Transcript General education classroom with consultation

Exceptional Children
An Introduction to Special Education
Tenth Edition
William L. Heward
© 2013, 2009, 2006, 2003, 2000
Pearson Education, Inc. All rights reserved.
Chapter 2
Planning and Providing
Special Education Services
Focus Questions
Why
must the planning and provision of special education be
so carefully sequenced and evaluated?
What
are the intended functions of prereferral intervention?
What
does the disproportionate representation of students
from diverse cultural and linguistic groups in special education
say about the field?
How
do collaboration and teaming impact the effectiveness of
special education?
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Exceptional Children, 10e
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Focus Questions (cont.)
How
should the quality of a student’s individualized education
program (IEP) be judged?
Is
the least restrictive environment always the general
education classroom? Why?
What
elements must be in place for a student with disabilities
to receive an appropriate education in inclusive classrooms?
In
what ways has special education been most successful?
What are the field’s greatest shortcomings and challenges?
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Exceptional Children, 10e
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The Process of Special Education
Prereferral Intervention
•
Provide immediate instructional and/or behavioral assistance
•
Response to intervention-more formal and systematic process
Evaluation and Identification
•
All children suspected of having a disability must receive a
nondiscriminatory multi-factored evaluation
Program Planning
•
An individualized education program must be developed for
children identified as having a disability
Placement
•
The IEP team must determine the least restrictive educational
environment that meets the student’s needs
Progress Monitoring, Review, and Evaluation
•
The IEP must be thoroughly and formally reviewed on an
annual basis
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Exceptional Children, 10e
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Disproportionate Representation
Concerns
Disproportionate representation of students from culturally and
linguistically diverse groups in special education
• Are children wrongly placed in special education programs
resulting in being denied appropriate educational
interventions?
• Are children overlooked because of their membership in
specific ethnic groups resulting in being denied access to
needed special education?
Causes
Are students from some ethnic groups more likely to have a
disability?
Do inherent problems in the referral and placement process bias
the identification of “minority” children?
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Disproportionate Representation
Factors that Contribute to Disproportionality

Incongruity between teachers and culturally and
linguistically diverse students and families, which may lead
to biased referrals

