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. Introduction to Inclusive Teaching
Chapter 1
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
Understand federal laws protecting the educational services for students with disabilities.
Analyze several important court cases relating to students with disabilities.
Identify the disability categories served under IDEA.
Summarize and describe the legal foundations, litigation, and legislation concerning students with disabilities.
Describe the continuum of services available to students with special needs and the least restrictive environment concept.
Compare and contrast the issues surrounding inclusive instruction for students with 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. What are the Educational Rights for Individuals with Disabilities?
Before the passage of federal legislation mandating services for students with disabilities, these individuals were routinely and legally excluded from school.
Today, according to federal law, all students regardless of their disability, are entitled to a free and appropriate public education, including access to the general education curriculum.
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. Then and Now Mainstreaming Inclusion
More exposure to general classroom would be good for all
“Earn your way into general classroom”
First movement devoted to placement of students with disabilities
Students included for part of the day
Primary placement in general education
Students are the responsibility of the general classroom teacher
When necessary, students may receive some services in another setting
Additional support provided in general education
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. Who is Served Under IDEA?
Autism spectrum disorders
Deaf-blindness
Deafness
Emotional disturbance
Hearing impairments
Intellectual disabilities
Multiple disabilities
Orthopedic impairments
Other health impairments
Specific learning disabilities
Speech or language impairments
Traumatic brain Injury
Visual impairments including blindness
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. Other Groups to Consider
Though not covered under IDEA the following groups do require special consideration when teaching:
Culturally and linguistically diverse groups
At-risk
Gifted and talented
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. Legal Proceedings Brown v. Board of Education (Kansas)
1954- “Separate-but-equal” is illegal
Diana v. State Board of Education (California)
1970-Culturally biased tests can not be used for special education placements
PARC v. Commonwealth of Virginia (1972) and Mills v Board of Education of the District of Columbia (1973)
Established right to appropriate free education
Larry P. v. Riles (California)
1977- Standardized IQ tests for placement was discriminatory
Honig v. Doe (California)
1988- Suspensions longer than 10 days constitutes a change in placement
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. Section 504 Vocational Rehabilitation Act of 1973
Reauthorized as the Carl D. Perkins Career and Technical Education Act of 2006
Prevents discrimination against individuals with disabilities by any institution receiving federal funds
Provides for a free, appropriate public education
Applies to both schools and workforce
Students not eligible under IDEA who demonstrate a significant learning problem that affects their ability to function in school are 504 protected
Impairment defined as physical or mental
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. Americans with Disabilities Act (ADA)
Signed into law in 1990
Requires “reasonable accommodations” be provided in the workplace, and that individuals with disabilities may not be discriminated against
Also protects individuals enrolled in colleges and universities
Provides protection beyond high school
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. ADA Employers may not discriminate on the basis of disability
Employers may not ask if applicant has a disability
“Reasonable accommodations” must be provided in the workplace
New buses must be made accessible
Most communities must provide transportation
Rail services must accommodate individuals with disabilities within 20 years
Public locations- hotels, stores, and restaurants- are accessible
State and local governments may not discriminate
Telephone companies must provide adapted communication options for the deaf
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. Individuals with Disabilities Education Act (IDEA)
Originally signed in 1975 as the Education for All Handicapped Children Act (PL )
Amended several times since then, most recently in 2004 (IDEIA, 2004)
Most important provision:
all children, from 3-21, regardless of type or severity of disability, are entitled to a free, appropriate, public education
Discretionary funding provided for children with disabilities, aged 0-3
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. Six Principles of IDEA Zero Reject Nondiscriminatory testing
Free and appropriate education
Least Restrictive Environment
Due Process
Parent Participation
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. Additions to IDEA Transition Services Early childhood education
Statement of transition service needs must be included on the IEP by age 16
Early childhood education
Children younger than 3 are entitled to an individualized family service plan (IFSP) in place of the IEP
Assessments
Students with disabilities must participate in general state- and district-wide testing
Justification must be made for student to participate in alternate assessments
Early Intervening Services
Not more than 15% of funding received from the federal government can be allocated to RTI tiered services
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. No Child Left Behind Act of 2001
Also known as the Elementary and Secondary Education Act
While not written for students with disabilities, many aspects have important implications for special education:
Students with disabilities must be included in school-wide AYP goals
If students with disabilities receive accommodations for statewide tests, and those accommodations result in scores being unreliable or invalid, the student will not be considered to have participated in the assessment
Overall participation rate must meet the minimum requirement
All teachers hold full state certification or licensure
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. Continuum of Services Special facilities, nonpublic school
Level 7: (Most Restrictive)
Special facilities, nonpublic school
Level 6: Special school
Level 5:
Full-time special education classroom
Level 4:
General education classroom with resource room services
Level 3:
General education classroom with instruction, co-teaching, or other
services
Level 1: (Least Restrictive)
General education classroom
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. Resource and Self-contained Services
Resource Room Model
Students with disabilities leave the general education class for a designated period to visit the resource room and receive specialized services in language, reading, and math
Often referred to as the pull-out model
Self-contained Model
Students with disabilities receive all or most of their classroom instruction from special educators
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. Special Schools/Facilities and Related Services
The need for specialized instruction is considered so significant that a special school or facility is considered necessary
Special public or nonpublic schools are established to focus on the special needs of students
Related Services
Provided if the student require these services to benefit from special education
May include parent counseling/training, physical or occupational therapy, heath services, or transportation
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. Full inclusion vs. Continuum of Services
Proponents of a
Continuum of Services
Proponents of Full Inclusion
A continuum of service option is necessary
The general education classroom may also be stigmatizing
General education teachers are not prepared for full inclusion
General education classrooms may lack appropriate resources
Research does not support full inclusion as superior.
Full inclusion is a civil right
Full inclusion reduces stigma
Full inclusion is beneficial
Full inclusion is more efficient
Full inclusion promotes equality
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. Teachers’ Questions and the Full Inclusion Debate
What are the school and district-wide policies and procedures regarding full inclusion?
As a general educator, what are my obligations?
What types of modifications are expected?
Is this the best placement option for the student?
How will we evaluate whether or not the placement is successful?
What resources are available?
How can I receive training?
What kind of records and documentations should be maintained?
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. Teacher Attitudes
One of the most important determinants of inclusion success is the attitude of the general education teacher toward accommodating students with disabilities
Teachers report a need for additional planning time, additional training for inclusive teaching, and additional resources
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.