Current Practices for Meeting the Needs of Exceptional Learners Chapter 2 1

Topics Evaluation & Identification Intent of Special Education Law Placement Issues Least Restrictive Environment Inclusion Teachers’ Role in Special Education Integration of People with Disabilities Standards-Based Reform 2

Inclusion In Schools Full Inclusion All students with disabilities attend general education classrooms in their neighborhood schools for the entire day and general education teachers have the primary responsibility for all students with disabilities Least restrictive environment Continuum of alternative placements (CAP) 4

Providing Special Education Levels of integration How and how much the student differs from average students Resources available in the school and community

Continuum of Placement Options

Reasons for Increase in Disabilities Children living in poverty, poor nutrition Babies born to teenage mothers Babies born to mothers with poor prenatal care, nutrition Babies born with low birth weight Environmental hazards Children subjected to abuse Cuts in social programs and services

Inclusion In Schools (cont’d) Arguments for Inclusion Labeling people may be harmful Special education pull-out programs have been ineffective People with disabilities should be viewed as a minority group Disability rights movement Handicapism Ethics are more important than empirical evidence

Inclusion In Schools (cont’d) Arguments Against Inclusion Educators and parents are largely satisfied with the continuum of placements General educators are unable or unwilling to teach students with disabilities Unwillingness to consider empirical evidence is professionally irresponsible Available empirical evidence does not support full inclusion In the absence of data supporting full inclusion, the continuum should be preserved

Inclusion In Schools (cont’d) Differentiated Instruction Prereferral Teams (PRTs) Groups of professionals who work with general education teachers to help identify alternative strategies for students before a referral for special education evaluation is made Response to Intervention (RTI) Usually provides for three standardized levels of intervention for students having problems, with closely monitored progress before a referral is made 5

Inclusion In Schools (cont’d) Models of Collaboration Collaborative consultation Cooperative teaching and other team arrangements Curricula and instructional strategies Cooperative learning Peer-mediated instruction Peer tutoring Peer confederates Partial participation

Inclusion In Schools (cont’d) Models of Collaboration (cont’d) Accommodations and adaptations Modifications Accommodations Adaptations Tiered assignments Training general education teachers to accommodate diversity

Assessments of Progress Progress Monitoring Outcome Measures Testing Accommodations The Context of NCLB 6

Early Intervention Arguments For Early Intervention The sooner intervention begins, the further a child is likely to progress Early support may prevent or reduce development of further disabilities Early intervention can help families cope and get needed services Individualized Family Service Plan (IFSP) Home-based Programs

Early Intervention (cont’d) Child-directed vs. Adult-directed Programs Inclusive Education Most preschoolers with disabilities receive their education in programs designed to serve diverse groups of learners

Teacher’s Roles Relationship between general and special education Radical reformers recommend that special education be eliminated as a separate, identifiable part of education. No clear distinction between “at risk” students and those with disabilities Controversy about inclusion of students with disabilities in general education classrooms

Expectations for All Educators Maximum effort to accommodate individual needs Evaluate academic abilities and disabilities Refer for evaluation Participate in eligibility conferences Participate in writing individualized education programs Communicate with parents or guardians Participate in due process hearings Collaborate with other professionals 8

Expectations for Special Educators Academic instruction of students with learning problems Management of serious behavior problems Evaluating technological advances Knowledge of special education law 9

Transition to Adulthood and Employment Transition services include: Outcome-oriented activities that promote movement from school to postsecondary education Vocational training Integrated employment Continuing adult education Adult services Independent living Community participation 9

Transition to Adulthood and Employment (cont’d) Making Transition Fit Level of Need Low-incidence disabilities High-incidence disabilities

Discipline of Students with Disabilities Controversy over “zero tolerance” Supports for desired behavior Manifestation determination Positive behavioral intervention plans Functional behavioral assessment (FBA) Positive behavioral supports (PBS) Positive behavioral intervention and support (PBIS) Interim alternative educational setting (IAES) 10