Transcript CHAPTER ONE SUCCESS FOR ALL STUDENTS IN THE GENERAL EDUCATION CLASSROOM

CHAPTER ONE
SUCCESS FOR ALL STUDENTS
IN THE GENERAL
EDUCATION CLASSROOM
Teaching Students with Special Needs in General Education
Classrooms, 8e
Lewis/Doorlag
ISBN: 0136101240
© 2011 Pearson Education, Inc.
All rights reserved.
Inclusion in Today’s
Classrooms
“MAINSTREAMING” versus “INCLUSION”
MAINSTREAMING: Refers to the inclusion of
students with special needs in the general
education process.
INCLUSION: The term most often used today to
describe the placement of students with special
needs in general education.
Teaching Students with Special Needs in
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Lewis/Doorlag
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Inclusion
“Inclusion is a more modern term than
mainstreaming but, unfortunately, its
meaning is imprecise.”
*It is important to determine what each
speaker or writer means by the term inclusion
because there are basic philosophical
differences between the approaches of full
inclusion and mainstreaming.
Teaching Students with Special Needs in
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Students With Special Needs


Students who have a disability that negatively affects
their school performance are served by special
education, and federal laws uphold their right to a
free, appropriate public education.
Other groups with learning needs significant enough
to warrant special consideration:



Gifted and talented students
Culturally and linguistically diverse students
Students at risk of school failure
Teaching Students with Special Needs in
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Lewis/Doorlag
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Individuals with Disabilities
Education Improvement Act

According to IDEA 2004, students with
disabilities include those with:
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Mental retardation
Hearing impairment (including deafness)
Speech or language impairment
Visual impairment (including blindness)
Serious emotional disturbance
(cont’d)
Teaching Students with Special Needs in
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Students with Disabilities (cont’d)

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Orthopedic impairment
Autism
Traumatic brain injury
Other health impairment
Specific learning disability
Deaf/blindness
Multiple disabilities
(ADD and ADHD are covered under other federal
legislation and as types of other health
impairments under IDEA.)
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Historical Perspectives And
Current Practices


