosed learning disability. Characteristics may also occur in social skills. A student
may be disruptive, anxious, and have little motivation in school. Some students have
difficulties in metacognition (difficulty in solving problems) as well as cognition
(difficulty in reasoning). Some strategies in the classroom that may assist a student with
a specific learning disability may be to give cues and study guides for those that have
attention and hyperactivity characteristics. Give them breaks in class (i.e. allow them to
take something to the office if needed). Have an interactive classroom as much as
possible. For those students that have cognition and metacognition issues make sure to
connect prior knowledge to new ideas. Make real-life connections as much as possible.
For those with language and academic deficits allow more time for understanding and
provide graphic organizers.
Characteristics of an intellectual disability vary greatly depending on the
level of disability. They range from mild intellectual disabilities to severe. Those that
have a mild ID may have some similar characteristics as a specific learning disability.
The students attention span may be shorter and they may find it difficult to focus. Both
cognitive and metacognitive thinking may be affected. Those with cognitive difficulties
may find it hart to think abstractly (think in their head per se). Metacognition is a step
above where the student is reasoning out what they thought. Memory may be affected
as well. A student most often has a difficulty with short-term memory. The student may
exhibit challenges in terms of their language. It could bet that they have a problem
communicating. The student that has severe intellectual disabilities may show similar
characteristics as the milder ones but at a significantly higher level of difficulty. Some
ways in which these students may achieve success in the classroom is by the strategies
put forth by the teacher. Those with severe difficulties will also need ongoing support
from others. Some strategies may include chunking reading to assist in metacognition.
Help the student monitor themselves in their attention disorders. For those students
that have difficulties in language development give assignments that encourage
expression (i.e. Facebook profile for historic characters in the American Revolution).
Graphic organizers with pictures will assist in visual cues and memory. Giving group
work and using peer modeling in such will assist in social and behavioral interactions.
Emotional disabilities may manifest themselves through poor attention
spans (as with other disabilities). However this may be further challenged by poor
behavior in school to include outbursts in class and overall aggressive behavior.
Academics may include poor performance in math, reading and writing. Test taking as
well as note taking may also prove difficult. Many times relationships with peers may be
poor. They may show inappropriate behaviors with pees or even isolation from them.
Strategies for classroom success may include school wide positive behavior support for
those students that have behavioral issues. This strategy encourages early intervention
for at risk students. Prevention instead of reaction is the focus. Peer tutoring may also
aid in social skills. Lesson plans should be structured and active in nature. Students
that have test and note taking issues may decode texts while reading them (box
important words, circle words you dont know the meaning, etc.) During reading
assignments do a pre-reading, during reading and post reading assessment.
ADHD is a common disability in the schools. This is a disability that one does
not typically outgrow but rather functionally manages. The student with ADHD may
have a difficulty focusing or concentrating on assignments or the teacher. They may not
be able to stay on task. They may interrupt the teacher and others in class. This student
may be the one that simply cannot stay seated during class showing symptoms of
fidgeting or restlessness. Sometimes the best intervention for these students is
medication. However, teaching strategies can assist. One strategy that the teacher can
make is to give frequent breaks during assignments and/or shorter assignments.
Strategically place the students seat near the teacher. In class use simulations, role-
plays, and technology to keep the students interest. In history, relate the past and
present through interactive activities (i.e. create a travel brochure for a historic site in
the Civil War). By introducing interactive lessons the students with ADHD are more
likely to stay interested in the plan.
Autism is a disability that is considered on a spectrum. The high-functioning
autistic student may be one that has Aspergers Syndrome. Characteristics of this
spectrum may include social concerns. These students may have few if any friends.
They do not respond to social cues well. Behaviors exhibited may not be socially
appropriate at times. Language skills may not be seen in speech but rather the choice of
language. For instance, carrying on a conversation may be difficult as they are unsure
how to initiate and partake in a conversation. However, the student may discuss, at
length, a topic that they have an interest in. The student does not necessarily interpret
rules in the same way. The written rule is the rule. There is no room for judgment. The
student may show an interest in a particular area or topic and then become an expert of
sorts in that area (i.e. a student that has a fascination with vacuum cleaners most likely
tell you everything about one and could even take it apart with the ability to put it back
together again). Tantrums or meltdowns may occur with this student. This can occur
when an established routine goes awry. These students may not do well with transition
or changes in standard routine. A teacher with a student in this category can assist the
student by encourage students to understand a social situation by helping them
understand the concept of cause and effect (If/then statements for instance). The
teacher needs to create a safe environment for the student. This includes minimizing
transitions and/or fully explaining and warning of transitions (i.e. Class, in 10 minutes
we are cleaning up and beginning to return to our seats.) Although the student may
have a focus on a particular topic do not allow them to monopolize the classroom setting
by discussing the topic. Allow for a time for discussion. Make use of visuals with the
student (graphic organizers with pictures, visuals for routines in the classroom). Try to
be preventative in meltdowns. Take note of antecedents. Intervene as soon as these are
noticed (i.e. another student borrowing a book may trigger a meltdown so casually get
the book back to the owner).
Gifted students, although one presumes not, also have special characteristics
and strategies for success. The gifted student may have an unusually advanced language
set. Their problem-solving skills may exceed their given age. The student often times
succeeds in class without putting forth much effort (i.e. making the grade by listening
but not reading the material) and thus is often bored in class. This student may show an
inclination in the arts. On the other side the same student may either have many friends
(i.e. the popular child) or no friends at all. They are typically the leaders but can get
frustrated often as they show perfectionist tendencies. A teacher with gifted students
has a challenge in that these students may sometimes be overlooked as they are often
times performing well. However, in order to promote success with a gifted student there
are still strategies that can be incorporated. The teacher should provide opportunities
for the students to have more advanced learning. This can be achieved by having a
Challenge Box. The students may pick a card from this box when their assignment is
completed. These assignments should be challenging but at the same time designed as
fun work and not a punishment for completing their original assignment. As these
students may have more developed language skills they should be given opportunities to
use these skills (i.e. a debate between two historical figures). These students should be
encouraged to enhance leadership abilities. This can be achieved in peer mentoring. If
this is a private school they can be nominated for an ambassador program at the school.
Incorporating the arts in assignments will bring out the typically high interest that most
have.