Pre-Referral Strategies in Education
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Questions and Answers

What is the main purpose of pre-referral strategies in the educational setting?

  • To diagnose and label students with learning disabilities.
  • To provide immediate support to students before referring them for special education. (correct)
  • To isolate students who are struggling academically.
  • To evaluate the effectiveness of special education programs.

    • Which of the following is NOT an example of a typical pre-referral strategy?

  • Observing the child's interactions with their peers.
  • Analyzing the child's academic work.
  • Interviewing the child's parents.
  • Administering standardized achievement tests. (correct)

    • How do pre-referral strategies benefit schools and students?

  • They reduce the number of students needing special education services. (correct)
  • They provide schools with a way to track student progress over time.
  • They ensure that all students receive individual instruction tailored to their needs.
  • They help teachers identify students who are gifted and talented.

    • Why is the observation of a child's behavior an important part of pre-referral strategies?

    <p>To understand the context of the child's struggles and identify potential triggers. (A)</p> Signup and view all the answers

    What is the primary purpose of a portfolio assessment in the pre-referral process?

    <p>To determine the student's current academic level and learning gaps. (D)</p> Signup and view all the answers

    How do pre-referral strategies contribute to the efficient use of resources in schools?

    <p>By reducing the number of students needing special education support, schools can allocate resources to other areas. (C)</p> Signup and view all the answers

    What is the main distinction between norm-referenced and criterion-referenced tests?

    <p>Norm-referenced tests compare a student's performance to others while criterion-referenced tests compare a student's performance to a predetermined standard. (D)</p> Signup and view all the answers

    What is the main benefit of informal assessment in the pre-referral process?

    <p>It provides a more in-depth understanding of individual student needs and informs instruction. (D)</p> Signup and view all the answers

    What is a key characteristic of authentic assessment?

    <p>It provides opportunities for students to apply knowledge in meaningful, real-world contexts. (C)</p> Signup and view all the answers

    Which of the following is an example of an authentic assessment method?

    <p>Observation of students interacting during naturally occurring activities. (B)</p> Signup and view all the answers

    What is the primary purpose of using running records in observation?

    <p>To focus on the sequential occurrence of behaviors as they happen. (C)</p> Signup and view all the answers

    What is the difference between running records and anecdotal records?

    <p>Running records focus on the occurrence of behaviors over time, while anecdotal records provide specific examples of incidents. (A)</p> Signup and view all the answers

    According to the Division for Early Childhood (DEC) which is not a recommended principle for assessment practices?

    <p>Standardized testing. (D)</p> Signup and view all the answers

    What is the focus of educational principles in assessment?

    <p>To help students learn or reinforce previous learning (A)</p> Signup and view all the answers

    Which of the following is considered important when making decisions for placement and instructional planning?

    <p>Use of authentic measures, and involvement of the family. (A)</p> Signup and view all the answers

    What information is essential to include in a running record?

    <p>The date and time of the observation, names of children involved and verbatim recording of what children said. (B)</p> Signup and view all the answers

    What is the primary purpose of the pre-referral process in special education?

    <p>To identify students who might have additional needs and document these before a full evaluation. (B)</p> Signup and view all the answers

    Which of the following is typically the first step in a pre-referral process?

    <p>Recognition of a potential learning or development problem. (C)</p> Signup and view all the answers

    Which of the following is an example of a pre-referral strategy that is focused on the ENVIRONMENT?

    <p>Modification of classroom environment or behaviour. (B)</p> Signup and view all the answers

    Which of these is the main goal of the 'Evaluation of Teaching Program' stage of the pre-referral process?

    <p>To assess the effectiveness of the interventions and how they have affected student performance. (D)</p> Signup and view all the answers

    Who is typically involved in the initial recognition and identification of a potential problem during the pre-referral process?

    <p>Parents and teachers through observations. (A)</p> Signup and view all the answers

    During the 'Determination of Teaching Areas and Strategies' stage, which action is likely to be taken?

