PsychologyTYforTYExceptionalTYChildren
SpecialTY Education
WhatTY isTY specialTY education?
―SpeciallyTYdesignedTYinstructionTYtoTYmeetTYtheTYuniqueTYendsTYofTYaTYchildTYwit
hTYaTYdisability,TYincludingTYadaptingTYcontent,TYteachingTYmethodologyTYandTYdel
iveryTYinstructionTYtoTYmeetTYtheTYappropriateTYneedsTYofTYeachTYchild.‖
Intervention Instruction
T Y Preventive:TYdesignedTYtoTYkee T Y IndividuallyTYplan
pTYminorTYproblemsTY fromTY becom
nedTY T Y Specialized
ingTY aTY disability
T Y Intensive
T Y Remedial:TYattemptTYtoTYeliminateTYt
T Y Goal-directed
heTYeffectsTYofTYaTYdisability
T Y Compensatory:TYenableTYsuccessfulT
YfunctioningTY inTY spiteTY ofTY theTY disabili
ty
ItT Y broadlyT Y identifiesT Y theT Y academic,T Y physical,T Y cognitiveT Y andT Y social-
emotionalT Y instructionT Y offeredT Y toT Y childrenTYwhoTYareTYfaceTYwithTYoneTYorTYmoreTYdisabilities.TYT
hus,TYtheTYrangeTYofTYspecialTYeducationTYsupportTYwillTYvaryTYbasedTYonT Y needTYandTYeducationalT
Yjurisdictions.
GoalsTY (ArticleTY 1,TY SectionTY 5TY ofTY ChildTY andTY YouthTY WelfareTY Code:TY PDTY NO.TY 603)
T Y IntegrationTYofTYmainstreamingTYlearnersTYwithTYspecialTYneedsTYintoTYtheTYregularTYschool
TYsystemTYandT Y eventuallyTYinTYtheTYcommunity
T Y ToTYmeetTYtheTYindividualTYeducationalTYneedsTYofTYtheTYlearnersTYand,TYtoTYextentTYpossi
ble,TYprepareTYthemTYforT Y goingTYtoTYaTYmoreTYregularTYclassroomTYsetting.
WhoTY areTY exceptionalTY children?
TheyTYdifferTYfromTYtheTYnormTY(eitherTYbelowTYorTYabove)TYtoTYsuchTYanTYextentTYthatTYtheyTYreq
uireTYanTYindividualizedT Y programTYofTYspecialTYeducation.
T Y Impairment:T Y theT Y lossT Y orT Y reducedTY functionTY ofT Y aT Y bodyT Y partT Y orT Y organ
T Y Disability:TY existsTY whenTY anTY impairmentTY limitsTY theTY abilityTY toTY pe
rformTY certainTY tasksTY
T Y Handicap:TYaTYproblemTYencounteredTYwhenTYinteractingTYwithTYtheTYen
vironment
*NotTY allTY childrenTY withTY aTY disabilityTY areTY handicapped
T Y T Y AtT Y risk:T Y childrenT Y whoT Y haveT Y aT Y greater-than-
usualT Y chanceT Y ofT Y developingT Y aT Y disability
HowTY manyTY areTY they?
