1. Special Education in the Gen Ed Classroom
Tools and Strategies for Inclusion
C&I 216

2. Objectives
The C&I 216 Students, will understand the role of a general education teacher in the education of students will disabilities, so that when given a IEP the students will generate acceptable instructional modifications.

3. What is Special Education?
The Individuals with Disabilities Education Act (IDEA)
legal basis of how and what programs will be in place for the special needs student.
Guidelines provided by IDEA
Students should be identified to have special needs through nondiscriminatory means.
The parent must be involved in the process.
Students should be taught in the least restrictive environment (LRE). – the placement should be as most like the regular classroom as possible. Push for “Inclusion”
Each child must have an individualized education plan (IEP).

4. Defining Disability / Disorder
High-incidence disabilities / disorders
communication disorders (speech and language impairments)
specific learning disabilities (including attention deficit hyperactivity disorder [ADHD])
mild/moderate mental retardation
Low-incidence disabilities / disorders
blindness / low vision
deafness / hard-of-hearing
significant developmental delay
complex health issues
serious physical impairment
autism
emotional or behavioral disorders

5. Activity (Special Education Needs)
Student Needs
Academic
Classroom Behavior
Physical
Social
Disabilities
Learning Disabilities
Behavioral Disorders
Mild Intellectual Disabilities
Others (Communication Disorders, Physical Impairments, ADHD, Sensory Disorders, Autism Spectrum, etc…)

6. Individualized Education Plans
Individualized Education Plan (IEP)
IEP concerned with equal access to education
Process & Eligibility
Designed for one student / highly individualized
Involves teacher, parents, resource personnel & administrators
Requires a general education teacher
Created and Reviewed annually by an IEP team
Defines appropriate adaptations and accommodations
extra time for tests
having tests read
spelling not counted off on in-class assignments

7. The development of the IEP
Each student’s strengths and needs are assessed and considered by a team of professionals (including a general education teacher, the parents, and most times the student
Schools use the IEP to guide their provision for services; and parents use it to track whether a student is receiving services and meeting their goals.

8. IEP Considerations Areas of Strengths Areas of Needs
Achievement Levels
Goals
Classroom Accommodations
Action Plan / Timeline

9. Strategies for Adapting Instruction
Modify Materials and Activities
Clarify Task Directions
Add Prompts
Teach to specific student errors
Teaching Procedures
Give additional presentation of skills and information
Provide additional guided practice
Make consequences for successful performance more attractive
Slow the pace of instruction

10. Strategies for Adapting Instruction (cont.)
Task Requirements
Change the criteria for successful performance
Change task characteristics
Break each task into smaller subtasks

11. Classroom Accommodations
Examples:
for lectures, he gets preferential seating.
For tests/exams, he gets extended time for completion, open book exams and alternative seating.
For environment, he gets preferential seating.
For assignments, he gets directions given in a variety of ways, extended time for completion, he maintains and assignment notebook, and gets assistance in recording assignments.
For reinforcement, they use positive/concrete reinforcers, frequent reminders of rules, check often for understanding/review.
For pacing, he is allowed frequent breaks/vary activities.

12. IEP Examples/Information
Textbook: P
Online: Pgs of

13. Other Supports Section 504 Plan
Does not require that a student be determined to need special education
Parents are notified of placement, but participation is not required by law
Periodic re-evaluation
Does not require an IEP, but does require a plan
Student not eligible, or no longer eligible for an IEP may receive assistance through a 504

14. Strategies for Inclusion
Classroom environment
Let students know what your “plan” is for the day
Seat student in area free from distractions.
Maintain structure and routine in your class.
Have upcoming assignments clearly posted.
You may have to allow the student frequent breaks.
Have an agreed upon cue for student to leave the classroom.
Reduce visual distractions in the classroom.
Allow student to listen to music while completing tasks

15. Strategies for Inclusion
Time Management & Transitions
Space short work periods with breaks.
Provide additional time to complete assignment.
Inform student with several reminders, several minutes apart, before changing from one activity to the next.
Reduce amount of work from usual assignment (all evens or all odds).
Provide a specific place for turning in assignments.
Have a clear and visible timer available for tasks. (Cool Timer!)

16. Strategies for Inclusion
Instruction
Break assignments into segments of shorter tasks.
Provide a model of end product.
Provide written and verbal direction with visuals.
Highlight to alert student attention to key points within the written directions of the assignment.
Provide outlines, study guides, copies of overhead notes.
Make sure you have the students attention before beginning a lesson.
Limit the number of concepts presented at one time.
Provide incentives for beginning and completing material.

17. Strategies for Inclusion
Grading & Assessment
Provide a quiet setting for test taking
Allow for oral responses.
Divide test into small sections.
Grade spelling separately from content.
Allow as much time as needed to complete.
Change percentage of work required for passing grade.
Provide monitored breaks from test.

18. Strategies for Inclusion
Behavior
Avoid confrontations and power struggles.
Develop a system or code that will let the student know when behavior is not appropriate.
Ignore attention seeking behaviors that are not disruptive to the classroom.
Arrange a designated safe place that student can go to.
Develop a code of conduct for the classroom and visually display it in an appropriate place where all students can see it, review it frequently.
Develop a behavior intervention plan that is realistic and easily applied.

19. The INCLUDE Strategy Identify classroom demands
Note learning strengths and needs
Check for student success
Look for problem areas
Use information to brainstorm
Decide on adaptations
Evaluate student progress