THE PAST: Students with special needs were
placed in general education classes because
this was the only placement available.
THE PRESENT: Approximately 96% of
students with disabilities are educated in
regular schools. (U.S. Department of
Education, 2009)
Teaching Students with Special Needs in
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Lewis/Doorlag
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© 2011 Pearson Education, Inc.
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Current Sp. Ed. Services are a
function of Litigation and
Legislation
Teaching Students with Special Needs in
Teaching Special Students in General Education Classrooms 7th edition
General Education Classrooms, 8e
Rena B. Lewis and Donald Doorlag
© 2011 Pearson Education, Inc.
Lewis/Doorlag
Pearson Education, Inc.
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Case #1 - Landmark Education Litigation:
Segregated Schools?
• Brown v. Board of Education (See Linda)
• Supreme Court ruled “…segregation is inherently
unequal because it has the effect of causing the
minority group members to feel inferior, perhaps for
the rest of their lives. …In these days it is doubtful
that any child may reasonably be expected to
succeed in life if he is denied an opportunity of an
education.” “LEAs may be assigning students based
on color to substandard preparation to be a citizen?”
• This Supreme Court decision is based on the XIVth
Amendment to the U.S. Constitution..
Teaching Students with Special Needs in
Teaching Special Students in General Education Classrooms 7th edition
General Education Classrooms, 8e
Rena B. Lewis and Donald Doorlag
© 2011 Pearson Education, Inc.
Lewis/Doorlag
Pearson Education, Inc.
All rights reserved.
ISBN #0136101240
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Landmark Education Litigation
• Brown v. Board of Education is based on the
XIVth Amendment to the U.S. Constitution.
I wonder…What is the 14th
Amendment to our
Constitution? I also wonder
what the Bill of Rights is?
…hmm…any help from the
class? Tell your neighbor.
Teaching Students with Special Needs in
Teaching Special Students in General Education Classrooms 7th edition
General Education Classrooms, 8e
Rena B. Lewis and Donald Doorlag
© 2011 Pearson Education, Inc.
Lewis/Doorlag
Pearson Education, Inc.
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ISBN #0136101240
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XIVth Amendment
• “All persons born or naturalized in the United
States…are citizens of the…State wherein they
reside. No state shall make or enforce any law
which shall abridge the privileges or immunities
of citizens…
• …nor shall any state deprive any person of life,
liberty, or property, without due process of law.
Teaching Special Students in General Education Classrooms 7th edition
Teaching Students with Special Needs in
Rena B. Lewis and Donald Doorlag
General Education Classrooms, 8e
Pearson Education, Inc.
© 2011 Pearson Education, Inc.
Lewis/Doorlag
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ISBN #0136101240
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I think this is what “Big 14”
means. A state cannot
serendipitously take away our
house (a property) if ‘taking it
away’ makes us disadvantaged.
Teaching Students with Special Needs in
Teaching Special Students in General Education Classrooms 7th edition
General Education Classrooms, 8e
Rena B. Lewis and Donald Doorlag
© 2011 Pearson Education, Inc.
Lewis/Doorlag
Pearson Education, Inc.
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Interpreting XIVth Amendment
You got it Harry!
• …education was classified as a property,
which a person was entitled not to lose
without due process.
• The basic meaning of the final sentence is that fair
procedures must be followed before a state can deny
certain important interests of individuals. A denial of
an opportunity to succeed in life is such an important
interest.
Teaching Students with Special Needs in
Teaching Special Students in General Education Classrooms 7th edition
General Education Classrooms, 8e
Rena B. Lewis and Donald Doorlag
© 2011 Pearson Education, Inc.
Lewis/Doorlag
Pearson Education, Inc.
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ISBN #0136101240
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‘Tracking’ was an issue in case #2
Hobson v. Hansen ‘67
‘Tracking’ students (i.e., ‘smarter’
students attend more challenging courses
and ‘slower’ students are placed in a less
rigorous course of studies) also affected
the area of special education. …Next.
Teaching Students with Special Needs in
General Education Classrooms, 8e
Lewis/Doorlag
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© 2011 Pearson Education, Inc.
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Case # 2 ‘Tracking’ was an issue
Hobson v. Hansen ‘67
• Standardized tests were used to place
children in different academic tracks.
• Black children tended to be placed in the
“lower” tracks while white children were often
placed in higher tracks.
• A mechanism of “de facto” segregation
seemed to be in place.
•
The major reason tracking was criticized in Hobson v. Hansen.…
Teaching Students with Special Needs in
Teaching Special Students in General Education Classrooms 7th edition
General Education Classrooms, 8e
Rena B. Lewis and Donald Doorlag
© 2011 Pearson Education, Inc.
Lewis/Doorlag
Pearson Education, Inc.
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ISBN #0136101240
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The reason tracking was criticized in Hobson v. Hansen was based on the
reliability and validity of the tests used to make such decisions.
• It was found that the tests used to
track students were less a measure of
ability and more a measure of (SES).
• As a result legislation insisted on multifactored and nondiscriminatory testing
for any special placement.
Teaching Students with Special Needs in
Teaching Special Students in General Education Classrooms 7th edition
General Education Classrooms, 8e
Rena B. Lewis and Donald Doorlag
© 2011 Pearson Education, Inc.
Lewis/Doorlag
Pearson Education, Inc.
All rights reserved.
ISBN #0136101240
16
Case #3- ‘LRE:’ PARC v. Pennsylvania
Contributes to Sp. Ed.
• Children with mental retardation were
excluded from public schools in PA.
• Parents (Assoc. for Retarded Citizens) sued.
• Court ruled that their children were entitled to
a due process hearing before placement in
special education or denying a child
admission to school.
• The concept of “least restrictive environment”
(LRE) was advanced.
Teaching Students with Special Needs in
Teaching Special Students in General Education Classrooms 7th edition
General Education Classrooms, 8e
Rena B. Lewis and Donald Doorlag
© 2011 Pearson Education, Inc.
Lewis/Doorlag
Pearson Education, Inc.
All rights reserved.
ISBN #0136101240
17
Landmark Legislation for
Persons with Disabilities
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Civil Rights Legislation:
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Section 504 of the Vocational Rehabilitation Act of 1973
Public Law 101-336, the Americans with Disabilities Act of
1990
Legislation Related to Education:
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Public Law 94-142, the Education for All Handicapped
Children Act of 1975
Public Law 105-17, the Individuals with Disabilities Education
Act Amendments of 1997
Public Law 108-446, the Individuals with Disabilities
Education Improvement Act of 2004
Teaching Students with Special Needs in
General Education Classrooms, 8e
Lewis/Doorlag
ISBN #0136101240
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© 2011 Pearson Education, Inc.
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Landmark Legislation – Stick
and Carrot approaches
• Civil Rights
– Section 504 of the Vocational Rehabilitation Act of 1973
– Americans with Disabilities Act of 1990 (Applied all
legislation to private entities).
• Education:
– The Education for All Handicapped Children Act of 1975
(EHA).
– The Individuals with Disabilities Education Act (IDEA)
Amendments of 1997.
– The Individuals with Disabilities Education Improvement Act
of 2004 (IDEIA).
Teaching Students with Special Needs in
Teaching Special Students in General Education Classrooms 7th edition
General Education Classrooms, 8e
Rena B. Lewis and Donald Doorlag
© 2011 Pearson Education, Inc.
Lewis/Doorlag
Pearson Education, Inc.
All rights reserved.
ISBN #0136101240
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Section 504 - Recipients of Federal Assistance
may not…
– 1. Deny qualified handicapped persons equal
opportunities to participate or benefit from any
program or activity solely based on their handicap.
– 2. Provide benefits or services unequal to those
provided for non-handicapped persons.
– 3. Deny handicapped individuals the right to
participate in regular programs just because of
special programs that are available to them.
– (Note similarities with Civil Right Act and Title IX.)
Teaching Students with Special Needs in
Teaching Special Students in General Education Classrooms 7th edition
General Education Classrooms, 8e
Rena B. Lewis and Donald Doorlag
© 2011 Pearson Education, Inc.
Lewis/Doorlag
Pearson Education, Inc.
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ISBN #0136101240
20
1.4H
Americans with Disabilities Act
• Applied principles of 504 to nonfederally assisted programs
– Private colleges
– Businesses
– Transportation
No teeth.
Teaching Students with Special Needs in
Teaching Special Students in General Education Classrooms 7th edition
General Education Classrooms, 8e
Rena B. Lewis and Donald Doorlag
© 2011 Pearson Education, Inc.
Lewis/Doorlag
Pearson Education, Inc.
All rights reserved.
ISBN #0136101240
21
EHA through IDEIA Elements
to receive funding (carrots).
•
•
•
•
•
•
FAPE - Including Related Services
Due Process
Fair Assessments
LRE
IEP
5-21 (3-21)
Teaching Students with Special Needs in
Teaching Special Students in General Education Classrooms 7th edition
General Education Classrooms, 8e
Rena B. Lewis and Donald Doorlag
© 2011 Pearson Education, Inc.
Lewis/Doorlag
Pearson Education, Inc.
All rights reserved.
ISBN #0136101240
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EHA through IDEIA Elements
– Transition plan in place @ 16
– Rehabilitation counseling added as a
related service
– General education teachers required to
participate in IEP process unless excused
– Functional behavior assessment
Teaching Students with Special Needs in
Teaching Special Students in General Education Classrooms 7th edition
General Education Classrooms, 8e
Rena B. Lewis and Donald Doorlag
© 2011 Pearson Education, Inc.
Lewis/Doorlag
Pearson Education, Inc.
All rights reserved.
ISBN #0136101240
23
Benefits of Including
Students with Special Needs
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
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Students remain with their typical
peers; they are not segregated from the
normal activities of the school.
Labeling is de-emphasized.
Students leave the classroom for special
help, not to see the teacher of students
with intellectual disabilities or emotional
disturbance.
Teaching Students with Special Needs in
General Education Classrooms, 8e
Lewis/Doorlag
ISBN #0136101240
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© 2011 Pearson Education, Inc.
All rights reserved.
Benefits of Including Students
with Special Needs (cont’d)