ItTYisTYimpossibleTYtoTYstateTYtheTYpreciseTYnum
PsychologyTYforTYExceptionalTYChil 1
dren
, berTYdueTYto…TY
T Y DifferentTYcriteriaTYusedTYforTYidentification
T Y PreventiveTYservices
T Y ImpreciseTYnatureTYofTYassessment
PsychologyTYforTYExceptionalTYChil 2
dren
, T Y ChildTY mayTY beTY eligibleTY atTY oneTY pointTY inTY timeTY andTY notTY eligibleTY atTY another
ChildrenTYinTYspecialTYeducationTYrepresentTYaboutTY9%TYofTYtheTYschoolTYpopulationTYandTYappro
ximatelyTY75%T Y studentsT Y withT Y disabilitiesT Y receiveT Y atT Y leastT Y partT Y ofT Y theirT Y educationT
Y inT Y regularT Y classrooms
InTYtheTYPH…
T Y ChildrenTY withTY disabilitiesTY whoTY areTY inTY schoolTY areTY aboutTY 101
,TY 762TY (2011-2012)TY
T Y MostTYareTYstillTYcombatingTYeducationalTYexclusion
T Y 97.3%T Y ofT Y themT Y areT Y stillT Y unreached
T Y AboutT Y 5,916T Y areT Y mainstreamedT Y inT Y regularT Y classes
TermsTYtoTYRemember
T Y IndividualsTYwithTYDisabilitiesTYEducationTYActTY(IDEATY2004):TYTheTYoriginalTYlegislationTYwasT
YwrittenTYinTY1975T Y guaranteeingTYstudentsTYwithTYdisabilitiesTYaTYfreeTYandTYappropriateTYpublicTY
educationTYandTYtheTYrightTYtoTYbeT Y educatedTYwithTYtheirTYnon-
disabledTYpeers.TYCongressTYhasTYreauthorizedTYthisTYfederalTYlaw.TYTheTYmostTYrecentT Y revisionT
YoccurredTYinTY2004.
T Y IndividualizedTYEducationalTYPlanTY(IEP):TYspecialTYeducationTYtermTYoutlinedTYbyTYIDEATYtoTYd
efineTYtheTYwrittenT Y documentTYthatTYstatesTYtheTYstudent‘sTYgoals,TYobjectivesTYandTYservicesTYt
hatTYwillTYbeTYprovidedTYbyTYtheTYschoolT Y districtTYforTYstudentsTYwithTYdisabilities
T Y AnnualTYgoals:TYdefinesTYtheTYacademicTYandTYfunctionalTYskillsTYtheTYIEPTYteamTYdecided
TYthatTYaTYstudentTYwithT Y disabilitiesTYcanTYachieveTYwithinTYtheTYoneTYyearTYtermTYofTYtheTY
IEP.TYTheseTYgoalsTYgoalsTYareTYgearedTYtowardT Y helpingTYstudentsTYwithTYdisabilitiesTYtakeTY
partTYinTYtheTYgeneralTYeducationTYclassroom.TYIEPTYgoalsTYneedTYtoTYbeT Y realisticTYandTYme
asurable.
T Y AnnualTYReview:TYATYyearlyTYmeetingTYofTYtheTYIEPTYteamTYforTYtheTYpurposeTYofTYdiscussin
gTYaTYstudent'sTYneedsTYandT Y performanceT Y byT Y reviewingT Y progressT Y towardT Y goalsT Y andT Y l
ookingT Y atT Y newT Y dataT Y likeT Y workT Y samplesT Y andTYrecentT Y testing.T Y TheT Y IEPT Y willT Y beT Y
updatedT Y toT Y reflectT Y theT Y currentT Y needsT Y andT Y performanceT Y ofT Y theT Y student.
T Y AssessmentTYorTYEvaluation:TYusedTYtoTYdescribeTYtheTYtestingTYandTYfactTYfindingTYdoneTY
priorTYtoTYtheTYIEPTYtoT Y determineT Y theT Y child‘sT Y needsT Y andT Y determineT Y ifT Y theyT Y qua
lifyT Y forT Y SpecialT Y EducationT Y Services
T Y BehaviorTYInterventionTYPlanTY(BIP):TYisTYaTYdocumentTYthatTYisTYattachedTYtoTYtheTYcurre
ntTYIEPTYthatTYdescribesTYtheT Y problemTYbehavior,TYincludesTYtheTYfunctionalTYanalysis,TYandT
YincludesTYtheTYstrategiesTYthatTYwillTYbeTYusedTYtoT Y modifyTYtheTYproblemTYbehavior.
