Frequently Asked Questions
1. How can I help older students with special needs improve in reading comprehension? Reading is probably the most important activity we can do to "get ahead" in life. However, many of us take reading for granted. We feel we are too busy to read, or maybe we don't enjoy reading. Not only is it important to read effectively when you study, but reading for pleasure at least 20 minutes a day will improve your life and your ability to read. Read whatever interests you - just read, be flexible, and remember to keep reading every day. Flexibility in what you read is extremely important. Being flexible means reading different types of materials. Reading novels, newspapers, magazines, periodicals, or poetry will enable you to adopt different approaches to the different materials. Words may be words, but you read the daily newspaper differently than you read a novel and much differently than you read your textbook. An effective approach to reading is in the development of a successful strategy. One successful strategy for textbook reading is: SQ4R
S = Survey / PreviewRationale:To become familiar with the material before you read, and to activate any prior knowledge you have of the subject. Make the book your friend; look at the cover; review the Table of Contents, Introduction, and Index, and back cover to become familiar with the format and the material. Survey the assigned chapter. Look at the chapter title and topic headings. See how the chapter is organized and how many pages are in the chapter. Quickly read the chapter introduction, the first sentence of each paragraph and the chapter summary to see what material will be discussed in the chapter and how it is presented. Q = QuestionRationale:To make the reading process a critical thinking exercise and to focus your attention on what information you need to get from the reading. Reading with a purpose (to answer questions) increases concentration, comprehension, retention, and interest in the subject matter. Questions to have in mind to answer as you read may come from:
Change the main headings into questions, e.g., "Reduce Study Stress" to "How can I reduce study stress?" Then as you read the section write down the answers to your questions or make a notation in the margin. Get engaged with the material. R = ReadRationale:The information is necessary in order to master the course material. Read one section at a time to understand the material and answer your questions. Do not read to memorize the information. On paper write down chapter headings and titles to use as outline notes later in this process. Keep focused on your reading. Helpful hints include:
R = RecordRationale:By incorporating the motor activity of writing information down, you will have review notes and you will better establish the information into your long-term memory. After reading each section and page, reflect and summarize the information in your notes. Put ideas into your own words to reinforce your understanding of what you have read. Taking notes at this point in time will almost ensure that you are noting the important parts of the section. Go back over the paragraph and highlight or underline only the main ideas and supporting details with no more than 10-15% of the page highlighted. Use marginal notations as a way to separate main ideas from examples and each of those from new terminology. Write brief study notes under your chapter headings and titles, which will help encode the information in your long-term memory for easier retrieval and recall. R = ReciteRationale:Activating long-term memory storage is aided tremendously by hearing and verbalizing the material. If you can explain the concepts to another, you have mastered the material. Recite out loud the information you have read. Tell yourself the major concepts of the section using your own words. Ask yourself questions on your reading and answer those questions out loud. Study with a friend or in a group to discuss and reinforce the material. Studies show that students who recite forget only 20% of learned material within a two-week period. Those who do not recite or discuss the material forget 80% of the information in the same time period. R = Reflect / ReviewRationale:This is a metacognitive activity to make you a more self-aware learner. It also enhances long-term memory storage for successful retrieval at a later date. Reflection weaves new ideas into old, by comparing the new ideas with ones you already know. By asking yourself, "Upon what evidence are these new ideas and information based?" and "How can I use this new material?" you should increase your creativity, your knowledge, and critical thinking skills. Review the material within 24 hours. This moves the information from short-term to long-term memory. Review often. Revise study notes as needed. The more you review, the more information you will learn and retain. This avoids last minute "cramming" for a test. Practice the SQ4R technique with one subject over a two-week period to become familiar with the process and to begin realizing the benefits. There are many textbook reading strategies available, SQ4R being just one! 2. How should I teach beginning reading to primary students with special needs?
Joint book reading with family members helps children develop a wide range of knowledge that supports them in school-based reading. Once students are in school, parental help in the form of modeling good reading habits and monitoring homework and television viewing is associated with gains in student achievement. Programs that assist families in initiating and sustaining these sorts of activities show positive benefits for children's reading achievement.
