7B Agostino Ragozzino response to Alexa Kamovitch

Alexa, I thought the paper you wrote truly painted a picture for me of the passion you hold for LRE, it was well written, incredibly thought out and very descriptive. I believed that I had a passion for LRE but after reading your paper, what I did learn is that cooperation and collaboration is the key, this quote specifically, "The schools, who effectively implemented inclusion within this case study, had common characteristics of being welcoming of all students, teachers accepting the education of students with disabilities as a typical attribute to their job, and having significant amounts of resources to be used to educate the students." I really enjoyed reading your paper and the question you had written were insightful and thought provoking.

1. The concept of LRE has been a consistent problem within the field of Special Education. Many people and schools have found that LRE has inconsistencies regarding the type of intervention used from district to district. From your knowledge and personal opinion, what does a least restrictive environment look like to you?

LRE gives the student what they need to flourish and learn utilizing the strengths of the student while accommodating their opportunities. If a student can do well in a fully included curriculum that is where they belong but if a student struggles to the point of detriment to their education, dependent upon the level of the disability then the level of inclusion should be based on the best need of that child. Personally, I have 2 students that are completely included that in all honesty, that should not be the case. I believe that you are correct the level of intervention and the level of inclusion does have inconsistencies district to district. There is room for change where the level of inclusion may be and should  be mandated at a state level.

2. Special education has come a far way regarding inclusion; however, do you feel that we are moving in the right direction with education students with disabilities in less restrictive environments? Why or why not?

I believe we are absolutely moving in the right direction, like Dan and Rachel from your paper it took court intervention to truly place those students in the right place for their good. But the fact that parents have the opportunity to be the voices for their children is definitely a move in the right direction. We as educators must partner with parents and make sure that they are educated and completely aware of the choices that are made available for their kids.

3. What do you feel are the main concerns that teachers and other school faculty have regarding inclusion? How might the concerns of the faculty differ from those of the administration?

I think for general education teachers a belief that inclusion could hamper the “regular” education students is a concern, and maybe rightfully so, though if co-teaching is done correctly and general educators could come to understand the benefit there could be less concern. It has to be a partnership, the special educator has to be the mediator between general ed and the administration. Administrators concerns, I believe are more for the rights of all, or the greater good, and maybe rightfully so, but that is where the mediation could be so important to the needs of the student, general educators, the school, and possibly the district. But it is our job to make sure that mediation happens.

4. Do you feel that general education teachers are properly equipped to work with students with disabilities? Why or why not?

In most cases general educators have “all” of their students best interest at heart. But so often that line between our student and their student becomes blurred. That is why it is so important that co-teaching become a culture, because these children really are “all” ours. Whether you are a special educator or a general educator all students would benefit from a co-teaching environment. And if done correctly everybody wins.

5. Identify at least two best practices that you believe would assist in making inclusion a successful process for our students? Are there any best practices mentioned in the paper that you feel would be beneficial in your future teaching?

When I was a substitute teacher at Niles Middle School, I had the opportunity to sit in a classroom that was a full inclusion, co-taught classroom, the amazing part about this classroom was that I was not able to pick out the students with IEPs or more importantly the general education v. the intervention specialist. The students worked with each other with the help of “their” teachers. So 1 best practice would be co-teaching and to that a peer buddies worked beautifully. I guess this goes hand in hand with “Also, agreeing on a shared vision for the students with disabilities within the general education classroom, and as the intervention specialist being flexible…”, An incredibly important best practice pulled directly from your paper is one I will take with me.

7 B - Richard Wilkins - Response to Bethany Quetot

7A Response Questions

            For this series of questions, I had the advantage of not only enjoying a terrifically written piece, but also having access one of the most educated and experienced professionals in the Mahoning Valley for questioning and consultation—my mother. Valerie Wilkins works as ‘Mental Health and Disabilities Coordinator’ for the Trumbull Community Action Program, has several degrees, certifications, and trainings regarding those with disabilities, and has vast, ongoing, field experience regarding Early Childhood Education and intervention.

What is early intervention?

According to Bethany’s presentation, early intervention is the process by which negative developmental factors associated with a child’s development are addressed. These techniques include a ‘system of services’ that are funded through federal grants to ensure that proper, and adequate, facilities help to mitigate any impairments a child may face.

What are the three critical factors of early intervention?

The U.S. Department of Education outlines the reasoning surrounding the use of early intervention. First, early intervention enhances the overall development of a child; thereby, contributing to additional domestic supports and consequently, extending further positive results to a macro-societal level.

Why should we use early intervention?

Research shows that a child’s development is particularly accelerated in their early years. This statement was confirmed by Mrs. Wilkins and she expounded that the ‘cost-to-benefit ratio of intervening on a child behalf is not tangible’, she continued, ‘not only do they respond better to the pedagogy, but their emotional and behavioral choices tend to be much more positive’. She also mentioned, ‘we find this age bracket tends to be much more malleable and adaptable—so, we have quicker confirmation as to the responses of our efforts’.  