FunctionalTYBehavioralTYAsse LeastTYRestrictiveTYEnvir SpeciallyTYDesignedTYInstr
AssistiveTY technologyTY (A
ssment/AnalysisTY(FBA) T) onmentTY(LRE) uctionTY(SDI)
PsychologyTYforTYExceptionalTYChil 3
dren
, FunctionalTYBehavioralTYAsse LeastTYRestrictiveTYEnvir SpeciallyTYDesignedTYInstr
AssistiveTY technologyTY (A
ssment/AnalysisTY(FBA) T) onmentTY(LRE) uctionTY(SDI)
TheTYplacementTYofTYaTY
studentTYwithTYdisabilities
TYinTYaT Y mannerTYthat
TYpromotesTYtheTYmaxim
umTYpossibleTYinteraction
TYwithTYtheTYgeneralTYge
SpeciallyTYdesignedTYins
AnyTYdevice,TYequipmentT neralTYeducationTYpopulat
tructionTYmeansTYadapti
YorTYsoftwareTYthatTYhelp ion.TYPlacementTYoptions
ng,TYasTYappropriate,TYt
sTYyourTYchildTYworkTYar TYareTYofferedTYonTYaTY
oTYtheTYneedsTYofTYanT
ATYfunctionalTYanalysisTYisTY oundTYherTYissues.TYATT continuumTYthatTYvaryTYfr
YeligibleTYchildTYtheTYco
aTYproblemTYsolvingTYproces YcanTYhelpTYyourTYchildT omTYleastTYrestrictiveTYto
ntent,TYmethodology,TYor
sTYthatTYlooksTYatTYaTYchild' Ylearn,TYcommunicateTYa TYmostTYrestrictive:TYgen
TYdeliveryT Y ofTYinstructi
sTYproblemTYbehavior.TYItTYl ndTYfunctionTYbetterTYinT eral
onTYtoTYaddressTYtheTY
ooksTYbeyondTYtheTYbehavio Yschool.TYATTYrangesTYfr educationalTYclassroomT
uniqueTYneedsTYofTYthe
rTYitself. omTYsimpleTYtoolsTY(likeT YwithoutTYsupport,TYgen
TYchildTYthatTYresultTYfr
Yhighlighters)TYtoTYhigh- eralTYeducationTYclassro
omTYtheTYchild'sTYdisabi
techTYsoftwareTY(likeTYap omTYwithTYsupport,TYdes
lityTYandTYtoTYensureTY
psTYthatTYreadsTYtextTYal ignatedTYinstructionTYser
accessTYofTYtheTYchildT
oud) vices(suchTYasTYResourc
YtoTY theTY generalTY curri
eTYclassTYorTYspeechTYt
culum.
herapy),TYspecialTYdayTY
classesTY(whichTYrangeT
YfromTYmild/moderateTYt
oTYmoderate/severe)TYan
dTYprivateTYeducation
programs.
EarlyTYInterveningTYServicesTY(EIS):TYATYsetTYofTYcoordinatedTYservicesTYforTYstudentsTYinTYkinde
rgartenTYthroughT Y gradeTY12TYwhoTYareTYnotTYcurrentlyTYidentifiedTYasTYneedingTYspecialTYeduca
tionTYorTYrelatedTYservices,TYbut◦TYWhoT Y needT Y additionalT Y academicT Y andT Y behavioralT Y sup
portT Y toT Y succeedT Y inT Y aT Y generalT Y educationT Y environment.
EarlyTYIntervention:TYservicesTY(thatTYareTYpreventativeTYstep)TYprovidedTYtoTYchildrenTY0-
36TYmonthsTYthatTYareTYatT Y riskTYofTYhavingTYaTYdisabilityTYorTYhaveTYbeenTYdiagnosedTYwithT
YaTYdisability.TYTheTYpurposeTYofTYthisTYisTYtoTYhelpT Y preventTYproblemsTYand/orTYlessenTYdev
elopmentalTYgapsTYasTYtheTYchildTYgrowsTYup.
