0. The Inclusive Classroom: Strategies for Effective Differentiated InstructionBy
Margo A. Mastropieri
Thomas E. Scruggs
Blanche Jackson Glimps, Contributor
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014,2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

1. Teaching Students with Lower-Incidence Disabilities
Chapter 4
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014,2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

2. Objectives
Describe the prevalence and characteristics of students with physical disabilities and other health impairments.
Describe the prevalence and characteristics of students with autism.
Describe the prevalence and characteristics of students with severe and multiple disabilities.
Describe the prevalence and characteristics of students with visual impairments.
Describe the prevalence and characteristics of students with hearing impairments.
Describe adaptations and modifications to promote inclusion of students with lower-incidence disabilities.
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014,2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

3. Lower-Incidence Disabilities
Less common in schools
Cover wide range of disabilities
Can be present at birth (congenital)
Can be acquired (adventitious)
Some have severe disability, others mild
Some are temporary, others permanent, or life-threatening
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014,2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

4. Physical Disabilities and Other Health Impairments
1.0% of the school age population (.1% physical) (.9% other health-related) or 10.9% of students served under IDEA
Orthopedic impairments
Damage to the skeletal system
Neuromotor impairments
Damage to the nervous system
Terminology
Quadriplegia (both arms and legs impaired)
Paraplegia (legs are impaired)
Hemiplegia (either the left or right side of the body)
Diplegia (both legs are involved more than the arms)
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014,2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

5. Other Health Impairments
Physical or medical conditions resulting from diseases or illnesses
Great variability in severity level
Some improve over time, others permanent
Some examples include:
Cancer
Acquired immune deficiency syndrome (AIDS)
Allergies
Asthma
Fetal alcohol syndrome
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014,2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

6. Physical and Health-Related Disabilities
Cerebral Palsy
Spina Bifida
Muscular Dystrophy
Traumatic Brain Injury
Epilepsy
Arthritis
Asthma and Allergies
Diabetes
Fetal Alcohol Syndrome
Acquired Immune Deficiency Syndrome (AIDS)
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014,2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

7. Classroom Adaptations
Prepare the class
Monitor medical guidelines
Be aware of medication
Plan for fatigue
Establish emergency procedures
Plan for seizures
Moving and positioning students
Adapt for chronic medical conditions
Dealing with terminal illness
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014,2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

8. Additional Classroom Adaptations
Adapt the physical environment
Arrange the classroom to meet the mobility requirements
Adapt instructional materials
Assistive technology
Adapt instruction
Instructional support
Wait time
Peer assistance
Adapt evaluation
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014,2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

9. Autism
A disorder characterized by impairments of social, emotional, and intellectual functioning
.3% of school-age population, or 3.7% of students served under IDEA
Typically identified before age 3, although some symptoms may appear later
Prevalence appears to be increasing, although reasons are not clear
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014,2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

10. Autistic Spectrum Disorders
Autism is often used as a generic term for a broad group of five related categories that all fall under the umbrella of autistic spectrum disorder.
Rett’s disorder
Childhood disintegrative disorder
Asperger’s syndrome
Autistic disorder
Pervasive developmental disorder
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014,2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

11. Communication Strategies
Establish effective communication
Sign language
Augmentative or Alternative Communication is important
PECS- Picture exchange communication system teaches students to use pictures and symbols to communicate
Apps developed for tablets such as iPad
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014,2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

12. Strategies Direct Instruction Applied Behavior Analysis
Small group or one-on-one structured, teacher-directed lessons, with direct questioning and response, teacher feedback and praise, careful monitoring of progress
Applied Behavior Analysis
Use of reinforcement for appropriate behaviors and careful documentation of behaviors
Develop Social Competence
Social stories
Simple sentences and pictures to demonstrate the desired social behavior
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014,2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

13. Severe and Multiple Disabilities
Individuals with moderate, severe, and profound disabilities represent about 15% of all individuals with intellectual disability, .12% of the school age population and 1.3 % of students served under IDEA
Multiple disabilities refers to the presence of two or more impairments that significantly influence an individual’s ability to learn and function without adaptations
Individuals with multiple disabilities represent about .20% of school age population and about 2.2% of students served under IDEA
Placements is usually determined by the case conference team and depend on the priorities for the student, their strengths, and needs
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014,2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

