What are the three steps in the management plan for students with disabilities or developmental delays?

What are the three steps in the management plan for students with disabilities or developmental delays?

• A. Responsiveness to intervention 2. Section 504 plan 3. IDEA/IEP
• B. Individual therapy; 3. Regular evaluation; 4. Parent conference
• C. Diagnosis; 2. Medication; 3. Follow-up
• D. Counseling; 2. Tutoring; 3. School transition

Answer: (A)

The idea behind planning for students with disabilities or developmental delays is to move from early identification and support to formal accommodations or specialized instruction as needed. The three steps are: first, Responsiveness to Intervention, a proactive, data-driven framework in general education that uses multiple tiers of targeted instruction and frequent progress monitoring to identify students who need additional help. This step emphasizes early intervention and data to decide who needs further assessment. Second, a Section 504 plan, which comes into play when a student has a disability that affects a major life activity and requires accommodations to access the general education environment. It provides specific supports and modifications to ensure equal opportunity, even if the student does not qualify for special education services. Third, IDEA/IEP, used for students whose disability requires specially designed instruction. The IEP outlines present levels of performance, annual goals, specific instructional services, related services, and placement, with active parental involvement and ongoing progress checks. This sequence reflects a continuum from general education supports to formal accommodations and then to individualized, specialized education as appropriate, ensuring every student receives the right level of support.

The idea behind planning for students with disabilities or developmental delays is to move from early identification and support to formal accommodations or specialized instruction as needed. The three steps are: first, Responsiveness to Intervention, a proactive, data-driven framework in general education that uses multiple tiers of targeted instruction and frequent progress monitoring to identify students who need additional help. This step emphasizes early intervention and data to decide who needs further assessment.

Second, a Section 504 plan, which comes into play when a student has a disability that affects a major life activity and requires accommodations to access the general education environment. It provides specific supports and modifications to ensure equal opportunity, even if the student does not qualify for special education services.

Third, IDEA/IEP, used for students whose disability requires specially designed instruction. The IEP outlines present levels of performance, annual goals, specific instructional services, related services, and placement, with active parental involvement and ongoing progress checks.

This sequence reflects a continuum from general education supports to formal accommodations and then to individualized, specialized education as appropriate, ensuring every student receives the right level of support.