Strand 2: Special Education: The Most Intensive Intervention

Students who require Special Education services, the most intensive intervention, should have multiple options available to them that best address their specific learning needs. During the summer of 2017, SPDG provided extensive training for SPDG participating special educators and supervisors. The training centered around making special education the most intensive intervention and included training in reading foundations, assessment, and multi-sensory instructional strategies. During the coming 2017-2018 school year, Communities of Practice are underway to help support educators as they develop new and enhanced skills to assist their students in reaching their potential. Additional training will be provided during the Winter of 2017-2018 to expand and complete the skill set with training in assessment and adjustment of instruction, and application and generalization of newly learned skills. The impact of this new training is being carefully studied and plans for expansion of grant activity are underway. The goal is for all students with disabilities in Tennessee to eventually benefit from this intensive training.

Strand 2 Goal: Special Education as the Most Intensive Intervention

Topics are geared toward increasing the skills of the Special Education Teacher. The intended result is to empower the Special Education Teacher to be viewed as an expert in intervention for a student with a reading disability. Teachers trained will naturally be seen as valuable resources for child study teams and professional groups tackling curriculum issues. Strand 2 training elements promote:

  • A deeper knowledge of each student as a learner, patterns among content, and literacy as communication, both input and output.
    • Increased skills in this area will enable the special education teacher to provide more specific, relevant information regarding the learner. This will translate into higher quality instruction whether the instruction is being delivered by the General Education or Special Education Teacher.
  • Differentiation that is more specific to each learner.
  • Knowledge and use of higher-level diagnostics geared toward the underlying reasons for reading difficulties.
    • Diagnostic information will be carried through the reading process in the form of case studies from assessment to the IEP, informing present levels, goals, services, and accommodations.
  • The insightful use of diagnostic information to inform instructional decisions for targeted, aligned reading interventions.
  • A clear understanding of the characteristics of an effective interventionist, as well as an effective intervention.
  • Data-based decision making that uses context to inform instructional changes.
  • The use of strategies to overcome barriers to generalization and transfer of new knowledge and skills to various content and environments.

Strand 2 Resources

General Resources

Go to Strand 1 Information

Strand 2
Training Webinar Archive
with TN STEP

Accomodations for Students with Disabilities and English Language Learners



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