These preschool experiences include opportunities to listen to and examine books, say nursery rhymes, write messages, and see and talk about print. Such preschool experiences lead to improved reading achievement in the school years, with some effects proving durable through grade three.
The two most powerful of these predictors are letter-name knowledge and phonemic awareness (the conscious awareness of the sounds in spoken words). Instruction that promotes phonemic awareness engages children in hearing and blending sounds. Activities that promote this attention to sounds can be motivating and playful for young children, including oral renditions of rhymes, poems, and songs, as well as writing their own journals and messages. Such instruction has demonstrated positive effects on primary-grade reading achievement, especially when it is coupled with letter-sound instruction.
Teachers lead lessons where children receive systematic word recognition instruction on common, consistent letter-sound relationships and important but often unpredictable high-frequency words, such as the and what. Teachers ensure that children become adept at monitoring the accuracy of their reading as well their understanding of texts through instruction in strategies such as predicting, inferencing, clarifying misunderstandings, and summarizing. Instructional activities that promote growth in word recognition and comprehension include repeated reading of text, guided reading and writing, strategy lessons, reading aloud with feedback, and conversations about texts children have read.
In these classrooms, teachers read books aloud and hold follow-up discussions, children read independently every day, and children write stories and keep journals. These events are monitored frequently by teachers, ensuring that time is well spent and that children receive feedback on their efforts. Teachers design these events carefully, using information from ongoing assessment of children's strengths and needs as the primary basis for new activities.
Effective instruction includes assessment, integration, and extension of relevant background knowledge and the use of texts that recognize these diverse backgrounds. The language of children's homes is especially critical for schools to build on when children are learning to speak, listen to, write, and read English. There is considerable evidence that the linguistic and orthographic knowledge students acquire in speaking and reading their first language predicts and transfers to learning to read a second language. When teachers capitalize on the advantages of bilingualism or biliteracy, second language reading acquisition is significantly enhanced.
These children profit from the same sort of well-balanced instructional programs that benefit all children who are learning to read and write. Programs are characterized by intensive one-on-one or small-group instruction, attention to both comprehension and word recognition processes, thoroughly individualized assessment and instructional planning, and extensive experiences with an array of texts.
These opportunities allow teachers and administrators to analyze instruction, assessment, and achievement, to set goals for improvement, to learn about effective practices, and to participate in on-going communities in which participants deliberately try to understand both successes and persistent problems.
In successful schools, goals for reading achievement are clearly stated, high expectations for children's attainment of these goals are shared with all participants, instructional means for attaining these goals are articulated, and shared assessments are used to monitor children's progress. Instructional programs in successful schools may have many different components, including a range of materials and technology, but they maintain a focus on reading and writing. Successful programs extend into the home by involving parents in their children's reading and homework. Community partnerships, including volunteer tutoring programs, are common in such schools.
There are many technology tools to choose from today, and more are constantly being developed. We have provided a few suggestions below for websites that identify programs and help teachers obtain access to current information.
