1. Describe three benefits of the pre-referral process.
The three benefits of the pre-referral process are, it empowers general education teachers with a variety of strategies to better serve diverse learners, it provides a forum for teachers and other team members, including parents to discuss how to meet student's needs, and it prevents the overrepresentation of students from a particular group in special education.
2. List the six stages of the pre-referral process and briefly explain each of them.
The six stages of the pre-referral process include:
Stage 1: Initial concern regarding a student's progress-This stage is when someone starts to have concerns about a student's academic or behavioral performance.
Stage 2: Information gathering-
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Stage 6: Evaluation and decision making-This stage is questioning if it is helping the student, if they need a new strategy, or an educational referral.
3. Why is it important to begin the initial team meeting with a discussion of the student's strengths?
It is important to begin the initial team meeting with a discussion of the student's strengths because they can focus on what the student can already do. This is great to focus on what they already know, what the student's interest are, what motivates the student, and the areas the student is already exceeding in. This can help the team focus or brainstorm on potential solutions. Instead of focusing just on the student's weaknesses they can build from their strengths.
4. In Walker's case, what role might the general education teacher play at each stage of the pre-referral process?
In Walker's case, the role the general education teacher plays at each stage of the pre-referral process is stage 1, the initial concern regarding a student's
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Imagine you are a fourth-grade teacher, and you have a student named Kevon in your class. Kevon has a good attitude, is cooperative in class, and is helpful to his classmates. He is always eager to start his assignments and wants to please. You note that he has strong critical thinking skills and gets along well with others. However, you are concerned because he reads slowly, so slowly in fact that he has difficulty comprehending the material in his textbooks. He often guesses at words he does not recognize, and he seems to become easily frustrated with his reading assignments. Reviewing his cumulative file, you see that his grades have steadily declined since first grade. Based on all of this information, do you think Kevon is an appropriate candidate for the pre-referral process? Justify your
Are given the opportunity to nominate a teacher to whom they can report further incidents and from whom they can seek help and advice.
Winfield’s cross-classification system “Behaviors Toward Academically At-Risk Students.” In this cross classification system, teachers fall under four possible behavior patterns: tutors, general contractors, custodians, or referral agents. Tutors seek improvement from their students, and accept responsibility for their students’ successes and failures; general contractors believe that students can improve, but shift the responsibility of improvement onto others; custodians do not believe the students can improve, but assumes responsibility for the lack of success; referral agents do not believe students can improve, but shift the responsibility onto other members of the school
Many things have to occur in order to correctly place a child in their class. The child may not be progressing as expected for some reason. This would trigger a teacher or parent to raise his or her concerns. Once this is addressed then an Individual Education Program (IEP) meeting would be set up. Prior to the meeting assessments on the child might be done and that will help decided if they qualify for services. If it is decided that services should be provided then an IEP meeting is set up. In this meeting, problems would be addressed and solutions for them would be established. Attainable goals for the child to meet are also established. Within this meeting modifications or adjustments for the child are put into the IEP. These modifications can be a variety of things and are all provided within the school. It is guaranteed that the needs will be met because “it is a federally mandated “contract” between the school and family…the IEP is tied to additional federal funding that helps pay the costs of educating the child.” (Hayes, Nikki, 2002)
that every person must undergo over their entire life. All stages are present at birth but only begin to unfold according to both a natural scheme and one's ecological and cultural upbringing. In each stage, the person faces, new challenges. Each stage builds upon the successful completion of the previous stages. The challenges of stages which are not successfully completed may be expected to reappear as problems in the future. The eight stages include, trust vs. mistrust, autonomy vs. shame/doubt, initiative vs. guilt, industry vs. inferiority, identity vs. role confusion, intimacy vs. isolation, generativity vs. stagnation, and integrity vs. despair.
3. The final stage is when the individual needs constant care as they begin to forget all basic tasks learned early in life.
It is a step of defining the goals of the projects and the results are aimed at reaching certain levels of productivity of customer satisfaction. The second stage is measure, and it is the stage of collecting data and facts and evaluating current operational performance. The third stage is analyze with the purpose of developing methods and theories that will best suit the solving of the problem; it is also a stage of detecting cause-and-effect ties of the processes. The fourth stage is improve, it is aimed at generating ideas for reaching the desired process improvement. Finally, there is the control stage that is about monitoring the operations to find out whether the process of improvement is smooth and the problems were solved (Meredith & Shafer,
Each stage must be properly negotiated before the individual can move to the next stage and manage it. The first stage is where the child or the individual learns basic trust versus basic mistrus...
The teachers involvement with the process is the teachers observes the children than fills out an application or suggest that this student needs some type of help if its with speech, or any other problem.
... support staff need to accompany them. I am a self-contained teacher and I know the needs of the students and the behaviors that students may engage in. Over the years of teaching in a self- contained setting with students with moderate to severe cognitive disabilities, along with medical needs I have learned medical procedure and how to deal with behaviors whereas, a general education teacher has no experience in any of these areas.
The second stage is autonomy verses shame and doubt. This occurs from about 18 months of age to 3 years old. The basic virtue of this stage is will; can they do things on their own or do they require the help of others? Erikson believed that children around this age wanted to develop a greater sense...
the initial meeting. If a student is found eligible for services the other teachers may be brought
The first step for teachers in providing quality education is to be inclusive of all students and to offer Preventive Intervention where needed. Early identification and intervention of learning difficulties is most effective (NSW Public Schools, 2011; Rose, 2009). This requires the teacher to be alert and knowledgeable regarding student needs and potential problems and/or disabilities (Marsh, 2008). Preventive Intervention strategies are more likely to be utilised by experienced teachers as their prior experiences may help them to foresee potential problem areas or recognise indicators from students that they have previously seen. The concept behind Preventive Intervention is to reduce or limit new/minor problems that can m...
Through the self-assessment instruments utilized in this program, I have gained wealth of knowledge about my strengths, and weaknesses and how they affect my personal and professional life. By using different exercises, I recognized new strengths and weaknesses. At the same time, I identified ways to develop my strengths and overcome my weaknesses. The Kolb Learning Style Inventory (LSI) identified some of my strengths as the ability to get things done, initiating, and taking risks (Kolb, 2007). In the Strongest Self Feedback Exercise, some of the feedback listed my strengths as having excellent interpersonal and communication skills, being self-confident, a fast learner, determined, hardworking, and an awesome listener (Drucker, 2005).
Skills and knowledge possessed by every member is also important for a team to become high performance. Although it is among the most important factors, however, it must be coupled with a good working relationship with every team member and good collaboration with every team member. The members who possess the good skills and wide knowledge will be a useful resource to the team if that team member can share their strengths with the other team members and vice versa. It is usually misconstrued that having skillful and intelligent team members is already enough to make a team work right. This kind of thinking is the reason why most teams, despite all of those competent members they have, fail to achieve their goals. A team should establish one common goal, not to think that way and develop a good working relationship with each member. (retrieved from: http://www.strictlysuccess.com, August 18, 2005) This can be done by self awareness exercises, like the DISC assessment and other assessments or any other kind of self awareness exercises regarding communication style differences. Then these factors and important pieces of information should be taken into full consideration before the actual project is begun. These exercise or assessments can be great ice breakers and mark the difference between a group of individuals merely assigned to a team, as opposed to functioning as...