1. Integration, Inclusion, and Support of Positive Outcomes
Chapter 2
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2. Topics Integration into the larger society
Normalization and deinstitutionalization
Self-determination, universal design, and new technologies
Integration into schools
Arguments for and against full inclusion
Collaboration and response to intervention
Participation in assessments
Early intervention and transition
Discipline of students with disabilities
Concluding thoughts on trends and issues 2

3. Integration Into the Larger Society
Philosophical and Historical Roots
Normalization
Positives and negatives
How far should it be taken?
Deinstitutionalization
Community-based services
Problems solved by deinstitutionalization
Self-determination
Universal design and UDL
Use of new technologies 3

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

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

11. 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

12. 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

13. 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

14. 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

15. Suggested Curriculum for Career Development at Various Grade Levels
Fig. 2.1
Source: Brolin, D. E., & Loyd, R. J. (2004). Career development and transition services: A functional
life-skills approach (4th ed., p. 430). Upper Saddle River, NJ: Prentice Hall. Reprinted with permission.

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

17. Transition in Relation to Standards, Opportunities, and Multiple Domains
Fig. 2.2
Source: Greene, G., & Kochhar-Bryant, C. A. (2003). Pathways to successful transition for youth with disabilities (p. 447). Upper Saddle River, NJ: Prentice Hall. Reprinted with permission.

18. 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