1. Groups of Students with Special Needs
Students with disabilities who qualify under the IDEA
Students classified as gifted and talented
Students eligible for Section 504
Students at risk for school problems
Instructor’s Notes
Refer to Text:
Refer students to pages Compare and contrast the differences among Section 504, the ADA, and the IDEA. Discuss the differences between federal special education law and civil rights legislation for individuals with disabilities.
Assignment/Refer to Handout 1.3:
Once you have completed comparing and contrasting the three federal laws above, have students complete Handout This assignment will assist them to better understand some of the key distinctions relative to these laws. 11

2. Generalizations about Students with Special Needs
Approximately half of all students in public schools need assistance.
Diversity among students in public schools represents the norm rather than the exception.
Educators must be able to identify these students and help develop and implement appropriate programs.
Instructor’s Notes
Discussion Topic:
Ask students to discuss the implications of the fact that approximately half of all students in public schools need assistance. How can educational programs be designed to address this diversity? Would every student benefit from more individualized programs? 12

3. Students with Disabilities
Many students with disabilities may qualify for special education under the Individuals with Disabilities Education Act (IDEA).
Students with disabilities are those who exhibit one of twelve specific categories that result in their need for special education and related services.
Instructor’s Notes
Refer to Handout 1.4:
In this handout are the federal definitions for IDEA disabilities. Explain to students that each of the categories has specific eligibility criteria that students must meet in order to qualify for special education and related services. 13

4. Students with Disabilities
Not all students with disabilities fit neatly into the IDEA categories.
Section 504 of the Rehabilitation Act and the Americans with Disabilities Act use very different definitions from the IDEA.
Most students with disabilities experience mild disabilities and are included in general education for at least part of the school day.
Collaboration among parents, special education teacher, and general classroom teachers is critical in order for these students to receive an appropriate education.
Instructor’s Notes
Discussion Topic:
Ask students to discuss “why” and “how” collaboration should occur between general education and special education teachers. 14

5. Definition of Disability: Section 504 and the ADA
A person is considered to have a disability if that individual
has a physical or mental impairment that substantially limits one or more of the person’s major life activities
has a record of such an impairment
is regarded as having such an impairment
Instructor’s Notes
Discussion Topic:
Ask students to compare and contrast this definition with those IDEA definitions in Handout 1.4 (given previously). Ask them to generate disabilities that might qualify a student under Section 504/ADA (but not IDEA). 15

6. IDEA Exceptionalities
Mental Retardation
Learning Disabilities
Emotional Disturbance
Deaf/Hearing Impairments
Orthopedic Impairments
Visual Impairments
Other Health Impairments
Autism
Traumatic Brain Injury
Speech or Language Impairments
Multiple Disabilities
Instructor’s Notes
Discussion Topic:
Ask students if they believe that there are other disabilities that should be included under the IDEA disability categories. Some students may suggest attention deficit hyperactivity disorder (ADHD). Explain how this disability is included in the IDEA category of OHI…. and that sometimes, a student with ADHD may not qualify under IDEA, but may qualify under Section 504. 16

7. Students Classified as Gifted and Talented
Traditionally, these students were identified when they obtained an intelligence quotient score of 120 or higher.
Today, criteria for classification are much broader and include areas such as
Academic endeavors
Creativity
Mechanical skills
Motor skills
Fine arts skills
Instructor’s Notes
Discussion Topic:
Discuss the difference between the terms, “exceptionality” and “disability.”
Ask students to share their memories regarding how individuals who were gifted and talented were educated during their K-12 years. 17

8. Students At Risk
These students do not fit into a specific disability category at all and manifest characteristics that could easily lead to learning and behavior problems.
These students include:
Potential dropouts
Drug and alcohol abusers
Students from minority cultures
Students from low-income homes
Teenagers who become pregnant
Students who speak English as a second language
Students who are in trouble with the legal system
Instructor’s Notes
Interactive Activity:
Ask students to form small groups, then collaborate to answer the following question:
“Given that students with special needs represent
those with disabilities, those who are gifted and
talented, and those who are ‘at-risk,’ how would you
redesign the present U.S. educational system to meet their special needs?” 18

9. Current Service Provision
Since the mid-1980s, there has been a movement to serve students with disabilities in the general education classroom.
Reasons for this movement include:
impact of civil rights movement
parental advocacy
legislation
Instructor’s Notes
Discussion Topic:
Ask students to compare and contrast how the inclusion movement, in some respects, mirrors the civil rights movement. 19

10. Public Law
This legislation opened the doors of public schools and general education classrooms to students with disabilities.
Under this law, schools are required to seek and implement appropriate educational programs for all students with disabilities.
Today, this law is referred to as the Individuals with Disabilities Education Act (IDEA).
Instructor’s Notes
Discussion Topic:
Ask students to predict what their roles as educators will be in addressing the needs of students with disabilities. 20