14. Classroom Adaptations
Establish good working relationships with paraprofessionals and others who work with the student
Increase disability awareness for your students
Conceptualize inclusive instruction
Focus on activities that can be engaged in by all students
Differentiate instruction
Engage in “curriculum overlapping”
Monitor special health care needs
Adapt instructional delivery
Make classroom adaptations
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014,2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

15. Visual Impairments
Students with visual impairments make up one of the smallest disability areas or about .04% of the school age population and .4% of students served under IDEA
Range from mild to moderate to severe
Legal definition includes acuity assessment information
Educational definition linked to learning to read
Individuals are legally blind if their visual acuity is 20/200 or less even with corrective lenses
This means a person sees something at 20 feet that a person with normal vision sees at 200 feet
Partially sighted if their visual acuity is 20/70
Person can see something at 20 feet that a person with normal vision sees at 70 feet
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014,2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

16. Educational Definition of Visual Impairments
Based more on the method necessary for learning to read.
Many individuals classified as legally blind have some vision and can learn to read using enlarged print
Often referred to as students with low vision
Others are totally blind and learn to read using the Braille system or by ear using audiotapes
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014,2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

17. Causes Can be present at birth or acquired later in life
Common causes include
Glaucoma
Cataracts
Diabetic retinopathy
Coloboma
Retinitis pigmentos
Retinopathy of prematurity
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014,2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

18. Characteristics
Delayed language development due to restriction of visual experiences
May rely on the tactile and auditory senses
Students may miss opportunities for learning incidentally and need to have information presented in alterative formats
Some may engage in repetitive behaviors
Mobility skills vary depending on many factors
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014,2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

19. Strategies Adapt the physical environment
Adapt instructional materials
Enlarge and enhance printed materials
Use assistive technology
Convert print to Braille formats
Use oral output devices
Use Descriptive Video Service
Use tactile and three-dimensional mode
Adapt instruction
Be explicit when giving oral presentations
Allocate sufficient time to complete tests
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014,2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

20. Hearing Impairments
.1% of the school age population and 1.2% of students served under IDEA
Range from mild to moderate to severe to profound
Greatest educational distinction between hard of hearing and deaf
Hard of hearing hear speech tones when wearing hearing aids
Persons who are deaf cannot hear even with hearing aids
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014,2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

21. Types Prelingual Postlingual Types Children who are born deaf
More difficulty with language development
Postlingual
Acquire deafness after age 2
Types
Conductive impairment- damage to outer or middle ear
Sensorineural- inner ear damage
Can be a combination of the two
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014,2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

22. Identification
Pure tone audiometers are used to assess hearing ability
Levels of hearing are classified along a continuum
Slight hearing losses (27-40 dB) may not have difficulty in most school situations
Mild losses (41-55 dB) may miss up to 50% of classroom discussion if voices are faint or faces cannot be seen
Moderate losses (56-70 dB) can understand only loud speech, and may have limited vocabularies
Severe losses (71-90 dB) may be able to hear loud voices within 1 foot of the ear
Profound losses (>90 dB) may hear some loud sounds, sense vibrations, and may rely on vision rather than hearing
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014,2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

23. Causes Heredity Prenatal infections such as maternal rubella
Ear infections
Meningitis
Head trauma
Prematurity
Oxygen deprivation during birth
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014,2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

24. Characteristics Many children with hearing impairments have:
Academic and cognitive deficiencies
Developmental lags due to difficulties processing language
Feelings of isolation in inclusive classes due to less interaction between individuals who are deaf and those with typical hearing
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014,2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

25. Educational Programming
Ongoing debate concerning the best approach for teaching
Total communication-involves using both oral and manual methods
Oral approaches-eliminates any manual components used in total communication
Sign language or manual approaches-maintains the unique culture of the deaf
Cochlear implants
Signing systems
American Sign Language
Fingerspelling
Signing Exact English
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014,2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

26. Strategies Adapt the physical environment
Adapt instructional materials
Use technology including FM systems
Use visuals
Use language cards
Adapt instruction
Connect new knowledge to real world experiences
Reiterate major points and provide outlines
Use hand signals or devise a signaling system
Use a “listen, then look, then listen” sequence of instruction
Repeat information
Plan for interpreters
Work with family members
Adapt evaluation
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed, Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014,2010, 2007, 2004, Pearson Education, Inc. All rights reserved.