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

2. 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

3. 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

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

5. Continuum of Placement Options

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

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

20. 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