How can related service providers and educators who work with students with special needs (learning disabilities and communication disorders) ascertain effective practices with students with special needs?
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Teachers and service providers educating students with special needs (learning disabilities and communication disorders) must determine the appropriateness of modifications made according to each individual student's IEP (Individualized Educational Plan). Given that laws protecting students with special needs have been implemented since 1975 (Education for all Handicapped Children Act), teachers and service providers have had time to perfect the modifications necessary to insure success.
Some of the modifications made for special education students are time extensions, test modifications (multiple choice only, limited matching), exclusive testing sites, reading of tests/assignments, extended deadlines, and identification of errors (not counting the error wrong). It is only time which has allowed teachers and service providers the establishment of effective practices.
As with anything, trial and error proves to be the most prevalent method of determining effectiveness.
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