TransitionTY Plan:TY ThisTY planTY isTY partTY ofTY theTY student'sTY IEPTY andTY startsTY atTY ageTY 14.T
heTY planTY addressesTY areasTYofTYpost-schoolTYactivities,TYpost-
secondaryTYeducation,TYdailyTYlivingTYskills,TYemployment,TYandTYcommunityT Y experiences.
Accommodation Inclusion Intervention Modification
GoesTY beyondTY changing
ATYspecificTYskill-building
howTYtheTYstudentTYlearn
ServicesTY thatTY place strategyTY implementedTY an
d sTYasTYitTYeffectivelyTYch
ChangingTY howTY aTY stude studentsTY withTY disabilities monitoredTY toTY improveTY angesTYwhatTYtheyTYlearn
nt TY in a TY(i.e.,TYinstructionalTYleve
learnsTY butTY notTY whatTY t theTY generalTY education targetedTY skillTY andTY achie l,TYcontentTYorTYcurriculu
hey ve
m,TYobjective,TYorTYassig
learnTY (learningTY goalTY or classroomTY withTY appropria adequateTY progressTY inTY a
te nmentTYstructure)TY-
standard)TY -TY Ex.TY Student supportTY servicesTY -TY Ex. specificTYareaTY- TYEx.TYReducingTYtheTYa
TYEx.TY Teaching mountTYofTYspellingTYwor
withTYADHDTY isTYallowedT ChildrenTYmayTY receive studentsTY newTY skillsTY toT dsTYrequiredTYtoTYlearnTY
Yto Y help
orTYchangingTYanTYessay
takeTY breaksTY duringTY aT instructionTY fromTY aTY genT themTY overcomeTY specific
Y test Y ed TYHWTYintoTYaTYposterTY
PsychologyTYforTYExceptionalTYChil 4
dren
SpecialTY Education
WhatTY isTY specialTY education?
―SpeciallyTYdesignedTYinstructionTYtoTYmeetTYtheTYuniqueTYendsTYofTYaTYchildTYwit
hTYaTYdisability,TYincludingTYadaptingTYcontent,TYteachingTYmethodologyTYandTYdel
iveryTYinstructionTYtoTYmeetTYtheTYappropriateTYneedsTYofTYeachTYchild.‖
Intervention Instruction
T Y Preventive:TYdesignedTYtoTYkee T Y IndividuallyTYplan
pTYminorTYproblemsTY fromTY becom
nedTY T Y Specialized
ingTY aTY disability
T Y Intensive
T Y Remedial:TYattemptTYtoTYeliminateTYt
T Y Goal-directed
heTYeffectsTYofTYaTYdisability
T Y Compensatory:TYenableTYsuccessfulT
YfunctioningTY inTY spiteTY ofTY theTY disabili
ty
ItT Y broadlyT Y identifiesT Y theT Y academic,T Y physical,T Y cognitiveT Y andT Y social-
emotionalT Y instructionT Y offeredT Y toT Y childrenTYwhoTYareTYfaceTYwithTYoneTYorTYmoreTYdisabilities.TYT
hus,TYtheTYrangeTYofTYspecialTYeducationTYsupportTYwillTYvaryTYbasedTYonT Y needTYandTYeducationalT
Yjurisdictions.
GoalsTY (ArticleTY 1,TY SectionTY 5TY ofTY ChildTY andTY YouthTY WelfareTY Code:TY PDTY NO.TY 603)
T Y IntegrationTYofTYmainstreamingTYlearnersTYwithTYspecialTYneedsTYintoTYtheTYregularTYschool
TYsystemTYandT Y eventuallyTYinTYtheTYcommunity
T Y ToTYmeetTYtheTYindividualTYeducationalTYneedsTYofTYtheTYlearnersTYand,TYtoTYextentTYpossi
ble,TYprepareTYthemTYforT Y goingTYtoTYaTYmoreTYregularTYclassroomTYsetting.