    <p>Developing specific teaching plans or strategies to address the student's identified needs. (D)</p> Signup and view all the answers

    What is the purpose of reviewing school records and classroom observations?

    <p>To gather any data to better understand the students learning patterns and behavior. (C)</p> Signup and view all the answers

    After the implementation of learning programs during the pre-referral process, what is typically the next step?

    <p>To review data on implemented programs and assess their effectiveness (A)</p> Signup and view all the answers

    Flashcards

    Pre-Referral Process

    The process of identifying students who may have special needs and require extra support before a formal referral for evaluation is made.

    Pre-Referral Strategies

    Strategies used by teachers and parents to try and address a student's learning difficulties before a formal referral for special education services is made.

    Recognition of Potential Problem

    The first step in the pre-referral process where parents or teachers notice a student struggling to keep up with their peers.

    Parents and Teachers Observation

    Parents and teachers gather information about a student's difficulties to help improve their learning.

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    Review of School Records, Classroom Observation

    Using school records, classroom observations, and other information to identify the nature of a student's learning difficulties.

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    Small Group Discussion

    Teachers, parents, or other professionals discuss strategies to help a student struggling with learning.

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    Direct Instruction

    Providing targeted instruction to address a student's specific learning difficulties.

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    Evaluation of Teaching Programs

    The final step in the pre-referral process where the effectiveness of implemented programs and strategies are evaluated and adjusted if needed.

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    Authentic Assessment

    Using real-world tasks and situations to assess learning. This provides a more authentic picture of a student's understanding and skills compared to traditional tests.

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    Running Record

    A written record of observations made during a specific time period. It includes details like the date, time, location, and verbatim recording of what happened.

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    Observation of child's behavior

    Observing how a student interacts with peers, teachers, and parents to understand their behaviors in different contexts.

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    Assessment

    Collecting information about a student's strengths and needs to guide learning plans.

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    Anecdotal Records

    Short, descriptive notes about specific events or anecdotes that demonstrate a student's behavior or learning. It helps teachers analyze individual or group behavior for planning.

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    Performance Assessment

    Formal assessments involving a student's performance in a specific skill, usually using a pre-determined scoring rubric.

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    Interview of parents and teachers

    Using interviews with both parents and teachers to gather information about a student's academic and social experiences.

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    Portfolio Assessment

    A collection of student work demonstrating growth over time. It provides a more holistic view of a student's progress.

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    Analysis of the child's academic output

    Analyzing academic outputs (like assignments or tests) to identify areas of strength and weakness.

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    Norm-referenced test

    A standardized test comparing a child's performance to other kids of the same age.

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    Team-Based Approach

    Involves teachers, specialists, families, and the student working together to identify needs and create a plan for learning and development.

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    Criterion-referenced test

    A test evaluating performance against preset standards, indicating what the student can do.

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    Educational Principles of Assessment

    Assessment practices should be focused on helping students learn and grow, reinforcing previous concepts or introducing new ones.

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    Informal assessments

    Informal assessments provide descriptions of performance to inform instruction, not for standardized comparison.

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    Diverse Assessment Methods

    Utilizing a variety of assessment methods, including authentic assessments, to gather a comprehensive understanding of a student's needs and plan for their success.

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    Study Notes

    Components of Special and Inclusive Education

    • The chapter aims to describe the components involved in identifying children through assessment and providing varied means of support.

    Objectives

    • Enumerate the process involved in Child Find through the pre-referral process.
    • Identify the assessment tools, methods, and principles in working with children with additional needs.
    • Identify the different placement within a continuum.
    • Compare accommodations and curriculum modifications.
    • Identify ways how collaboration is part of the home.

    1. Child Find Through a Pre-referral Process

    • Referral for evaluation and special education services begins by identifying students who have additional needs and who may be at risk for developmental disabilities.

