Supporting Students Through Special Education

Abstract

Students with disabilities require individualized, consistent, and research-based support in order to succeed academically and socially. Special education teachers are responsible for delivering high-quality instruction that bridges learning gaps and ensures equitable access to education. This Capstone explores the essential knowledge and practices every special educator must understand to effectively support students with disabilities. Core areas include writing present levels of academic achievement and functional performance (PLAAFP), assessing students using patterns of strengths and weaknesses, setting measurable goals, delivering specially designed instruction (SDI) based on evidence-based practices, implementing high-leverage practices, and conducting ongoing progress monitoring. One additional area of interest explored in depth will be the implementation of trauma-informed practices within special education settings to support students’ emotional regulation, strengthen family collaboration, and enhance learning readiness. The paper will include a literature review, a fictional case study of a student eligible under a specific disability category, and an intervention lesson plan that applies explicit instruction and scaffolded supports. By examining these foundational components, this Capstone aims to provide a comprehensive understanding of what it takes to support students through special education in today’s classrooms.

Keywords: special education, support, measurable goals, progress monitoring, SDI, HLPs, teaching strategies