WhoTY areTY exceptionalTY children?
TheyTYdifferTYfromTYtheTYnormTY(eitherTYbelowTYorTYabove)TYtoTYsuchTYanTYextentTYthatTYtheyTYreq
uireTYanTYindividualizedT Y programTYofTYspecialTYeducation.
T Y Impairment:T Y theT Y lossT Y orT Y reducedTY functionTY ofT Y aT Y bodyT Y partT Y orT Y organ
T Y Disability:TY existsTY whenTY anTY impairmentTY limitsTY theTY abilityTY toTY pe
rformTY certainTY tasksTY
T Y Handicap:TYaTYproblemTYencounteredTYwhenTYinteractingTYwithTYtheTYen
vironment
*NotTY allTY childrenTY withTY aTY disabilityTY areTY handicapped
T Y T Y AtT Y risk:T Y childrenT Y whoT Y haveT Y aT Y greater-than-
usualT Y chanceT Y ofT Y developingT Y aT Y disability
HowTY manyTY areTY they?
ItTYisTYimpossibleTYtoTYstateTYtheTYpreciseTYnum
PsychologyTYforTYExceptionalTYChil 1
dren
, berTYdueTYto…TY
T Y DifferentTYcriteriaTYusedTYforTYidentification
T Y PreventiveTYservices
T Y ImpreciseTYnatureTYofTYassessment
PsychologyTYforTYExceptionalTYChil 2
dren
, T Y ChildTY mayTY beTY eligibleTY atTY oneTY pointTY inTY timeTY andTY notTY eligibleTY atTY another
ChildrenTYinTYspecialTYeducationTYrepresentTYaboutTY9%TYofTYtheTYschoolTYpopulationTYandTYappro
ximatelyTY75%T Y studentsT Y withT Y disabilitiesT Y receiveT Y atT Y leastT Y partT Y ofT Y theirT Y educationT
Y inT Y regularT Y classrooms
InTYtheTYPH…
T Y ChildrenTY withTY disabilitiesTY whoTY areTY inTY schoolTY areTY aboutTY 101
,TY 762TY (2011-2012)TY
T Y MostTYareTYstillTYcombatingTYeducationalTYexclusion
T Y 97.3%T Y ofT Y themT Y areT Y stillT Y unreached
T Y AboutT Y 5,916T Y areT Y mainstreamedT Y inT Y regularT Y classes
TermsTYtoTYRemember
T Y IndividualsTYwithTYDisabilitiesTYEducationTYActTY(IDEATY2004):TYTheTYoriginalTYlegislationTYwasT
YwrittenTYinTY1975T Y guaranteeingTYstudentsTYwithTYdisabilitiesTYaTYfreeTYandTYappropriateTYpublicTY
educationTYandTYtheTYrightTYtoTYbeT Y educatedTYwithTYtheirTYnon-
disabledTYpeers.TYCongressTYhasTYreauthorizedTYthisTYfederalTYlaw.TYTheTYmostTYrecentT Y revisionT
YoccurredTYinTY2004.
T Y IndividualizedTYEducationalTYPlanTY(IEP):TYspecialTYeducationTYtermTYoutlinedTYbyTYIDEATYtoTYd
efineTYtheTYwrittenT Y documentTYthatTYstatesTYtheTYstudent‘sTYgoals,TYobjectivesTYandTYservicesTYt
hatTYwillTYbeTYprovidedTYbyTYtheTYschoolT Y districtTYforTYstudentsTYwithTYdisabilities
T Y AnnualTYgoals:TYdefinesTYtheTYacademicTYandTYfunctionalTYskillsTYtheTYIEPTYteamTYdecided
TYthatTYaTYstudentTYwithT Y disabilitiesTYcanTYachieveTYwithinTYtheTYoneTYyearTYtermTYofTYtheTY
IEP.TYTheseTYgoalsTYgoalsTYareTYgearedTYtowardT Y helpingTYstudentsTYwithTYdisabilitiesTYtakeTY
partTYinTYtheTYgeneralTYeducationTYclassroom.TYIEPTYgoalsTYneedTYtoTYbeT Y realisticTYandTYme
asurable.