Research indicates that students with
disabilities can achieve academic success in
mainstream classrooms.
General education students benefit from
association with their peers with special
needs (realistic introduction to U.S. society).
Teachers and specialist also gain when
students with special needs are included.
Teaching Students with Special Needs in
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Lewis/Doorlag
ISBN #0136101240
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© 2011 Pearson Education, Inc.
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The Role of Special Education



According to federal laws, special education is
instruction specially designed to meet the unique
needs of students.
Settings:
 Classrooms
 Homes
 Hospitals
Includes instruction in physical education.
Teaching Students with Special Needs in
General Education Classrooms, 8e
Lewis/Doorlag
ISBN #0136101240
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© 2011 Pearson Education, Inc.
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Definition of Special Education
(Heward, 2003)

“Special education is individually
planned, specialized, intensive, goaldirected instruction … Special education
is also characterized by the use of
research-based teaching methods, the
application of which is guided by direct
and frequent measures of student
performance.”
Teaching Students with Special Needs in
General Education Classrooms, 8e
Lewis/Doorlag
ISBN #0136101240
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© 2011 Pearson Education, Inc.
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Related Services
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Psychological services for assessment and
counseling
Transportation
Speech and language services
Special physical education
Rehabilitation counseling
Physical and occupational therapy
Teaching Students with Special Needs in
General Education Classrooms, 8e
Lewis/Doorlag
ISBN #0136101240
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© 2011 Pearson Education, Inc.
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SUPPLEMENTARY AIDS AND
SERVICES