Individuals with Disabilities Education Act (IDEA) and its regulations require school districts to provide a free appropriate public education (FAPE) to meet the unique needs of a child with a disability. FAPE refers to special education and related services that are provided at no cost to the parent, meet state education standards, and are consistent with your child’s Individualized Education Program (IEP). Eligible students, aged 3 to 21 (in most states) or until they graduate from high school with a regular diploma, have a right to FAPE. FAPE doesn’t mean the best possible education is offered at public expense to your child. Courts have defined “appropriate education” as a basic floor of opportunity. In other words, while IDEA guarantees equal opportunity, it does not guarantee a specific level of achievement or even a regular high school diploma. Federal special education laws and regulations require FAPE to be provided in the least restrictive environment (LRE). Since LRE is a relative concept, what is considered LRE for one child may not be LRE for another. The IEP team must consider how to educate your child alongside kids without a disability to the maximum extent appropriate for both. The IEP team identifies the services your child needs to reach the student’s goals and objectives and how they’ll be provided. Since special education is a set of services, rather than a specific place for a student to go, the general education classroom is considered the LRE for most students. That means the student spends most of his/her school day in general education with “push in” or “pull out” support from the special education staff. In other words, your child’s IEP may be implemented in the general education classroom or in a different classroom. IDEA also requires that a range of placements be available. Besides instruction in general education, other options for receiving special education services may be considered, including special classes, special schools, home instruction, and instruction in hospitals and institutions. Considering all IEP components, the IEP team must decide which one of these settings is the LRE for the student. 5. Does a school/teacher have to use a teaching method a parent may want? A parent may have heard of a specific methodology that sounds just perfect for their child. Perhaps a friend gave a testimonial or they saw an advertisement about a certain program. The school/teacher has the right to turn parents down when asked to use this method to teach their child. Generally, this is because courts have given schools the authority to choose the methodology for educating children with IEPs. If the child is making progress in school, then the teaching methods being used are considered to be appropriate. A parent must demonstrate that their child has not received FAPE, and then the district/teacher may have to consider using the methodology you favor. But will need to be independent assessment data showing the child is not receiving educational benefit and recommending the specific methodology. 6. What about the 5th grader who is reading at the 1st grade level? How painful and frustrating will this test be for him? He will not be able to demonstrate what he knows. Why can't his test be scored with accommodations? An accommodation is something the school provides to ensure that a child with a disability has access to an education. Accommodations include a wheelchair ramp, extended time on a test, a fatter pencil, and so forth. If the child's IEP or 504 plan calls for these accommodations in other school situations, they may be called for on a statewide test where the score is reported for accountability under No Child Left Behind. However, if the "accommodation" actually accommodates the child's lack of knowledge, the child's score cannot be counted. This would have the same effect as if the child did not take the test at all. An alternate test or out-of-level test that does not test grade level knowledge will also have the same result, for accountability purposes, as if the child did not take the test. 7. May IEP teams exempt children with disabilities from participating in the State or district-wide assessment program? 8. Why are there special rules about discipline for children with disabilities? The protections in the IDEA regarding discipline are designed to prevent the type of often speculative and subjective decision making by school officials that led to widespread abuses of the rights of children with disabilities to an appropriate education in the past. For example, in Mills v. Board of Education of the District of Columbia (1972) the court recognized that many children were being excluded entirely from education merely because they had been identified as having a behavior disorder. It is important to keep in mind, however, that these protections do not prevent school officials from maintaining a learning environment that is safe and conducive to learning for all children. Well run schools that have good leadership, well-trained teachers and high standards for all students have fewer discipline problems than schools that do not. It is also extremely important to keep in mind that the provisions of the statute and regulation concerning the amount of time a child with a disability can be removed from his or her regular placement for disciplinary reasons are only called into play if the removal constitutes a change of placement and the parent objects to proposed action by school officials (or objects to a refusal by school officials to take an action) and requests a due process hearing. The discipline rules concerning the amount of time a child can be removed from his or her current placement essentially are exceptions to the generally applicable requirement that a child remains in his or her current placement during the pendency of due process, and subsequent judicial, proceedings. (See, section 615(j) of the Act and Sec. 300.514.) If school officials believe that a child's placement is inappropriate they can work with the child's parent through the IEP and placement processes to come up with an appropriate placement for the child that will meet the needs of the child and result in his or her improved learning and the learning of others and ensure a safe environment. In addition to the other measures discussed in the following questions, the discipline provisions of the IDEA allow responsible and appropriate changes in placement of children with disabilities when their parents do not object. 