EEC 3704 Case Study Review Identifying the Final Process

Selected Role and Perspective: In the process of becoming a Special Education Teacher, I will be concentrating on the determination and the application of the tiers one, two and three for the Case Study child that I have chosen, who has learning disability that affects early reading and writing skills. My perspective will involve comprehending the needed interventions in regards to the enhancement of social and academic domains in literacy.

Tier 1 Interventions: In Tier 1, the major emphasis should be made to guarantee that fundamental curriculum is sound and evidence-based, especially for the area of early literacy and language. This involves such areas as phonological awareness, vocabulary and the general oral language. The procedure of modeling, guided practice, and systematic review should be included as general formatting features of the core curriculum. Teachers should provide with practice-based coaching to develop these instructional practices. Furthermore, daily or weekly pro-active check-ins through the use of tools such as IGDIs and PELI are crucial to adapt and enhance instruction at various times (Kaminski et al., chapter 5). If there are gaps in the core curriculum, then such evidence-based curriculum or activity-based curriculum should be provided for the gaps.

Tier 2 Interventions: Martins’ difficulties are beyond Tier 1 and hence, the application of both IDDTT and pro-forma should be used. First, assessment using tools such as PELI or IGDIs-EL to establish which skills are deficient can occur. From these assessments, the Tier 2 evidence-based interventions like Story Friends for vocabulary and Path to Literacy for PA and AK should be put in practice. Staff supports, staff development and coaching are important in ensuring fidelity in the delivery of these interventions. The instructional intervention plan for Martin will require constant assessment to determine if the instruction is beneficial to him or not, so that instruction decisions will be made based on the assessment results (Carta et al., chapter 8). The support for him shall be improved by collaborating with his family, teachers, and other professionals.

Tier 3 Interventions: If the students such as Ella, James, or Mateo are not progressing to their desired level with the Tier 1 and 2 interventions, then further intensive intervention approaches of the Tier 3 are required. These should be given in small portions, and can be done in groups or one-on-one for 10-15 minutes depending on the progress of the student. To intervene for Marta’s learning difficulties, attention should be paid to the empirically based interventions: A comprehensive early literacy intervention for first-grade children: The Reading Ready Early Literacy Intervention (RRELI) In this approach, Marta should be given direct instructions on early literacy, response, and practice should be built-in to the learning process. The levels of intensity of the intervention will be reviewed from weekly progress assessments and from the review sessions that are done every 6-8 weeks (Olszewski et al., chapter 6). Consultation with SLPs, reading teachers, and special education paraprofessionals is crucial for implementation of intensive instruction. Skill practice will be introduced into the classroom activities as a way of ensuring that there is learning all through.

Lingering Questions and Collaboration Points:

What additional family dynamics or external factors might be influencing the Case Study child's learning challenges?
Are there specific cultural or linguistic considerations that should be integrated into the interventions for more effective outcomes?

Collaboration Points:

This intervention can be achieved through a collaboration between the Special Education Teacher and the School Psychologist as they can support both the academic and social-emotional development of the child.
Consultation with the Occupational Therapist and Speech-Language Pathologist may make it possible to apply intervention strategies throughout the day and in other activities to enhance the child’s literacy and language skills.

References

Carta, J. J., Greenwood, C. R., & Abbott, M. Chapter 8. Developing and sustaining high-quality tier 1 early literacy and language practices.

Kaminski, R. A., Powell-Smith, K. A., & Bravo Aguayo, K. Chapter 5. Creating and providing tier 3 instructional support.

Olszewski, A., Haring, C., Soto, X. T., Peters-Sanders, L., & Goldstein, H. Chapter 6. Designing and Implementing Tier 2 Instructional Support in Early Literacy and Language.