If a less then proficient student requires intensive instructional services, does that mean they are eligible for special education services?
Not at all! The different cycles of instruction outlined by the Instructional Decision-Making process reinforces the notion that one size does not necessarily fit all and makes available to them the option of accessing several levels or cycles of instruction that can be assessed by students based upon their unique and individual needs. Should a school team identify that a student’s needs are not being adequately addressed by a particular level of instruction, the process allows for the system to increase the instructional intensity for that student in hopes that there will be a better match between the additional instruction offered and the needs of the student. The only conclusion that can be made at this point is that the needs of the student exceeded the capacity of the “less intense” cycle of instruction and more intensive instruction might be necessary. If the data collected suggests that this level of instruction is adequate for the student, team members can continue to implement
Related Questions
- A student has a disability referenced in the IDEA, but does not require special education services. Is such a student eligible for services under Section 504?
- Does having a diagnosis of NLD mean a child is eligible for special education services?
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