9. Does IDEA contain provisions that promote proactive up-front measures that will help prevent discipline problems? Yes. Research has shown that if teachers and other school personnel have the knowledge and expertise to provide appropriate behavioral interventions, future behavior problems can be greatly diminished if not totally avoided. Appropriate staff development activities and improved pre-service training programs at the university level with emphasis in the area of early identification of reading and behavior problems and appropriate interventions can help to ensure that regular and special education teachers and other school personnel have the needed knowledge and skills. Changes in the IDEA emphasize the need of State and local educational agencies to work to ensure that superintendents, principals, teachers and other school personnel are equipped with the knowledge and skills that will enable them to appropriately address behavior problems when they occur. In addition, the IDEA includes provisions that focus on individual children. If a child has behavior problems that interfere with his or her learning or the learning of others, the IEP team must consider whether strategies, including positive behavioral interventions, strategies, and supports are needed to address the behavior. If the IEP team determines that such services are needed, they must be added to the IEP and must be provided. The Department has supported a number of activities such as training institutes, conferences, clearinghouses and other technical assistance and research activities on this topic to help school personnel appropriately address behavioral concerns for children with disabilities. 10. Can a child with a disability who is experiencing significant disciplinary problems be removed to another placement? Yes. Even when school personnel are appropriately trained and are proactively addressing children's behavior issues through positive behavioral intervention supports, interventions, and strategies, there may be instances when a child must be removed from his or her current placement. When there is agreement between school personnel and the child's parents regarding a change in placement (as there Even if agreement is not possible, in general, school officials can remove any child with a disability from his or her regular school placement for up to 10 school days at a time, even over the parents' objections, whenever discipline is appropriate and is administered consistent with the treatment of nondisabled children. Sec. 300.520(a)(1). However, school officials cannot use this authority to repeatedly remove a child from his or her current placement if that series of removals means the child is removed for more than 10 school days in a school year and factors such as the length of each removal, the total amount of time that the child is removed, and the proximity of the removals to one another lead to the conclusion that there has been a change in placement. Secs. 300.519-300.520(a)(1). There is no specific limit on the number of days in a school year that a child with a disability can be removed from his or her current placement. After a child is removed from his or her current placement for more than 10 cumulative school days in a school year, services must be provided to the extent required under Sec. 300.121(d), which concerns the provision of FAPE for children suspended or expelled from school. If the child's parents do not agree to a change of placement, school authorities can unilaterally remove a child with a disability from the child's regular placement for up to 45 days at a time if the child has brought a weapon to school or to a school function, or knowingly possessed or used illegal drugs or sold or solicited the sale of controlled substances while at school or a school function. Sec. 300.520(a)(2). In addition, if school officials believe that a child with a disability is substantially likely to injure self or others in the child's regular placement, they can ask an impartial hearing officer to order that the child be removed to an interim alternative educational setting for a period of up to 45 days. Sec. 300.521. If at the end of an interim alternative educational placement of up to 45 days, school officials believe that it would be dangerous to return the child to the regular placement because the child would be substantially likely to injure self or others in that placement, they can ask an impartial hearing officer to order that the child remain in an interim alternative educational setting for an additional 45 days. Sec. 300.526(c). If necessary, school officials can also request subsequent extensions of these interim alternative educational settings for up to 45 days at a time if school officials continue to believe that the child would be substantially likely to injure self or others if returned to his or her regular placement. Sec. 300.526(c)(4). Additionally, at any time, school officials may seek to obtain a court order to remove a child with a disability from school or to change a child's current educational placement if they believe that maintaining the child in the current educational placement is substantially likely to result in injury to the child or others. Finally, school officials can report crimes committed by children with disabilities to appropriate law enforcement authorities to the same extent as they do for crimes committed by nondisabled students. Sec. 300.529. 