Inaccurate assessment of culturally diverse students

Ineffective curriculum and instructional practices for
culturally diverse students
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Collaboration and Teaming
Special education is a team game
•
The team plans, delivers, and evaluates the program of
specially designed instruction and related services to meet
unique needs.
Collaboration
•
Teachers are better able to diagnose and solve problems in
the classroom when they work together
•
Coordination - ongoing communication and cooperation to
ensure that services are provided in a timely and systematic
fashion
•
Consultation - team members provide information and
expertise to one another
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Collaboration and Teaming (cont.)
Teaming
•
Multidisciplinary team - composed of professionals from
different disciplines who work independently of one another;
each member conducts assessments, plans interventions, and
delivers services
•
Interdisciplinary team - characterized by formal channels of
communication between members; although each
professional usually conducts discipline-specific assessments,
the interdisciplinary team meets to share information and
develop intervention plans
•
Transdisciplinary teams - Members seek to provide services
in a uniform and integrated fashion by conducting joints
assessments, sharing information and expertise across
discipline boundaries, and selecting goals and interventions
that are discipline-free
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Collaboration and Teaming (cont.)
Co-teaching
• One
teaching/one helping
• Parallel
teaching
• Station
teaching
• Alternative
• Team
teaching
teaching
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Individualized Education Program
(IEP)
IDEA requires that an IEP be developed and implemented for every
student with disabilities between the ages of 3 and 21
Individualized family service plans are developed for infants and
toddlers from birth to age 3
The IEP team must include the following members:
•
Parents
•
General education teachers
•
Special education teachers
•
LEA representative
•
An individual who can interpret evaluation results
•
Others at the discretion of the parent or school
•
The child with a disability whenever appropriate
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IEP Components
○
A statement of present levels of academic achievement and
functional performance
○
A statement of measurable annual goals
○
A statement of how the child’s progress will be assessed
○
A statement of special education and related services and
supplementary aids and services
○
An explanation of the extent to which the student will not participate
with non-disabled children in general education
○
A statement of any Individual assessment accommodations
○
The projected date for the beginning and duration of services
○
Beginning at age 16, an individual transition plan must be
developed
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IEP Functions and Formats
IEP functions to provide
• teachers and families with the opportunity to be
realistic about children’s goals and creative in how
to meet these goals
• a measure of accountability for teachers and
schools
IEP formats vary widely across school district
The IEP is not the same as curriculum; IEP
objectives are not comprehensive enough to cover
the entire scope and sequence of what a student is
to learn
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Exceptional Children, 10e
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Least Restrictive Environment
(LRE)
LRE is the setting that is closest to a general education
classroom and also meets the child’s special
educational needs
•
LRE is a relative and wholly individualized concept
•
Removal from the general education classroom should take
place when the severity of the disability is such that an
appropriate education cannot be achieved
•
Placement must not be regarded as permanent
•
Proper placement for a child is determined by the IEP team
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A Continuum of Services
Least Need for Specially Designed Instruction & Supports
Many Number of Students
General education classroom
Student receives a prescribed program under the direction of the general
education classroom teacher
General education classroom with consultation
Student receives a prescribed program under the direction of the general
education classroom teacher, who is supported by ongoing consultation from
the special educator(s).
General education classroom with supplementary instruction and
services
Student receives a prescribed program under the direction of the general
education classroom teacher and also receives instruction and related services
within the general education classroom from the special educator and/or a
paraeducator.
Resource room
Student is in the general education classroom for the majority of the school
day but goes to the special education resource room for specialized instruction
for part of each school day.
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A Continuum of Services (cont.)
Most Need for Specially Designed Instruction & Supports
Few Number of Students
Homebound or hospital
Student receives special education and related services at home or in a
hospital program
Residential school
Student receives special education and related services from specially trained
staff in a residential facility in which children receive care or services 24 hours
a day.
Separate school
Student receives special education and related services under the direction of
a specially trained staff in a specially designed facility (day program).
Separate classroom
Student attends a special class for most or all of the school day and receives
special education and related services under the direction of a special
education teacher.
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Inclusive Education
Inclusion means educating students with disabilities in general
education classrooms
• The LRE principle requires that students with disabilities be
educated in settings as close to the general education
classroom as possible
Placement in a special education setting does not guarantee
that a child will receive the specialized instruction he or she
needs
Cooperative learning activities provide a strategic approach for
integrating students with disabilities in both the academic
curriculum and the social fabric of the classroom
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Promoting Inclusion with
Cooperative Learning

Cooperative learning activities provide a strategic approach
for differentiating instruction and integrating students with
disabilities into both the academic and social fabric of the
classroom.

Cooperative learning arrangements should include
Group goals
Individual accountability

Classwide Peer Tutoring is a research-based form of
cooperative learning
Heward
Exceptional Children, 10e
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Arguments For Full Inclusion
Full inclusion is the belief that the continuum of alternative
placement should be dismantled and all students with
disabilities placed in general education classes.
Advocates of full inclusion contends that the LRE
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•
legitimates restrictive environments
•
Confuses segregation and integration with intensity of
services
•
Is based on a readiness model
•
Sanctions infringements on people’s rights
•
Requires people to move as they develop and change
•
Directs attention to physical settings rather than to the
services and supports people need
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Where Does Special Education
Go from Here?
The promise of a free, appropriate public education for all children with
disabilities is an ambitious one. It will make
• educational opportunities a reality for all disabled children
• our schools healthier learning environments for all children
IDEA has far-reaching effects
• in place of the once-prevalent practice of excluding children with
disabilities, school now seek the most appropriate way of including
them
There are problems and concerns with the implementation of IDEA
• Insufficient funding from the federal government
• Excessive paperwork, unclear guidelines, and inappropriate groups
of students with disabilities
• Overrepresentation of students from diverse groups
• Lack of training or support for general education teachers when
students with disabilities are included in their classrooms
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