Diana Shenkel | EDU 6051 | Dr.
Leinert | July 22, 2020
WEEK
Chapter 3: Teaching Students With
Higher Incidence Disabilities
KEY POINT 1
A strategy to help support students
with speech/language disabilities is to
adapt materials--both aided [external
device] and unaided [use of body
part]--in the classroom setting.
KEY POINT 3
Specific emotional
disturbance areas include:
childhood-onset
schizophrenia, selective
mutism, conduct disorders,
affective disorders, and
excessive fears or phobias.
MY EXPERIENCES
In my past experiences, I have mainly
worked with students who have learning
disabilities (LD). I have never worked
closely with students who had emotional
disturbances. However, I feel more
comfortable using the term "emotional
and behavioral disorders."
2 REFLECTION
KEY POINT 2
Learning disability (LD) vs.
Intellectual disability (ID)
The difference is that students with ID have
difficulty with intellectual functioning and
adaptive behavior; whereas students with a
LD have average/above average intelligence,
but have difficulties with academic tasks.
THE HOW & WHY
This chapter contains a bounty of
information regarding strategies to
use in the classroom to help support
students with various disabilities.
Implementing these strategies will
provide students the opportunities
for academic success.
METACOGNITION
I was aware of these specific disabilities,
but this chapter has a helpful refresher
on specific examples/characteristics and
strategies to support students. I find
having a list of strategies extremely
helpful and would find it helpful to have
them listed in order to reference in the
future.
 Diana Shenkel | EDU 6051 | Dr. Leinert | July 22, 2020
WEEK
Chapter 7: Response to Intervention &
Multi-tiered System of Supports
KEY POINT 1
Screening and Progress Monitoring are
two separate methods.
Screening measures are appropriate for
identifying students in need of
additional attention; whereas progress
monitoring assesses how individual
students are progressing.
KEY POINT 3
While RTI aims to prevent
school failures by way of early
intervention, the truth is many
schools/districts implement RTI
in various ways and may delay
the referral process for
students in need of special
education and related services.
MY EXPERIENCES
While I have not worked at a school that
implemented Response to Intervention (RTI);
a previous school I was employed used
school-wide PBIS--positive behavioral
interventions and supports. There were tiers
of interventions for a criteria of behaviors that
were monitored by the classroom teacher,
school administration, and counceling staff.
2 REFLECTION
KEY POINT 2
Determining fidelity of implementation there
are two approaches of assessment:
direct assessment--a checklist of intervention
components during classroom observation
indirect assessment--teacher reports rating
scales, interviews, work samples
THE HOW & WHY
The information contained in this chapter is
important because it is an effective way of
providing early intervention for students
who are struggling. Many MTSS programs
have been successful. MTSS and RTI are
useful for me to know as I hope to be
working with students who require Tier 2
and 3 supports; it is crucial I have a strong
foundation of how these systems work.
METACOGNITION
Although I do not have first hand experience
working with multi-tiered system of support,
I feel as though I have a strong informational
background regarding RTI & MTSS. Reading
this chapter reinforced this information and
provided a great refresher as well as given
me additional information to consider in
future practice.
 Diana Shenkel | EDU 6051 | Dr. Leinert | July 22, 2020

WEEK 2 REFLECTION

Progress Monitoring
&
IEP Development

KEY POINT 1

Curriculum-based measurement (CBM)

helps set appropriate goals for an
Individualized Education Program (IEP) KEY POINT 2

by helping teachers determine when

goals should be raised. Using CBM when writing IEPs eliminates
the focus on short-term "mastery"
objectives and directs attention to
monitoring student progress towards
long-term goal.

KEY POINT 3

4 point rule:
THE HOW & WHY

4 scores below goal--change

in instruction is recommended Progress Monitoring and using
CBM to develop IEPs are a
4 scores above goal--raise the constant occurrence on the job
goal for a special education teacher. In
order to produce goals that are
data driven, it is essential to have
a strong understanding of what
the data represents.
MY EXPERIENCES

The only CBMs I have used in my past

teaching experience have been passage
reading fluency and "Read Naturally". I am
curious to work with CBMs in math. In terms METACOGNITION

of tracking data, I feel confident in my

abilities to chart data; it is analyzing the
information that requires more practice.
Working towards being an Education
Specialist, I understand how pertinent
this information is. Progress monitoring
and IEPs are a daily task, so in order to
perform my job successfully, I need to
have a very thorough understanding of
these concepts.