Frequently Asked Questions

How can a special education teacher work with the LC and classroom teacher to form needs-based groups?

The LC can coordinate group formation in general education classrooms on the basis of DIBELS results.  The special education teacher can take advantage of this input when they “push in” during the block.  Self-contained SLD teachers might also find it advisable to consult with the LC on group formation in that setting.

What about children who are too slow to score near the DIBELS benchmarks?

Speeded assessments like DIBELS tend to confirm the obvious for some of our special learners – that is, their processing is too slow to be effective.  In the case of DIBELS, many score in the high-risk category and that’s that.  Because there are two dimensions – speed and accuracy – examining the responses on DIBELS measures can sometimes reveal useful information about what a child knows.  This diagnostic use of DIBELS can provide important clues for planning appropriate instruction, but other assessments may be needed as well, especially those that do a systematic job of breaking down a troublesome area.  Informal tests of phonological awareness, phonics and sight word inventories, and other assessments can be instrumental in determining a child’s needs.

Shall we place children in grade-level materials if their instructional reading level is below grade level?

The policy of Reading First has been to implement a particular finding of the National Reading Panel: that a combination of whole-class and needs-based group instruction works best.  This means that, during part of the block, mainstreamed special learners will participate with their regular education classmates in experiences related to core selections.  The rationale for their doing so is (1) that they can learn much from the social interaction involved and (2) that their problems will not interfere with their comprehension as long as sufficient scaffolding is provided by the teacher.  Core selections at grade level will need to be heavily supported by the classroom teacher in order to meet this goal.  Portions will need to be read aloud, for example, during the course of a unit.

How can special education teachers help regular education teachers set up effective centers?

Centers have been a concern to LCs and classroom teachers as well.  FCRR has produced at least one PowerPoint on the subject, available at their site.  While stopping short of offering specific advice, it does offer guidelines.  It might be a good starting place.  Remember that centers might include assistive technology, integrated learning centers, and other software applications selected to address assessed needs.  Centers can, of course, include conventional print-based materials as well.

Special educators may be tempted to use materials they have “on the shelf,” but they need to be careful about layering.   A hodge-podge of materials may confuse some children and actually be counterproductive.  After all, these children may be least likely to adapt to a variety of materials.  Keep in mind that the classroom teachers and LCs have been working on the “center problem” for some time and may have developed workable solutions.  They should be able to offer productive suggestions.