Special education is a form of instruction that is tailored to meet the unique learning needs of students with disabilities, allowing them to reach their full potential. It is guided by data, individualized and recursive, and is provided by a special education teacher. Sharon Vaughn and her colleagues have conducted much of the research cited in the Ontario Ministry of Education documents in support of tiered teaching. In a three-level model, most students respond to Level 1 or Level 2 instructions.
However, if the IEP team determines that the student meets the criteria for having a learning disability, they will receive special education services such as Level 3 intervention. This intense intervention does not always result in a decrease in the proportion of students later identified as having special education needs; however, there is a decrease in the rates of reading failure. At Rosa Parks Elementary School, a student who does not respond adequately to Level 2 intervention is referred for a special education evaluation. Kyle Robinson is starting his second year in the Master of Education program at Queen's University, with a focus on the inclusion of exceptional students. Education for All (Ontario Ministry of Education, 200) suggests many of the same practices and includes ways in which a teacher could adapt them for specific use in the classroom. The three types of special education interventions are: Level 1 instruction, Level 2 instruction and Level 3 intervention.
Level 1 instruction is typically provided in general education classrooms and involves providing additional support to students who are struggling with their studies. Level 2 instruction involves more intensive interventions such as small group instruction or one-on-one tutoring. Level 3 intervention is the most intensive form of special education and involves providing specialized instruction designed to meet the student's unique learning needs. IDEA ensures that children with disabilities have access to free and appropriate public education and that schools provide special education to these children in the least restrictive environment possible, which means keeping them in general education classrooms whenever possible. While Section 504 (part of the Rehabilitation Act of 1973 that prohibits discrimination on the basis of disability) and special education are associated with this level, not all children at this level attend a special education program. Special education interventions can be powerful tools for helping students with disabilities reach their full potential.
By understanding each level of intervention and how it can be adapted for use in the classroom, teachers can ensure that all students have access to an appropriate learning environment. When it comes to special education interventions, it's important to remember that each student's needs are unique. It's essential for teachers to work closely with IEP teams to ensure that each student receives an individualized plan that meets their specific needs. With careful planning and implementation, special education interventions can help students with disabilities reach their full potential.
