Students who qualify for an Individualized Education Plan (IEP) have a legal right to the least restrictive environment (LRE) as included in IDEA. Teachers can better meet the needs of their ELLs and bilingual/dual language students with exceptionalities by understanding federal legislation protecting the rights of students with exceptionalities. Create a 10-15 slide presentation in …
The least restrictive environment (LRE) is a consideration during the Individualized Education Programs (IEP) process. What challenges do you see regarding the best placement for ELLs or bilingual/dual language students with exceptionalities?
Case Study Level B, Case 2 – Ellie (p. 33) • Read Ellie’s scenario and accompanying behavioral goals. • Read the possible strategies and resources (STAR Sheets pp. 1–29) listed for Ellie. o Behavior-Specific Praise o Criterion-Specific Rewards o Choice Making o Rules o Contingent Instructions o Group Contingency • Select one strategy you feel …
Case Study Level B, Case 2 – Ellie (p. 33) • Read Ellie’s scenario and accompanying behavioral goals. • Read the possible strategies and resources (STAR Sheets pp. 1–29) listed for Ellie. o Behavior-Specific Praise o Criterion-Specific Rewards o Choice Making o Rules o Contingent Instructions o Group Contingency • Select one strategy you feel …
Case Study Level B, Case 1 – Garrison (p. 32) Student: Garrison • Read Garrison’s scenario and accompanying behavioral goals. • Read the possible strategies and resources (STAR Sheets pp. 1–29) listed for Garrison. o Behavior-Specific Praise o Criterion-Specific Rewards o Choice Making o Rules o Contingent Instructions o Group Contingency • Select one …
Case Study Level B, Case 1 – Garrison (p. 32) Student: Garrison • Read Garrison’s scenario and accompanying behavioral goals. • Read the possible strategies and resources (STAR Sheets pp. 1–29) listed for Garrison. o Behavior-Specific Praise o Criterion-Specific Rewards o Choice Making o Rules o Contingent Instructions o Group Contingency • Select one …
Case Study Level A, Case 2 – Heather (p. 31) Student: Heather • Read Heather’s scenario and accompanying behavioral goals. • Read the possible strategies and resources (STAR Sheets pp. 1–29) listed for Heather. o Rules o Contingent Instructions o Group Contingency • Write a detailed summary of each strategy, including its purpose. • Describe …
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Case Study Level A, Case 2 – Heather (p. 31) Student: Heather • Read Heather’s scenario and accompanying behavioral goals. • Read the possible strategies and resources (STAR Sheets pp. 1–29) listed for Heather. o Rules o Contingent Instructions o Group Contingency • Write a detailed summary of each strategy, including its purpose. • Describe …
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Case Study Level A, Case 1 – Kunj (p. 30) Student: Kunj • Read Kunj’s scenario and accompanying behavioral goals. • Read the possible strategies and resources (STAR Sheets pp. 1–29) listed for Kunj. o Behavior-Specific Praise o Criterion-Specific Rewards o Choice Making • Write a detailed summary of each strategy, including its purpose. …
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Case Study Level A, Case 1 – Kunj (p. 30) Student: Kunj • Read Kunj’s scenario and accompanying behavioral goals. • Read the possible strategies and resources (STAR Sheets pp. 1–29) listed for Kunj. o Behavior-Specific Praise o Criterion-Specific Rewards o Choice Making • Write a detailed summary of each strategy, including its purpose. …
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