SE-7400 v1

Gargiulo, R. M. (2021). Special education in contemporary society: An introduction to exceptionality (7th ed.). SAGE.

This is an interactive text that you will use for several of the modules in this course. Videos and other interactive elements are embedded throughout. Read pp. 63-69 and view videos for Lesson 1 on inclusion.

You may access this resource by going to the Learning Resources folder in the Getting Started section of the SE-7400 course site.

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Brownell, M. T., Ciullo, S., & Kennedy, M. J. (2021). High-Leverage Practices: Teaching Students with Disabilities--and All Students Who Need a Learning Boost. American Educator, 44(4), 12–19.

This article explains the implementation of HLPs through the example of Jacqueline, a sixth-grade special education teacher and her general education colleagues. Use this as background information on the 22 HLPs before you select your HLP and begin the assignment for this lesson.

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McLeskey, J., Billingsley, B., Brownell, M. T., Maheady, L., & Lewis, T. J. (2019). What Are High-Leverage Practices for Special Education Teachers and Why Are They Important? Remedial and Special Education, 40(6), 331–337. https://doi.org/10.1177/0741932518773477

This article provides a rationale for and description of the high-leverage practices approved by the Council for Exceptional Children.

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U.S. Department of Education. (2021). The Department of Education's Open Data Platform - data.ed.gov. Retrieved March 25, 2022, from https://www.youtube.com/watch?v=5Y_FE5IZip8&ab_channel=U.S.DepartmentofEducation.

This short video overviews the new USDOE Open Data platform. Use this to help you understand the types of data available.

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IDEA Section 618 Data Documentation. Open Data Platform. (n.d.). Retrieved March 25, 2022, from https://data.ed.gov/dataset/docs/idea-section-618-data-products-state-level-data-files

This is the U.S. Department of Education’s Open Data platform where you can retrieve data on special education by state and district. Note: If you have used the USDOE site previously you will want to bookmark this new URL which was fully migrated and enhanced in February 2022. You can use the Child Count and Environment tabs to download Excel documents for your state. You may also be able to gather this data from your state department of special education website in a simpler form.

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OSEP Fast Facts: School Aged Children 5 (in Kindergarten) Through 21 Served Under Part B, of the IDEA. Individuals with Disabilities Education Act. (2021, May 26). Retrieved March 25, 2022, from https://sites.ed.gov/idea/osep-fast-facts-school-aged-children-5-21-served-under-idea-part-b-21/

This website provides visual displays of “fast facts” about students served in special education. Graphic displays by race, gender, environment, and more are included. You can also compare your state to national averages.

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atlasinitiative. (2008). Response to Intervention: A Tiered Approach to Instructing All Students. Retrieved March 25, 2022, from https://www.youtube.com/watch?v=nkK1bT8ls0M&ab_channel=atlasinitiative.

Start your study of RtI with this short video, which provides an overview of RtI. You may also wish to save this resource as it is an excellent overview for parents and other teachers.

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National Association of Special Education Teachers. (n.d.). The Importance of Response to Intervention (RTI) in the Understanding, Assessment, Diagnosis, and Teaching of Students with Learning Disabilities.

This report from the National Association of Special Education Teachers (NASET) provides an overview of the purpose, principles, and process of RTI. This is a useful overview document as you begin your study of RTI.

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Realizing the Potential of RTI: Considerations When Implementing RTI with English Language Learners. (2011). RTI Action Network. Retrieved March 28, 2022, from http://www.rtinetwork.org/professional/videos/podcasts/janette-klingner-realizing-the-potential-of-rti-considerations-when-implementing-rti-with-english-language-learners//.

Janette Klingner discusses realizing the potential of RTI with students who are learning English.

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Illinois Center for School Improvement. (2016). Ask the Expert: Multi-tiered System of Supports - Mtss vs RtI. MTSS and RTI are often used interchangeably. What is it that separates them? Retrieved March 28, 2022, from https://intensiveintervention.org/resource/mtss-and-rti-are-often-used-interchangeably-what-it-separates-them.

In this short video from the National Center on Intensive Intervention, Dr. Edmonds clearly explains the umbrella of MTSS which includes RTI and PBIS.

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Hughes, C., & Dexter, D. D. (n.d.). Response to Intervention: A Research Review. RTI Research Review | RTI Action Network. Retrieved March 25, 2022, from http://rtinetwork.org/learn/research/researchreview

This is the launch page for the RTI Action Network’s Research Review. Read this page and then select at least one of the following research articles, depending on your area of interest. All articles are hyperlinked below and also on the RTI launch page.

• Field Studies of RTI Programs, Revised
  • This article focuses on a review of published studies on RTI programs (a meta-analysis). The article provides a good overview of research designs and then discusses the results of the examination of 16 studies on RTI. This study has hyperlinks to each of the individual studies if you wish to really delve deep into RTI research studies.
• Selecting a Scientifically Based Core Curriculum for Tier 1
  • This article focuses on the nature of Tier I interventions and provides suggestions on selecting research-based Tier I interventions
• Universal Screening Within a Response-to-Intervention Model
  • The purpose of this article is to discuss universal screening within RTI. Universal screening is the first step in identifying students.
• Progress Monitoring Within a Response-to-Intervention Model
  • This article addresses how progress monitoring is used to assess student progress. Common used methods of progress monitoring are included and hyperlinks to additional studies on progress monitoring are provided.

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RTI Action Network. (n.d.). Retrieved March 28, 2022, from http://rtinetwork.org/

The RTI Action Network is a program of the National Center for Learning Disabilities. Bookmark this site as you will use it often to locate RTI resources.

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Friend, M. P. (2018). Special education: Contemporary Perspectives for School Professionals (5th ed.). Pearson.

Read Chapter 4: Collaboration in Special Education, pp. 93-123

You may access this resource by going to the Learning Resources folder in the Getting Started section of the SE-7400 course site.

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Cook, S. C., Collins, L. W., Madigan, J., McDuffie Landrum, K., & Cook, L. (2021). Coaching Co-Teachers: Increasing Specialized Instruction in Inclusive Settings. TEACHING Exceptional Children, 54(2), 134–145. https://doi.org/10.1177/0040059921997476

This article examines a coaching process for working with co-teachers.

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Scruggs, T. E., & Mastropieri, M. A. (2017). Making Inclusion Work With Co-Teaching. TEACHING Exceptional Children, 49(4), 284–293. https://doi.org/10.1177/0040059916685065

This article provides general education and special education teachers a variety of resources to effectively implement co-teaching including sample lesson plan formats and co-teaching self-assessments.

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Association for Supervision and Curriculum Development d/b/a ASCD. (2017, January 1). Redefining Special Education and Student Support for Today’s Teacher: Models of Co-Teaching. In Films On Demand.

This video shows you examples of real teachers using the various models of co-teaching in a general education classroom.

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