Lynn Fuchs

So, um, the first phase was that discrepancy model, the IQ achievement discrepancy model, and, uh, in the s- the same time you had Samuel Kirk talking about what dyslexia was.

The second phase was when they introduced RTI as an alternate model, and so you had people like, um, Doug and Lynn Fuchs talking about what RTI was.

And in the dyslexia side, you had Reid Lyon, who was working with the National Institutes of Health and setting up those reading research centers and talking about the new dyslexia definition from the International Dyslexia Association, which is now over 20 years old, and now they've replaced it with a new one.

So after it was, the law was rewritten, you ha- went into the third phase, which there was a lot of criticism of RTI and people insisting that there should be a new model, which would be, which later it, it became the, the PSW models.

All right, next one.

So on Clubhouse, we've had, you know, I've had the great honor of being able to interview such greats.

Um, one of which I'm very proud to have gotten an interview with Lynn Fuchs before she passed away, which is very special.

Um, yeah, but I was, I was giving, um, Eric some ideas for your guys' future interviews.

Think getting along with others, being able to attend in a classroom, speech and language deficits that make for difficult communicating, behaving in a socially appropriate way and so on here are two definitional descriptions of access first from the federation for children with special needs under fap which is a free appropriate public education which is a core part of idea the iep must specify all special education programs and services needed to support the child to one address skill deficits with iep measurable goals two make effective progress in the general education curriculum and meet standards third participate in academic and extracurricular activities with non-disabled children to the maximum extent appropriate and four make meaningful educational progress in demonstrating significant learning in all areas affected by the child's disability And the Michigan Alliance for Families writes, "...the purpose of special education is to ensure that all children with disabilities have available to them, again, a free, appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for future education, employment, and independent living." What does this mean for students, say, with the most significant cognitive disabilities who participate in their state's alternative assessments? A legal brief from La Verne University TISE Center found that many states and districts have erroneously concluded that students with the most significant cognitive disabilities need a different curriculum to successfully learn academics.

laws require that students who participate in the full curriculum receive instruction in the same grade level content as all other students however it is the achievement expected on the same grade level content that can be reduced in breadth depth and complexity To further clarify access, Dr. Lynn Fuchs, a highly respected expert in the field, explains in an interview, Question.

What should educators consider when thinking about access to the general education curriculum for students with disabilities? Answer.

My advice that if meeting a student's needs means teaching below grade-level content, be prepared to defend that decision.