Module+11+Questions

Participants: Ashly Call, Lori Jones, Audra Bull, PJ Parsons - Group 2

Module 11 Questions:

1. What does research say about the topic?

AC - There is no exclusive definition for reading disabilities; different schools use different definitions. A reduction in class size is considered to be helpful not only in the short term, but in the long term as well (helping lower student drop out rates). Accelerated programs such as Reading Recovery can be very useful and helpful to students with learning disabilities. Longer term support is a promising intervention, but unfortunately not much research has been done and few schools actually use this intervention.

AB - LJ - AC and AB gave a lot of information answering this question. One of the latest terms instead of reading dificulties are defined as learning disabilities. This was redefined with the passage of the Education of Handicapped Children Act in 1975. There then was a shift from remedial reading programs to to special ed.
 * In the decade between ’75 and ’85, reading difficulty was redefined to emphasize reading difficulty as an individual disability rather than an economic disability.
 * There has been a shift in NAEP reporting from a relative standard to an absolute standard.
 * Grade level equals average performance according to NAEP standards.
 * The emphasis of intervention has shifted to whole-school models and in-class support services.
 * There has never has been a universally accepted definition of what qualifies as a learning disability.
 * Students are not able to be reliably sorted into those with a sincere learning disability from those who are experiencing issues with reading acquisition but are not learning disabled.

PJ--That about covers it. I thought I had this chapter in the bag because I am in special education and teach LD students. However, I was floored by the information, especially the history of how we got to today in special ed. One thing I caught that the textbook said was the discrepancy model used to identify aptitude versus ability to identify LD students, which is the model with which I'm accustomed to how all the schools I've worked for here in Oklahoma determine if a child qualifies for special services or not. The shift of intervention has moved toward whole-school models and in-class support services, or inclusion. The one shift not mentioned in the textbook in this chapter is the use of RtI models to decrease the amount of students being identified as Learning Disabled, which puts more responsibility for learning to read on the regular ed teachers.

2. Share the types of interventions your school does use.

AC - My school uses READ 180 and special education teachers push in to classrooms. I am not familiar with READ 180 other than the name. As far as pushing in, the teachers visited my students for a combined total of maybe 20 times throughout the year. The majority of intervention rested on my shoulders. I intervened by using small groups and providing appropriate materials for my students to read.

AB - LJ - My last school used a pull out program for students. This would pull them out for 30 minutes to 1 hour. The special ed teacher asked me questions about the students and then gathered things they could do when they were with them. They also sent work back to the classroom that they knew they could do.
 * My school uses a full inclusion model. When I first started at Thoreau, it special education was entirely full inclusion. However, in the last several years, we have realized the need for a pull-out room. When a student comes to us not on an IEP but we believe he should be (or the parent believes their child should be), a child-study team is formed. The team meets, discusses types of interventions, and then implements the interventions. The team will meet two more times and discuss the success or failure of the interventions before recommending the child for testing.
 * There is a SPED teacher per grade level and then one in the pull-out/resource room. The sped teacher is supposed to be servicing the child in the regular education classroom as much as possible. Sometimes the child (or children) are pulled out to receive more in-depth instruction or receive the modifications on their IEP.
 * Problems: Some sped students function well with minimal oversight while others need constant servicing. The sped teacher is spread between multiple classes and can not often provide the sped child the needed support.

PJ--We have an on-campus school psychologist who uses the PIAT-R to test children's general world knowledge and their levels of achievement. She uses the WISC-IV to identify their ability levels and then compares the two tests to see if there is a discrepancy of -1.5 or more. If so, then the student qualifies for LD services or ID (Intellectually Disabled), or DD (Developmentally Delayed), depending on the ability level score and their age. If they qualify, the LD and DD students receive services in a pull-out program in the special ed class. If they are ID, they are placed in a self-contained classroom. The struggling readers who do not qualify for special services are served by a reading specialist in the Title I classroom, which is a pull-out program, as well. Our reading specialist uses Read Naturally and Saxon Phonics to teach reading skills. I use Read Naturally in my classroom daily for 10 minutes only. The rest of the time we use many trade books and the Reading Street stories to do other reading work. The LD or DD students can be in the special ed classroom from 45 min to 3 hours or more if needed. An autistic boy is starting in August with whom I facilitated a home-bound tutoring last year, so he may require more than 3 hours.