    Pre-referral Process

    • Pre-referral Process
    • Pre-referral Strategies

    A. Pre-referral Process

    • A child noted to have significant difficulties in relation to expected competencies and developmental milestones may be referred by parents and teachers for observation and assessment. (Hallahan et al., 2014).
    • Provided an assessment model that begins with a pre-referral process. Children with noted developmental delays and difficulties are identified through observations and use of pre-referral strategies.

    4 Stages of Pre-referral Process

    • Initial Identification: Recognition of potential problems; parent and teacher observations; review of school records; classroom observations.
    • Small Group Discussion
    • Direct Instruction
    • Addition of class or after-school support; modification of the classroom environment and behavior; modifications of instruction to address potential needs; evaluation of the effectiveness of programs on learning and behavior.

    B. Pre-referral Strategies

    • Essential in a pre-referral intervention is the use of pre-referral strategies that are designed to provide immediate instructional and behavior management support to a child.
    • Using such strategies lessens the referral for special education and makes efficient use of time and financial resources.

    Examples of Pre-referral Strategies

    • Observation of the child's behavior, including interactions with parents, teachers, and peers.
    • Interview of parents and teachers.
    • Review of school records.
    • Analysis of the child's academic output through error analysis.
    • Portfolio assessment.

    II. Assessment

    • Is the process of collecting information about a child's strengths and needs.
    • It uses a problem-solving process that involves a systematic collection as well as interpretation of data gathered.

    II. Assessment Purposes

    • The purpose of assessment is to gather relevant information about student performance or progress, or to determine student interests to make judgments about their learning process.
    • Assessment is an integral part of instruction, as it determines whether or not the goals of education are being met. Assessment affects decisions about grades, placement, advancement, instructional needs, curricular and, in some cases, funding.

    Assessment Methods

    • There are varied assessment methods that regular and special education teachers can use, like interviews, observations, checklist or rating scales and tests.
    • School psychologists, educational diagnosticians, and other related professionals use a variety of assessment tools to ensure results are valid and reliable.
    • Test assessment can be conducted in two ways: Norm-referenced test and Criterion-referenced test.

    Norm-Referenced Tests

    • Standardized assessments that compare a child's performance with a representative sample of students of the same chronological age and achievement levels.
    • Example: Intelligence test, achievement test.

    Criterion-Referenced Tests

    • Compare the child's performance based on established standards and competencies.
    • Can be used to describe student performance.

    Informal/Non-Standardized Assessments

    • Often more authentic and used to describe performance and inform instruction.
    • Can be curriculum-based or performance-based, such as teacher-made instruments used in classrooms and portfolio assessments.

    Authentic Assessment

    • Uses a tests, whatever the formal or informal method of assessment.
    • There are other ways of assessing students considered at-risk for developmental delays or have additional needs. One highly recommended method is using authentic assessment methods and tools.
    • Assessment provides students with the opportunity to apply knowledge and skills in a meaningful real-world setting rather than an artificial setting.
    • Observing young students as they interact, with family members, peers, and objects. Teachers and specialists should record behavior using running records, focusing on the occurrence of behaviors as they happen sequentially.

    B. Methods of Assessment (Running Records)

    • Date and time of observation
    • Names of children involved
    • Location of incident
    • Verbatim recording or what children said
    • Actual events that occurred

    Anecdotal Records

    • Descriptions of incidents (shorter or anecdotes).
    • Teachers and specialists use these to analyze student behavior and plan strategies for individual or groups of children.
    • Examples: Played assessment and portfolio assessment.

    C. Assessment Practices

    • Should be anchored on principles for early childhood, as prescribed by the Division for Exceptional Students.
    • This should include a child- and family-centered process, using individualized and appropriate practices.
    • Genuine and meaningful communication that adheres to ethical and legal practices is required.
    • Recommendations and tools are provided.

