In Unit 3, you examined the federal laws that guide public school programs for exceptional needs children. You learned how these laws have been interpreted by local school districts with regard to the development of school policies regarding inclusion, Response-to-Intervention, and disciplinary methods used with exceptional children. And, you have read about the court cases that have impacted the development of behavior and classroom management approaches. The information you have covered in Unit 3 can inform how you will create a safe and positive learning environment â€“ a universal design for classroom management
In keeping with the goal of creating safe and positive environments in which learning can take place, it is important to incorporate proactive, active, and reactive strategies in the classroom.
Discuss the advantages and disadvantages of implementing a â€œuniversal designâ€ for classroom management. Describe proactive, active and reactive strategies and how these strategies are implemented in the classroom.
How do the Individuals with Disabilities Education Act, the Americans with Disabilities Act, and Section 504 affect classroom management? Include the following in your discussion:
- Response-to-Intervention (RTI) and Functional Behavior Assessment (FBA)
- The â€œSame Treatmentâ€ rule; manifestation determinationâ€ and the schoolâ€™s responsibility to review inappropriate behavior in light of student disability; and the conditions under which a school can suspend and expel a student with disabilities.
Guided Response Posts:
In your first response to a peer, illustrate the use of the â€œSame Treatmentâ€ rule by creating a short scenario in which an analysis would be made regarding how the studentâ€™s behavior should be addressed.
In your second response to a peer, provide a scenario demonstrating the need for manifestation determination. Explain why manifestation determination is needed in such a case.