one more quoted section from Response to Intervention by Fuchs, Fuchs, and Vaughn: Page 99: "The second group, in which we include McLaughlin, NASDSE/CASE and others, fold much of special education (all of special education for the so-called children with high-incidence abilities) into general education tiers. In a sense, this is the more troubling approach because, as expressed by McLaughlin and others, special education becomes a mere appendage of general education instruction -- a supplement to it. . . . We predict that should special education be redefined in terms of practices like coteaching, many students with special needs will not get the appropriate education that is their legal right and they will experience a lifetime of diminished opportunity." "In sum, one group preserves at least the idea of individualized, data-based, recursive instruction, but would take it from special education and expect general education to implement it.... The second group would transform special education instruction and special educators' instructional roles in the misguided belief that individualized instruction is unnecessary if not counterproductive because, it is alleged, it leads to a lack of accountability." I think we have reason to worry, Lori. Bev, who has become a total grump I am always fearful that many children who deserve Special Education Support(and have a legal right to it) will be denied those services. I amreassured by our local RtI team and consultants that that is not the case,but believe me, I will be watching.Lori _________________________________________________________________ Get more out of the Web. Learn 10 hidden secrets of Windows Live. http://windowslive.com/connect/post/jamiethomson.spaces.live.com-Blog-cns!550F681DAD532637!5295.entry?ocid=TXT_TAGLM_WL_domore_092008 _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
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