These are supports provided to the
students with special needs to help
them succeed in general education
classes and other settings, i.e. taped
textbooks, equipment such as
computer adaptations, and services
such as peer tutoring.
Teaching Students with Special Needs in
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Lewis/Doorlag
ISBN #0136101240
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© 2011 Pearson Education, Inc.
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INDIVIDUALIZED
EDUCATION PROGRAM (IEP)

IEP TEAM:
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Student’s classroom teacher(s)
Any specialists who work with student
Parents
Student (when appropriate)
One of team’s functions: To plan the
student’s educational program.
Teaching Students with Special Needs in
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Lewis/Doorlag
ISBN #0136101240
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© 2011 Pearson Education, Inc.
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LEAST RESTRICTIVE
ENVIRONMENT (LRE)


In selecting placements for students
with special needs, it is necessary to
follow the principle of Least Restrictive
Environment.
The LRE for a student with disabilities is
believed to be the appropriate
placement closest to the general
education classroom. (See law )
Teaching Students with Special Needs in
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© 2011 Pearson Education, Inc.
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LRE
Federal Special Education Law

“To the maximum extent appropriate, children with
disabilities … are educated with children who are
non-disabled, and separate classes, special schooling,
or other removal of children with disabilities from the
regular educational environment occurs only when
the nature or severity of the disability of a child is
such that education in regular classes with the use of
supplementary aids and services cannot be achieved
satisfactorily.”
(IDEA 2004 Final Regulations)
Teaching Students with Special Needs in
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© 2011 Pearson Education, Inc.
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LRE
Placement
Least Restrictive
(Full-day regular class placement)

Most Restrictive
(Home or hospital placement)
Teaching Students with Special Needs in
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© 2011 Pearson Education, Inc.
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Placement based on LRE
[Fig. 1-4]
Teaching Students with Special Needs in
Teaching Special Students in General Education Classrooms 7th edition
General Education Classrooms, 8e
Rena B. Lewis and Donald Doorlag
© 2011 Pearson Education, Inc.
Lewis/Doorlag
Pearson Education, Inc.
All rights reserved.
ISBN #0136101240
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1.7
CURRENT ISSUES & TRENDS

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Goals 2000
Standards movement
No Child Left Behind Act
Teaching Students with Special Needs in
General Education Classrooms, 8e
Lewis/Doorlag
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© 2011 Pearson Education, Inc.
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GENERAL EDUCATION TEACHERS AND
STUDENTS WITH SPECIAL NEEDS

Classroom teacher:
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
often the first professional to identify the
specials needs of students and to initiate
the referral process
source of valuable information about
current school performance
participates in planning the student’s
educational program and in developing the
IEP
Teaching Students with Special Needs in
General Education Classrooms, 8e
Lewis/Doorlag
ISBN #0136101240
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© 2011 Pearson Education, Inc.
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THINGS TO REMEMBER



Most students with special needs can succeed in
general education classrooms.
Inclusion is the meaningful participation of students
with special needs in the general educational
process.
Students with special needs include those with
disabilities (learning disabilities, behavioral disorders,
mental retardation/intellectual disabilities, speech and
language impairments, autism spectrum disorder,
physical and health impairments, … (cont’d)
Teaching Students with Special Needs in
General Education Classrooms, 8e
Lewis/Doorlag
ISBN #0136101240
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© 2011 Pearson Education, Inc.
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THINGS TO REMEMBER (cont’d)



…traumatic brain injury, and visual and hearing
impairments), gifted and talented students, culturally
and linguistically diverse students, and students at
risk for school failure.
Inclusion in general education allows students with
special needs to interact with typical peers. It also
reduces the effects of labeling.
Most students with special needs receive the
majority of their education in general education
classrooms. These students and their … (cont’d)
Teaching Students with Special Needs in
General Education Classrooms, 8e
Lewis/Doorlag
ISBN #0136101240
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© 2011 Pearson Education, Inc.
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THINGS TO REMEMBER (cont’d)


… teachers are provided with aid and assistance to
ensure their success.
The general education teacher contributes to the
success of students with special needs by
participating in assessment, program planning and
IEP development, placement decisions, and, most
important, implementation of students’ general
education programs.
Teaching Students with Special Needs in
General Education Classrooms, 8e
Lewis/Doorlag
ISBN #0136101240
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© 2011 Pearson Education, Inc.
All rights reserved.