3. How does this area relate to RtI that you read about already?

AC - I think RtI should be used as part of the testing process for identifying reading disabled students. The text mentions that depending on the school there might be a high percentage of students who qualify for special education services. However, if RtI is used before the testing process is started maybe the classroom teacher could help reduce the number of students entering special education by providing the interventions in their own classrooms.

AB -
 * The RtI sequence is teach, assess and intervene. IDEA 2004 encourages use of RtI as a intervention and assessment process before a child is referred for services. Prior to 2004 students could only be identified as LD if there was a discrepancy between ability and academic progress as noted by outside specialists.
 * The basic RtI component has 3 tiers: regular classroom instruction, targeted interventions, and evaluations for specific learning disabilities. Assessment data is required to move from one tier to another.
 * I think an RtI program would be much more beneficial because there are parameters and procedures. As it stands now, the level and type of service a student receives depends completely upon the SPED teacher.

PJ--I agree with you, AB, the services for children identified with a learning disability is upon the shoulders of the SPED teacher, RtI is a HUGE change for this area and I was told by an administrator that it wouldn't last as a valid way to assess and place students. I haven't really done my homework on RtI because it seemed as if it was going to become out-of-date quickly, but it's still here. It's time I learn all I can about it. LJ - My sons school has RTI and I see it as a great program. Students are receiving interventions before they get to be a problem. This helps reduce the number of special ed students. I feel this leaves spaces open for students that really need the extra help.

4. Your questions from your group.

AC - 1. What exactly is dyslexia? What are observable characteristics of students who have dyslexia?*

2. The research in this chapter states that paraprofessionals do not significantly influence reading while tutoring students and leading small groups. This was surprising to me because that was how I was told to use paraprofessionals at my school. What would be a meaningful way to utilize my paraprofessionals in the classroom?

3. One of the preventive interventions is family programs. Yet, they have largely proven unsuccessful and do not serve as a sufficient preventive intervention according to the chapter. What preventive interventions do you suggest?

AB - AC - No, I was not aware of this. Is this part of a state or a federal law? I'm not sure what I think. I have friends that work in the business field that receive raises and bonuses based on their performance. Honestly, I would not mind if the same were to happen to me. AC - In my opinion, a special ed teacher helps the classroom teacher with resources (leveled books and other appropriate materials), colloborates in making instructional accomodations for students, and teaches individual or small groups of special ed students. I also realize that they must fill out copious amounts of paperwork and assess students. LJ - *1. What are some resources to give parents on dyslesxia? 2. How can we get all teachers to talk to each other to help students succeed?
 * Are you aware SPED teachers get an extra stipend? What is your thinking on this?
 * What is the role of the SPED teacher?
 * What issues do you see with current SPED qualification criteria? Are the qualifications too stringent or not stringent enough?
 * Should parents receive fiscal support if their child qualifies for remedial services?
 * The state of Oklahoma only allows districts to count 3% of their modified OCCT scores. Any amount over 3% automatically counts as limitd knowledge. What are you thoughts on this?

AC - I think this has a lot to do with your principal. He or she sets the tone for the type of collaboration classroom and special ed teachers have. Other than that, I try to establish a positive relationship with the special ed teachers. I have received advice and resources when I make an effort to work with them.

3. What tools are needed to know when help is needed for a student?

AC - I use reading assessments, observations, and student work. When I notice that a student hasn't performed well on a test like DIBELS, I try to find the reasons for this through observations and looking at their work. If I discover that students are not making progress while other students are, then I usually sign them up for a child study.

Step 6: Survey Design Project. See Module for further information.