T Y AnnualTYReview:TYATYyearlyTYmeetingTYofTYtheTYIEPTYteamTYforTYtheTYpurposeTYofTYdiscussin
gTYaTYstudent'sTYneedsTYandT Y performanceT Y byT Y reviewingT Y progressT Y towardT Y goalsT Y andT Y l
ookingT Y atT Y newT Y dataT Y likeT Y workT Y samplesT Y andTYrecentT Y testing.T Y TheT Y IEPT Y willT Y beT Y
updatedT Y toT Y reflectT Y theT Y currentT Y needsT Y andT Y performanceT Y ofT Y theT Y student.
T Y AssessmentTYorTYEvaluation:TYusedTYtoTYdescribeTYtheTYtestingTYandTYfactTYfindingTYdoneTY
priorTYtoTYtheTYIEPTYtoT Y determineT Y theT Y child‘sT Y needsT Y andT Y determineT Y ifT Y theyT Y qua
lifyT Y forT Y SpecialT Y EducationT Y Services
T Y BehaviorTYInterventionTYPlanTY(BIP):TYisTYaTYdocumentTYthatTYisTYattachedTYtoTYtheTYcurre
ntTYIEPTYthatTYdescribesTYtheT Y problemTYbehavior,TYincludesTYtheTYfunctionalTYanalysis,TYandT
YincludesTYtheTYstrategiesTYthatTYwillTYbeTYusedTYtoT Y modifyTYtheTYproblemTYbehavior.
FunctionalTYBehavioralTYAsse LeastTYRestrictiveTYEnvir SpeciallyTYDesignedTYInstr
AssistiveTY technologyTY (A
ssment/AnalysisTY(FBA) T) onmentTY(LRE) uctionTY(SDI)
PsychologyTYforTYExceptionalTYChil 3
dren
, FunctionalTYBehavioralTYAsse LeastTYRestrictiveTYEnvir SpeciallyTYDesignedTYInstr
AssistiveTY technologyTY (A
ssment/AnalysisTY(FBA) T) onmentTY(LRE) uctionTY(SDI)
TheTYplacementTYofTYaTY
studentTYwithTYdisabilities
TYinTYaT Y mannerTYthat
TYpromotesTYtheTYmaxim
umTYpossibleTYinteraction
TYwithTYtheTYgeneralTYge
SpeciallyTYdesignedTYins
AnyTYdevice,TYequipmentT neralTYeducationTYpopulat
tructionTYmeansTYadapti
YorTYsoftwareTYthatTYhelp ion.TYPlacementTYoptions
ng,TYasTYappropriate,TYt
sTYyourTYchildTYworkTYar TYareTYofferedTYonTYaTY
oTYtheTYneedsTYofTYanT
ATYfunctionalTYanalysisTYisTY oundTYherTYissues.TYATT continuumTYthatTYvaryTYfr
YeligibleTYchildTYtheTYco
aTYproblemTYsolvingTYproces YcanTYhelpTYyourTYchildT omTYleastTYrestrictiveTYto
ntent,TYmethodology,TYor
sTYthatTYlooksTYatTYaTYchild' Ylearn,TYcommunicateTYa TYmostTYrestrictive:TYgen
TYdeliveryT Y ofTYinstructi
sTYproblemTYbehavior.TYItTYl ndTYfunctionTYbetterTYinT eral
onTYtoTYaddressTYtheTY
ooksTYbeyondTYtheTYbehavio Yschool.TYATTYrangesTYfr educationalTYclassroomT
uniqueTYneedsTYofTYthe
rTYitself. omTYsimpleTYtoolsTY(likeT YwithoutTYsupport,TYgen
TYchildTYthatTYresultTYfr
Yhighlighters)TYtoTYhigh- eralTYeducationTYclassro
omTYtheTYchild'sTYdisabi
techTYsoftwareTY(likeTYap omTYwithTYsupport,TYdes
lityTYandTYtoTYensureTY
psTYthatTYreadsTYtextTYal ignatedTYinstructionTYser
accessTYofTYtheTYchildT
oud) vices(suchTYasTYResourc
YtoTY theTY generalTY curri
eTYclassTYorTYspeechTYt
culum.