11. Key Components of P.L. 94-142 Child Find Nondiscriminatory Assessment
Individualized Education Plan (IEP)
Least Restrictive Environment (LRE)
Due-Process Safeguards
Instructor’s Notes
Discussion Topic:
Ask students the following questions:
1. Have they ever seen any child find advertisements? (e.g., pediatrician’s office, local news, etc.)
2. What do they think is the meaning of nondiscriminatory assessment?
3. What is the relationship between inclusion and the least restrictive environment mandate?
4. What do they think is the meaning of the term, due-process safeguards?
Refer to Text:
Refer students to Table 1.2 (p. 14). Review the key components of the IDEA (1997).
Refer students to the box on p. 15 on diversity-sensitive assessment.
Refer students to Table 1.3 (p. 17) to explore due-process requirements. 21

12. Important Litigation Brown v. Board of Education PARC v. Pennsylvania
Mills v. District of Columbia
Rowley v. Hudson School District
Oberti v. Clementon School District
Sacramento City Unified School District
D.B. Ocean Township Board of Education
Cedar Rapids Community School District v. Garrett F.
Instructor’s Notes
Refer to Handout 1.5:
Direst students’ attention to the key court cases on this handout. Explain the difference between litigation and legislation (and how each impacts the other). For example, the Garrett F. decision ultimately affected federal legislation. 22

13. Parental Advocacy
Parents played a major role in the passage of P.L
Parents have unified their efforts and maximized their influence by forming advocacy groups, such as the Association for Retarded Citizens (the Arc).
Instructor’s Notes
Assignment:
Ask students to complete searches on the Internet to identify parent advocacy and support group resources. 23

14. Where Should Students with Disabilities Be Educated?
Approximately 70% of all students with disabilities are included for a substantial portion of the school day in general education classrooms and are taught by general education teachers.
Full-time placement in the general education classroom is commonly referred to as full inclusion.
The specific placement of students with disabilities falls along a continuum-of-services model.
Instructor’s Notes
Refer to Handout 1.6:
Explain the continuum-of-services model, particularly as it relates to the LRE mandate.
Discussion Topic/Refer to Text:
Ask students to share their thoughts about full inclusion, inclusion, and responsible inclusion. 24

15. Continuum-of-Services Model
Special Education Classroom (self-contained)
Resource Room Model
Inclusive Education Program
Instructor’s Notes
Discussion Topic:
Ask students to describe how each of these models works. 25

16. Special Education Classroom Approach
Serving students with disabilities in special programs was based on the assumption that general educators did not have the skills necessary to meet the needs of all students representing different learning needs.
In this approach, students receive the majority of their educational program from a special education teacher.
Many general education teachers liked this model because they did not have to teach students who differed from “typical” children.
During the late 1960s and 1970s, parents and professionals began questioning the efficacy of this approach.
The movement away from self-contained classrooms was in part sparked by the philosophy of normalization.
Instructor’s Notes
Discussion Topic:
Ask students to discuss what is the meaning of the term, normalization. What might normalization mean to a student with disabilities? 26

17. Resource Room Model
The least restrictive environment (LRE) mandate requires that schools place students with disabilities with their non-disabled peers to the maximum extent appropriate.
In the resource room model, students go to the resource room for special instruction for only part of the school day.
As a result of P.L , the resource room became the leading placement option for students with disabilities.
Instructor’s Notes
Discussion Topics:
Explore the issue of fragmentation of services as it might occur within the resource room model.
Explain what is meant by the LRE mandate, especially as it relates to the maximum extent appropriate requirement.
Interactive Activity:
Before showing the next slide, ask students to write down what they believe might be the advantages and disadvantages of an inclusive model for both students with disabilities and those without disabilities. 27

18. Advantages of Resource Room Model
Students with disabilities have the opportunity to interact with their chronological age peers.
This model can have a positive impact on both students with and without disabilities.
Students with disabilities are able to receive instruction from several teachers.
In the resource room, students with disabilities receive intensive instruction in areas in which they are having difficulties.
Instructor’s Notes
Discussion Topic:
Ask students if they believe that these advantages are significant enough to warrant an inclusive model. 28

19. Disadvantages of Resource Room Model
Requiring students with disabilities to leave the resource room, even for only part of the day, can be detrimental.
Many have questioned the efficacy of separate classes (e.g., Dunn, 1968).
Current research suggests that this may not be the most effective model for many students with disabilities.
Instructor’s Notes
Discussion Topic:
Explain the term, efficacy, and highlight results from current efficacy research. Ask students why they believe “pull-out” programs may not be effective for students with disabilities. 29

