“If a child can't

learn the way

we teach,
maybe we
should teach
the way they
learn.”

Procedural Safeguards and Parental rights

Parents have the right and privilege to participate in educational decisions on their child.
Some of the key rights and privileges include:

 Right to participate
 Right to notice
 Consent rights
 Evaluation rights
Resource centers
1. National Dissemination Center for Children with Disabilities
2. Council for Exceptional Children
3. Parent to Parent USA
4. National Collaborative on Workforce and Disability for Youth

Response to
Intervention (RTI)
 Response to intervention
(RTI) is a multi-tier early
intervention approach
aimed at supporting
students with learning
challenges and needs.
 The RTI process consists of
instruction and universal
screenings of all students in
the general or normal class
setting (Jimerson, Burns, &
VanDerHeyden, 2015).
 Through the RTI process,
students with learning
problems are provided with
services at an increasing
level of intervention with the
objective of helping them
improve their learning.
 The special education
services are provided by
general education teacher,
special education teachers,
and specialists.
 Students’ progress is then
monitored by their learning
rate as well as their
performance level (Barrio &
Combes, 2015).
RTI TIERS
There are three tiers to RTI
 Tier 1: The tier includes High-Quality
classroom instruction, screening, and
group interventions
 Tier 2: Includes targeted small group
interventions (Applied when students are
not making progress in the classroom)
 Tier 3: Involves intensive interventions
and Comprehensive Evaluation (the tier
targets the student’s skill deficits).
Multi-tier System of Support (MTSS)
 Schools provide support for struggling
students through the MTSS framework.
 Places focus on the child as a whole.
 MTSS supports the student in different
ways including growth and
achievement.
Special Education Identification Process
 An Individualized Education
Program (IEP) is developed where a
student shows little progress in Tier 3
 The teachers and staff collect as
data necessary for the IEP meeting
and decision-making.
 From there an evaluation is started.
 References

Barrio, B. L., & Combes, B. H. (2015). General education pre-service teachers’ levels of concern on response to

intervention (RTI) implementation. Teacher Education and Special Education, 38(2), 121-137.

https://doi.org/10.1177/0888406414546874

Jimerson, S. R., Burns, M. K., & VanDerHeyden, A. M. (Eds.). (2015). Handbook of response to intervention: The

science and practice of multi-tiered systems of support. New York: Springer.