    C. Assessment Principles

    • Educational: Assessment should help students learn or reinforce previous learning.
    • Ethical: Assessment processes should be fair and transparent, avoiding discrimination.
    • Regulatory: Assessment processes should follow University expectations, detailed in university documentation.

    III. Placement

    • Is a test, usually given to a student entering an educational institution, to determine specific knowledge or proficiency in various subjects for assignment to appropriate courses or classes.

    Three Types of Placement

    • Emergency placement: Caring for children; safety and temporary shelter, usually for a night or shorter.
    • Primary placement: Temporarily caring for children for months or years until the root cause is resolved or alternative plans are in place.
    • Respite placement: Caring for children or young people for shorter periods to give primary caregivers a break.

    Educational Placement

    • The overall instructional setting where the student receives education, including special education and related services.
    • Local agencies ensure parent participation in placement decisions for children with disabilities.

    Types of Educational Placements

    • General education setting: Student receives instruction from general or special education teachers or paraprofessionals (if designated in the IEP).
    • Special education placement: Students whose educational needs can't be met in the general education setting require specialized attention in a controlled setting.
    • Self-contained educational placement: Student is removed from general education for all academic subjects, working in a small, controlled setting with a special education teacher and para-professionals.
    • Out-of-district placement: Student attends a specialized school outside their neighborhood to address specific or unique needs.

    Accommodations and Curricular Modifications

    • Students with disabilities or additional needs, studying in an inclusive classroom, may need accommodations and supplementary services.
    • Intensive support leads to curricular modifications.

    A. Accommodations

    • Supports provided to students to access content and instruction, curriculum standards, and competencies.

    Example of Accommodations

    • Altering instruments
    • Changing toys or materials
    • Changing room during specific activities
    • Providing time extensions for tests and tasks
    • Changing response formats in worksheets

    Example of Accommodations (Learning Needs):

    • Visual support: Minimizing visual distraction, visual cues, larger materials, sign language.
    • Auditory and comprehension support: Use of sign language, audio books, and digital text that reads aloud or gives word definitions.
    • Listening and focusing support: Advance organizers, clarification of instructions, important information notes, and directions copy.
    • Written expression difficulty support: Online dictionaries, list of correct words, word processors, spelling and writing cue cards.
    • Math difficulty support: Visual presentations, problem-solving guides, graphic organizers, graphing paper.

    Setting Accommodations

    • Changes to the location or conditions of the educational environment may be necessary to support children with behavior, attention, or organizational issues.

    Scheduling Accommodations

    • Managing the allotment, schedule of tasks, and assessments is a way to support students who have difficulty processing information and directions and have focusing difficulties. Examples include extending time for assignments and assessments, providing breaks, and visual schedules or checklists.
    • Providing a visual schedule and checklist of responsibilities along with predictable routines and procedures. Also an electronic device with alarms and cues.

    Curricular Modifications

    • If students with disabilities and additional needs have significant needs, they can be provided with more, less, or different content, and resources.

    Home Schooling and Collaboration

    • Parents play a critical role in students' development and academic progress and achievement. Collaborative partnerships between home and school are essential.

    Home-School Communication

    • Parent-Teacher Conferences: Face-to-face meetings to discuss student progress and needs.
    • Written Communication: Using home-school communication notebooks to share assignment, behavior, and progress with parents.
    • Digital Communication: Using technology for effective communication.
    • Home-School Contracts: Agreement between parents and teachers on behavioral and academic goals of students, specially those with disabilities.

    B. Other Ways to Involve Parents

    • Parents should strive to attend meetings to ensure participation in decision-making and participation in their children's education.
    • Providing seminars, workshops, or training sessions (parent education).
    • Parent support groups allow parents to ask tips and techniques from other parents on how to work with their children.

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    Components of Special and Inclusive Education PDF

    Description

    This quiz explores the concepts and benefits of pre-referral strategies within the educational context. It discusses various assessment methods and their roles in identifying student needs. Test your knowledge on how these strategies can enhance learning outcomes and resource utilization in schools.

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