Chapter 12 Instructional Settings © Taylor & Francis 2015

INSTRUCTIONAL SETTINGS MATTER IDEA specifies that students must have access to an array of educational placements. Instructional settings can include typical school classrooms or specialized placements. Historically, many instructional settings were not accessible to people with cognitive and intellectual disabilities. © Taylor & Francis 2015

INSTRUCTIONAL SETTINGS MATTER Progressive inclusion is the historical trend to include more people who were previously “outsiders” into the mainstream of society. Changes in terminology about placements have reflected a revolution in expectations about instruction. “Two box” system of schooling refers to the tendency to categorize school practices by “types” of students, resulting in segregated educational experiences for students with disabilities. © Taylor & Francis 2015

INSTRUCTIONAL SETTINGS MATTER Continuum of placements emerged as a way of identifying a range of instructional settings. A continuum of supports is more instructionally relevant than a continuum of placements. There has been continuing criticism over the continuum of placements. The term mainstreaming often has been used erroneously to describe simply placing students with disabilities into general education classes. © Taylor & Francis 2015

INSTRUCTIONAL SETTINGS MATTER Physical Space Mainstreaming involved the physical presence of students with and without disabilities. Social Interaction Mainstreaming involved deliberate and planned interactions between students with and without disabilities. Instructional Mainstreaming provides instructional support for students without separating them from general education classes and peers. © Taylor & Francis 2015

INSTRUCTIONAL SETTINGS MATTER Inclusive schools are the result of school reform efforts to provide support to students without removing them from typical school settings. Least Restrictive Environment (LRE) continues to be used when deciding placements so that students with disabilities will be educated with their peers without disabilities to the maximum extent possible. Continuing debate over LRE involves if the schooling should be least restrictive or most educational. © Taylor & Francis 2015

DO INSTRUCTIONAL SETTINGS AFFECT INSTRUCTION? In institutional settings, staff often provide only custodial care. Instructional settings affect both adults and students in those settings. Developmentally integrated settings are those that include students with and without disabilities. Children without disabilities learn about cognitive and intellectual disabilities from direct contact with students. Without the opportunity to establish typical social relationships, many children will develop “caregiving” behavior patterns instead of behavior patterns typical of peers. Questions about the efficacy of separate education programs have existed for many years. © Taylor & Francis 2015

INSTRUCTIONAL SETTINGS CHANGE AS PEOPLE GROW There is wide variability in the use of separate special education settings across the states. Many school districts report financial reasons influence their placement decisions. Placements for infants and toddlers include home-based and center-based placements. Different placements for infants and toddlers have advantages and disadvantages. Specialized placements for school-aged children are often designed for community or vocational programs. Adult settings include residential, post-secondary, and vocational options. © Taylor & Francis 2015

INSTRUCTIONAL SETTINGS CHANGE AS PEOPLE GROW Competitive employment implies that people obtain and hold jobs with little organized or professional assistance. Supported employment includes a system of support to enable the individual to succeed in regular community jobs. Sheltered employment involves work in a disability-only adult setting. Supported living includes intermittent assistance for adults in community homes. Sheltered living includes a range of disability-only living arrangements. © Taylor & Francis 2015

INSTRUCTIONAL SETTINGS CHANGE AS PEOPLE GROW Numerous legal challenges have helped define principles for deciding instructional placements. Principle of exportability states that services and supports should be “exported” to students in typical school environments. Removal of students from typical settings requires substantial justification. The “right” setting is one that helps students gain opportunities for growth and development. © Taylor & Francis 2015

WHAT PRINCIPLES GUIDE DECISIONS ABOUT INSTRUCTIONAL SETTINGS? Accommodations Make Settings Instructionally Relevant Instructional accommodations include adaptations, adjustments, changes, and supports. Accommodations include both minimal and significant changes. Accommodations include changes to rules and routines, changes to materials, and changes in the way a task is performed. Instructional accommodations should be linked to students’ IEPs. © Taylor & Francis 2015

WHAT ACCOMMODATIONS ? 1. Change the rules and routines that govern the activity. 2. Change the materials used during the activity. 3. Change the way the task is performed. © Taylor & Francis 2015

ALL OR NOTHING? Partial Participation Instructional accommodations allow students to partially participate in typical routines, activities, and settings. © Taylor & Francis 2015