Bibliography Page and Rationales

References

Kirk, S., Gallagher, J., & Coleman, M. R. (2015). Educating Exceptional Children. Stamford, CT: Cengage Learning.

Hughes, C. A., & Dexter, D. D. (2011). Response to Intervention: A Research-Based Summary. Theory Into Practice, 50(1), 4-11.

Friedman, E. K. (2010). Secondary Prevention in an RTI Model: A Step Toward Academic Recovery. Reading Teacher, 64(3), 207-210.

Al Otaiba, S., Connor, C. M., Folsom, J. S., Wanzek, J., Greulich, L., Schatschneider, C., & ... Society for Research on Educational Effectiveness, (. (2015). To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading. Society For Research On Educational Effectiveness, 

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Rationales

Artifact for Standard 8H: Understands concerns of families of students with disabilities and knows appropriate strategies to collaborate with students and their families in addressing these concerns.

Name of Artifact: RtI Blog Assignment

Date: 04/10/2016

Course: EDU 219-B01: Students with Disabilities

Rationale:

I have included this artifact of the RtI blog under Standard 8H, and I feel the assignment belongs under this standard because, while the RtI model does not necessarily involve students who officially have disabilities, it has been shown to be an effective strategy for addressing the concerns of both parents and teachers regarding students who may have disabilities. For this assignment, I read several articles on the topic of RtI and compiled my findings on an original blog. I also included the results of some case study activities which I completed, as well as some insights from an interview with the main instructor in an educational program which I have been observing this semester. I found that RtI is, among other things, an effective measure for assessing any additional educational needs that students may have at any point in their education. Because of the universal screening and frequent monitoring that occurs at all levels, teachers are able to present data to the families when discussing the students’ needs and progress, and so are able to help them make informed decisions about their children. In my future teaching, I intend to incorporate this model into my methodology, regardless of the extra work which doubtless comes with that, in order to ensure that my future students are receiving the needed supports and that their families are aware and informed of what supports they are receiving and why.

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Artifact for Standard 8I: Understands the roles and the importance of including students with disabilities, as appropriate, and all team members in planning individualized education programs (i.e, IEP, IFSP, Section 504 plan) for students with disabilities.

Name of Artifact: RtI Blog Assignment

Date: 04/10/2016

Course: EDU 219-B01: Students with Disabilities

Rationale:

I have included this artifact of the RtI blog under Standard 8I, and I feel the assignment belongs under this standard because, while the RtI model does not necessarily involve students who officially have disabilities, the process of implementing it effectively involves more people than just the teacher, the student and their family. For this assignment, I read several articles on the topic of RtI and compiled my findings on an original blog. I also included the results of some case study activities which I completed, as well as some insights from an interview with the main instructor in an educational program which I have been observing this semester. I was interested in the fact that, while RtI is not yet an intervention model at the level of an IEP, it still requires a fair amount of people to provide the additional supports for the students at the different levels. The individual student’s will to make the most of the supports provided to them is a key factor in helping them succeed, and this is often the result of keeping them informed and included (to varying degrees) in the planning processes. Other factors include physical and technical supports provided by the school, differentiated instruction from the teacher and aides, practice and assistance provided by tutors and/or special education teachers, and additional insights and support at home from the families. In my future teaching, I intend to make RtI supports for my students a team effort, both for the sake of my own sanity and for the sake of the students, who will benefit far more from a tribe of helpers than just one individual.