Thus, by addressing these concerns early, further deficiencies can be mitigated.

What are some challenges that schools face when they implement RTI?

Being human, there are a multitude of emotions that can occur during the process of RTI; however, the main thrust include a series of negative attitudes resulting from a perceived lack of time to properly implement the IEP Team’s recommendations, inadequate training to further carry-out these recommendations, and lack of support from parents and administration.

What are the stages of early intervention?

Recognition—a person in an educational position will notice a series of actions that will lead them to believe a situation is developing.

Pre-Referral—Pre-Referral is essentially an informal observation in which further information is gathered in order to present detailed notes to the appropriate professional.

Referral for SPED Evaluation—In this stage, the child is physically referred to those with background and training in a specific area.

Actual evaluation—The child undergoes a series of assessments to determine his/her placement

Eligibility—A determination of the results

IEP Meeting—A team discuss the proper approach to mitigate the child’s issues

IEP Implementation—This is the stage where the IEP Team’s work is put into practice.

Reevaluation—discovering whether the child has responded to various intervention techniques through assessments and observation.

7B: Ralph Rich - response to - Kristin Morgione

Nicely written, Kristin!

     I agree wholeheartedly that many advocates today are without professional training and are not properly "equipped ," as you put it, with the tools one would need to benefit the child's best interest.
When you listed the duties of the advocate, I couldn't help but think of them similar to a lawyer: in assisting the family in decision-making, speaking on behalf of the family, and speaking up and fighting for services that the family would like to be provided for their child. I also found it interesting the way you mentioned that an Advocate "views a situation at all angles" and that it is his/her responsibility. Responsibility is something that is lacking in today's world, and in the field of education. I was stunned to learn that there are no educational requirements to become an advocate, however, COPAA's code of ethics for professionalism and SEAT & VAP are a good start to ensuring that FAPE is guaranteed. I was unaware of some of the advocacy training programs, such as NSEAI and Wrightslaw, which can be found online.
     Another point well-spoken of was parent involvement and how crucial parent involvement is at bettering the odds of a child's success. An advocate can be the one to reinforce parent involvement by creating a partnership with the family of the child and setting goals for the parents, as well, which will assist the child. I was somewhat familiar with PTI and P&A, the parent programs that remind parents that they are not alone in raising a child with a disability, and that there are other families out there for support.

Blog Post 7B - Andrea Barber Response to Cassie Guerrieri

7B-Response to Cassie Guerrieri

            In response to Cassie’s paper, “Increase in Technology in the Classroom: The Pros and Cons for Children on the Spectrum,” I feel that technology is a very important aspect  that is needed in any educational career.  With many schools having  Smart Boards, projectors, tablets/iPads, and top of the line computers, this give the students the best shot at staying current with their educational journey.  It is imperative to further examine how far we have come in the past few years with technology, especially for autism.  “As the affordability and availability of fantastic new multi-media tools that promote independence and personal, academic, and vocational success increase, so does the potential for great success for people who have communication and cognitive challenges” (Green, pg 1). 

            Based on my experience in the classroom and working with children of different levels, I feel that the children are excelling with new and improved technology.  There are so many different types of educational games to play.   The visual, auditory, and kinesthetic learners can all succeed with this technology. 

            I feel the possible solutions for those families who do not have the means to provide appropriate technology to children at home that they receive in the classroom are: going to the library for technology, there are many different organizations that provide assistance for individuals to receive technology, and many apps that can be downloaded on phones if available.

            I my opinion, after reading this paper, the things that can be done by the educator to help hinder future meltdowns within the classroom about the children’s desire for the use of some technology, such as iPads, and computers is to have limited time on technology and taking turns on computers, iPads, etc.  With my student, who is autistic, loves going to Mrs. Kamovitch’s room at the end of the day to have free time with the computers, iPads, and Smart Board.  He only goes if he completes his daily work and it is used as a “reward” system.  Also a timer is used to monitor how long he can be on the technology for free time.   This has been working out great for him and he looks forward to going everyday!

            The training I think that most educators do not receive when it comes to regulating technology in the classroom is that its so much easier to give a child an iPads, watch a movie, or play on the computer.  This doesn’t give a child the social skills and interaction needed as a child, especially autistic children.  This becomes an issue for the children who cannot afford this technology at home and have meltdowns and temper tantrums.    “Autism costs a family about $60,000 a year” (Autism Speaks, 2016).

                  In conclusion, There are many pros and cons to the use and increase of technology in the school systems and at home.  I feel that there are many more pros than cons and think that it’s a great experience for these students to have access to such technology as iPads, Smart Boards, computers, and other types of tablets or devices to aid in succeeding with their educational needs.  Cassie gave many important issues for the pros and cons and was a very interesting issu