Educational Placements and Services Chapter 9

Deno’s Cascade General Education Inclusive Class General Education Class and Resource Class Full-Time Self-Contained Class Special School Homebound

Self-Contained Classrooms Most restrictive setting in which students with LD are generally served Teacher’s Role: instruction in the entire curriculum plus non-subject areas (e.g., social skills, self- concept enhancement Student Characteristics: LD is so severe that student could not succeed in inclusive setting Effectiveness of SC: more costly and not found to be more effective than mainstream placements

Resource Rooms Types: Categorical – only students with LD Cross-Categorical: across disabilities at approximately same functioning level Noncategorical: all children with disabilities Specific-skills: curricular content Itinerant: not scheduled on daily basis Role of Teacher: a resource for the entire educational community, child with disability, parents, teachers, administrators, psychologist, and therapists, etc.

Resource Room Cont. Instruction: spend approx. 57% of time on direct instruction with students Assessment and Diagnosis: spend approx. 16% on formal and informal assessments Communication and consultation: assist general ed. with instructional strategies Paperwork: More than 10% of time on writing IEPs, parental notifications, documentation for eligibility, etc. Effectiveness: preferred placement, is effective when coupled with general ed. instruction

Inclusion Regular Education Initiative (REI) recommend elimination of all pull-out, recommend consultation instead primarily due to politics and costs Co-teaching model: general education teacher and special ed. work together

Issues in Placement Prereferral Modifications: simple as single- subject design-reinforcement Project RIDE: Responding to Individual Differences in Education – team approach Schoolwide Assistance Team: SWAT teams, team of teachers assist teacher and recommend a course of action and modifications

Specialized Instructional Strategies Peer Tutoring Reciprocal Across grade levels Across ability levels Cooperative Instruction (see 9.7, pg 293) Jigsaw Student Team Achievement Division Team-Assisted Individualization Group Investigation Attribution Training: practice positive statements about themselves (works on internal locus of control)

Specialized Instructional Strategies Cont. Color Lenses: visual-perceptual deficit theory Scotopic sensitivity (oversensitivity of white light) Irlen lenses Dietary and Biomedical approaches: Feingold diet: restriction of certain food additives such as artificial colors, flavors, and salicylates Megavitamins Trace elements: deficiencies in zinc, magnesium, chromium, and copper