herapy),TYspecialTYdayTY
classesTY(whichTYrangeT
YfromTYmild/moderateTYt
oTYmoderate/severe)TYan
dTYprivateTYeducation
programs.
EarlyTYInterveningTYServicesTY(EIS):TYATYsetTYofTYcoordinatedTYservicesTYforTYstudentsTYinTYkinde
rgartenTYthroughT Y gradeTY12TYwhoTYareTYnotTYcurrentlyTYidentifiedTYasTYneedingTYspecialTYeduca
tionTYorTYrelatedTYservices,TYbut◦TYWhoT Y needT Y additionalT Y academicT Y andT Y behavioralT Y sup
portT Y toT Y succeedT Y inT Y aT Y generalT Y educationT Y environment.
EarlyTYIntervention:TYservicesTY(thatTYareTYpreventativeTYstep)TYprovidedTYtoTYchildrenTY0-
36TYmonthsTYthatTYareTYatT Y riskTYofTYhavingTYaTYdisabilityTYorTYhaveTYbeenTYdiagnosedTYwithT
YaTYdisability.TYTheTYpurposeTYofTYthisTYisTYtoTYhelpT Y preventTYproblemsTYand/orTYlessenTYdev
elopmentalTYgapsTYasTYtheTYchildTYgrowsTYup.
TransitionTY Plan:TY ThisTY planTY isTY partTY ofTY theTY student'sTY IEPTY andTY startsTY atTY ageTY 14.T
heTY planTY addressesTY areasTYofTYpost-schoolTYactivities,TYpost-
secondaryTYeducation,TYdailyTYlivingTYskills,TYemployment,TYandTYcommunityT Y experiences.
Accommodation Inclusion Intervention Modification
GoesTY beyondTY changing
ATYspecificTYskill-building
howTYtheTYstudentTYlearn
ServicesTY thatTY place strategyTY implementedTY an
d sTYasTYitTYeffectivelyTYch
ChangingTY howTY aTY stude studentsTY withTY disabilities monitoredTY toTY improveTY angesTYwhatTYtheyTYlearn
nt TY in a TY(i.e.,TYinstructionalTYleve
learnsTY butTY notTY whatTY t theTY generalTY education targetedTY skillTY andTY achie l,TYcontentTYorTYcurriculu
hey ve
m,TYobjective,TYorTYassig
learnTY (learningTY goalTY or classroomTY withTY appropria adequateTY progressTY inTY a
te nmentTYstructure)TY-
standard)TY -TY Ex.TY Student supportTY servicesTY -TY Ex. specificTYareaTY- TYEx.TYReducingTYtheTYa
TYEx.TY Teaching mountTYofTYspellingTYwor
withTYADHDTY isTYallowedT ChildrenTYmayTY receive studentsTY newTY skillsTY toT dsTYrequiredTYtoTYlearnTY
Yto Y help
orTYchangingTYanTYessay
takeTY breaksTY duringTY aT instructionTY fromTY aTY genT themTY overcomeTY specific
Y test Y ed TYHWTYintoTYaTYposterTY
PsychologyTYforTYExceptionalTYChil 4
dren