11. Do the IDEA regulations mean that a child with a disability cannot be removed from his or her current placement for more than ten school days in a school year? No. School authorities may unilaterally suspend a child with a disability from the child's regular placement for not more than 10 school days at a time for any violation of school rules if nondisabled children would be subjected to removal for the same offense. They also may implement additional suspensions of up to ten school days at a time in that same school year for separate incidents of misconduct if educational services are provided for the remainder of the removals, to the extent required under Sec. 300.121(d). (See the next question regarding the provision of educational services during periods of removal.) However, school authorities may not remove a child in a series of short-term suspensions (up to 10 school days at a time), if these suspensions constitute a pattern that is a change of placement because the removals cumulate to more than 10 school days in a school year and because of factors such as the length of each removal, the total amount of time the child is removed, and the proximity of the removals to one another. But not all series of removals that cumulate to more than 10 school days in a school year would constitute a pattern under Sec. 300.519(b). Of course, in the case of less serious infractions, schools can address the misconduct through appropriate instructional and/or related services, including conflict management, behavior management strategies, and measures such as study carrels, time-outs, and restrictions in privileges, so long as they are not inconsistent with the child's IEP. If a child's IEP or behavior intervention plan addresses a 12. What must a school district do when removing a child with a disability from his or her current placement for the eleventh cumulative day in a school year? Beginning on the eleventh cumulative day in a school year that a child with a disability is removed from his or her current placement, the school district must provide those services that school personnel (for example, the school administrator or other appropriate school personnel) in consultation with the child's special education teacher determine to be necessary to enable the child to appropriately progress in the general curriculum and appropriately advance toward achieving the goals set out in the child's IEP. School personnel would determine where those services would be provided. This means that for the remainder of the removal that includes the eleventh day, and for any subsequent removals, services must be provided to the extent determined necessary, while the removal continues. Sec. 300.121(d)(2) and (3). Not later than 10 business days after removing a child with a disability for more than 10 school days in a school year, the school district must convene an IEP team meeting to develop a behavioral assessment plan if the district has not already conducted a functional behavioral assessment and implemented a behavioral intervention plan for the child. If a child with a disability who is being removed for the eleventh cumulative school day in a school year already has a behavioral intervention plan, the school district must convene the IEP team (either before or not later than 10 business days after first removing the child for more than 10 school days in a school year) to review the plan and its implementation, and modify the plan and its implementation as necessary to address the behavior. Sec. 300.520(b). A manifestation determination would not be required unless the removal that includes the eleventh cumulative school day of removal in a school year is a change of placement. Sec. 300.523(a). 13. Does the IDEA or its regulations mean that a child with a disability can never be suspended for more than 10 school days at a time or expelled for behavior that is not a manifestation of his or her disability? No. If the IEP team concludes that the child's behavior was not a manifestation of the child's disability, the child can be disciplined in the same manner as nondisabled children, except that appropriate educational services must be provided. Sec. 300.524(a). This means that if nondisabled children are long-term suspended or expelled for a particular violation of school rules, the child with disabilities may also be long-term suspended or expelled. Educational services must be provided to the extent the child's IEP team determines necessary to enable the child to appropriately progress in the general curriculum and appropriately advance toward the goals set out in the child's IEP. Sec. 300.121(d)(2). 14. Does the statutory language "carries a weapon to school or to a school function" cover instances in which the child acquires a weapon at school? Yes. Although the statutory language "carries a weapon to school or to a school function'' could be viewed as ambiguous on this point, in light of the clear intent of Congress in the Act to expand the authority of school personnel to immediately address school weapons offenses, the Department's opinion is that this language also covers instances in which the child is found to have a weapon that he or she obtained while at school. This is a question that is often asked by parents when their child is experiencing reading difficulties. The answer from an educational standpoint is this, reading difficulties occur along a continuum. A specific learning disability is a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, which may manifest itself in an imperfect ability to read, among other things. The term includes dyslexia. (NMPED-TEAM 2005) Dyslexia is not a special education category under IDEA, but rather, may be one reason that a child is displaying a specific learning disability. Dyslexia is an isolated weakness in getting to the sounds of words surrounded by an array of strengths in thinking and reasoning. (model presented by Sally Shaywitz, MD, 2004). Some early clues to dyslexia may include: a delay in speaking, perhaps until 15 month to 2 years, difficulty in pronunciation, leaving off beginning sound, "tripping over" the phonemes, an insensitivity to rhyme, confusing words that sound alike, but have different meanings, using works that lack precision to cover up retrieval difficulties, such as using vague words that like precision to cover up retrieval difficulties, such as using vague words like "stuff" and "things" and having difficulty mastering letter-sound relationships. In addition to difficulties with spoken language, a family history can often provide clues to vulnerability to a reading problem. There are misconceptions and myths surrounding dyslexia. While it is true that dyslexic children have difficulties attaching the appropriate labels or names to letters and words, there is no evidence that they actually see letters and words backward. Dyslexic children do not always "mirror write". Backwards writing and reversal of letters and words are common in the early stages of writing development among all children. Children with dyslexia show a phonological weakness. Identifying where the weakness is, such as in phonological awareness, phonological memory, or speed, will help in determining strategies to improve a child's ability to "break the reading code"!
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