copyright © 2007 by allyn & bacon teaching exceptional, diverse and at- risk students in the...

Copyright © 2007 by Allyn & Bacon

Teaching Exceptional, Diverse and At-Risk Students in the General Education

ClassroomFourth Edition

Sharon Vaughn

Candace S. Bos

Jeanne Shay Schumm


Chapter 1

Special Education and Inclusive Schooling

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IDEA

Individuals With Disabilities Education Act (IDEA)

All children with disabilities receive an appropriate education through special education and related services


Primary Characteristics of IDEA

Zero reject/Free appropriate public education Child Find Age (birth to age 21) Individualized Education Plan (IEP) Least Restrictive Environment Due Process Confidentiality of Records Advocacy Noncompliance Parent Participation


Recent Influences on IDEA

The No Child Left behind Act (NCLB) of 2001 was enacted to provide a framework on how to significantly improve elementary and secondary schools.


No Child Left Behind (NCLB) of 2001

NCLB addresses a number of issues.• Increased accountability.• School choice.• Greater flexibility for states, school districts,

and schools.• Putting reading first.


Influential Court Cases

1971-Pennsylvania Association for Retarded Children v. Commonwealth of Pennsylvania (PARC).

1972-Mills v. Board of Education of the District of Columbia.

1982-Board of Education of Hendrick Hudson Central School District v. Rowley.

1988-Honig v. Doe. 1999-Cedar rapids v. Garret F. Garret.


Key Provisions of IDEA 2004

Promotion of standards for all students. Eligibility determinations within 60 days. Use of response to intervention model instead

of discrepancy model. Increase federal funds for early intervention. Eliminate short-term or benchmark objectives

in IEP except for students taking alternative assessments.


Key Provisions of IDEA 2004 (continued)

Eliminate short-term or benchmark objectives in IEP except for students taking alternative assessments.

Raise certification standards for current and new special education teachers.

Provide flexibility in state funding. Levy sanctions for states that do meet standards of

implementation. Outline policies to prevent inappropriate or

disproportionate identification of students by race or ethnicity.


The Vocational Rehabilitation Act

Prevents any private organization that uses federal funds or any local or state organization from discriminating against persons with disabilities


Steps in Special Education Process

Step 1: Initial referral.

Step 2: Individual evaluation.

Step 3: Determining Eligibility.

Step 4: Individualized Education Plan (IEP).

Step 5: Annual review/reevaluation.


Least Restrictive Environment

Students are best served in the settings in which they can learn

Most will receive services in the general education classroom, with support services as necessary

Placement in a more restrictive environment must be made on a student-by-student basis


Determination of LRE

Has the school taken steps to maintain the child in the general education classroom?

Benefits of placement in general education with supplementary aids and services versus special education.

Effects on the education of other students.


Determination of LRE (continued)

If the students is being education in a setting other than the general education classroom, is he or she interacting with nondisabled peers to maximum extent possible?

Is the entire continuum of alternative services available from which to choose an appropriate placement?


Placement in Special Education

Full-time placement

Part-time Placement

Special School or Residential Facility

Homebound Instruction


The Individualized Education Program (IEP)

Developed and implemented by the multidisciplinary team (MDT)


IEP Must Include

Student’s present levels of performance

Measurable annual goals

Special education and related services to be provided to the student

Statement of program modifications or supports

An explanation of the extent, if any, to which student will not participate with non-disabled peers


IEP Must Include

Individualized modifications for state or district wide assessments

Projected date for the beginning of services

How progress towards annual goals will be measured

method to inform parents of their child’s progress toward annual goals

A transition statement


Persons Who are Required by law to Attend the IEP Meeting

Representative of the local education agency School representative other than the teacher Parents or guardians Student Student’s teacher Others whom the parents or school believe can

help develop the IEP


Multidisciplinary Team (MDT) Should Include:

Representative of the local education agency Classroom teacher Special education teacher Parents Evaluation specialist Student Professionals from related services


Related Services for Students with Disabilities

Speech Therapy Audiology Psychological Services Physical Therapy Occupational Therapy Recreation Early Identification and Assessment


Related Services for Students with Disabilities (continued)

Counseling Medical and school health services Transportation Social Work Recreation Orientation and Mobility Services


Responsibilities of Classroom Teachers

Participating in the referral and planning process

Response to instruction Consultation Adapting Instruction Collaboration


Prereferral Assistance Team

Provide suggestions to classroom teachers Accommodate students’ academic and

behavioral needs Reduce the need for referral to special

education Assist the teacher with the referral process, if

necessary


What are Disabilities?

Mental retardation Hearing impairments Vision impairments Speech and language

impairments Learning Disabilities Serious Emotional

Disturbance

Orthopedic impairments

Other health impairments

Autism Traumatic brain

injury Deafness and

blindness Multiple disabilities


Expanding the Impact of IDEA

Early intervention services beginning at birth to age 5

Transition Services– A coordinated set of activities for a student with

a disability– Designed within an outcome-oriented process– Promotes movement from school to post-school

activities


Inclusion

Mainstreaming

Inclusion (responsible versus irresponsible)

Full Inclusion


Guiding Practices for Educating Students with Disabilities

Academic and social progress of students with disabilities should be closely monitored and adjustments made if needed

Provide students with disabilities ample experiences with nondisabled peers without abolishing required special education support services

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