20. Roles of Special Education and Classroom Teachers in Resource Room Model
Collaboration between special education and classroom teachers is critical if the needs of students with disabilities are to be met.
Classroom teachers play a critical role in referring students for a special education evaluation. They are often the first to recognize that a student is experiencing problems that could require special education services.
Classroom teachers play an important role because they implement interventions (e.g., prereferral interventions).
Instructor’s Notes
Discussion Topic:
Ask students to give specific examples of what they believe their roles might be when the resource room model is used. 30

21. Inclusive Education Programs
Madeline Will (1986), among many others, criticized pull-out programs, such as self-contained and resource rooms.
Since the mid-1980s, there has been a call for dismantling the dual education system (general and special) in favor of a unified system that meets the needs of all students.
The model for more fully including students with special needs was originally called the Regular Education Initiative (REI).
Instructor’s Notes
Discussion Topic:
Explain that inclusion has evolved over several decades. Ask students what they believe is meant by a dual education system. Then ask them if they believe such a dual system is needed, particularly given that so many students have special needs. 31

22. Important “Inclusion” Terms
Least Restrictive Environment
Mainstreaming
Full Inclusion
Inclusion
Responsible Inclusion
Instructor’s Notes
Discussion Topic:
Explore the concern that some students may have that students with disabilities will be dumped on them without any support from special educators. Compare this situation with the terms above. 32

23. Why Support Inclusion?
The current dual system assumes that each child is one of two distinct types of learners. In reality, all students exhibit strengths and needs that make them unique.
There is not only one group of students who benefits from individualized educational programming.
The special education system necessitates that a deviant label be given to a student in need of special education.
The dual system
requires extensive, time-consuming, and expensive efforts.
results in stigma, and is not necessarily better educational programming.
promotes competition, not collaboration, between the two systems.
requires much effort to determine who’s eligible.
Instructor’s Notes
Discussion Topic:
Ask students if these reasons are too idealistic or unrealistic. 34

24. Opponents of Inclusion
IDEA 1997 does not mandate inclusion. It does mandate LRE.
Several professional organizations (e.g., CEC, CCBD) have advocated to keep the continuum of placement options.
Instructor’s Notes
Discussion Topic:
Discuss the critical distinctions among inclusion, mainstreaming, and LRE.
Assignment:
Have students complete an Internet search to identify professional organizations and agencies that provide advocacy and support for individuals with disabilities. 35

25. Role of Special Education and Classroom Teachers in the Inclusion Model
Special education teacher works much more closely with the classroom teacher.
Classroom teachers become fully responsible for all students, including those with disabilities, with the support from special education personnel.
Instructor’s Notes
Discussion Topic/Assignment:
Ask students to identify specific responsibilities they may have in situations in which an inclusion model is used (e.g., meetings to co-plan/teach, IEP meetings, etc.).
Refer to Text:
Refer students to Figure 1.2 on page 30. Ask them to indicate which of these inclusive practices they might feel comfortable implementing in their classrooms. 38

26. Classroom Teachers and Students with Disabilities
Students with disabilities should not be simply “dumped” into general education classes.
Successful inclusion does not happen without adequate support from special education.
Two methods generally used to facilitate inclusion are:
facilitating the acceptance of students with disabilities
providing services to support their academic success
Instructor’s Notes
Assignment:
Ask students to develop a lesson plan or activity that might facilitate the acceptance of a student with a disability.
Discussion Topic:
Ask students to identify the types of supports from special educators they might need to implement inclusive practices in their classrooms. 39

27. Practices Teachers Can Use to Help Students Succeed
Curriculum-based assessment
Cooperative learning
Self-management
Peer tutoring
Strategy instruction
Direct instruction
Goal setting
Instructor’s Notes
Refer to Text/Assignment:
1. Refer to the box on p. 31 of the text. Ask students to bring in specific examples of technology-based applications that could be used to assist students with mild disabilities. 40

28. Classroom teachers must be able to:
Act as a team member on assessment & IEP committees
Advocate for children with disabilities
Counsel and interact with parents of students with disabilities
Individualize instruction for students with disabilities
Understand and abide by due-process procedures required by federal law and state regulations
Be innovative in providing equal educational opportunities for all students, including those with disabilities
Instructor’s Notes
Interactive Activity:
Present a case example of a student with a disability who is experiencing difficulty in the classroom. Have students break down into small groups and role-play the roles of parent, student, general educator, and special educator to problem-solve for the student in your case study.
Refer to Text:
Refer students to p. 32 of the text and read over the list of what one 15-year-old student described as “good teaching.” Have them share their thoughts and concerns about this list. 41

29. Break Time!

30. Types of Personnel Support & Collaboration
Collaboration-Consultation
Peer Support Systems
Teacher Assistance Teams
Co-Teaching
Instructor’s Notes
Refer to Text/Assignment:
Have each student visit one of the web resources identified on p. 44 of the text. Have your students share this information with the class. 54

31. Collaboration
Collaboration is a model that emphasizes a close working relationship between general and special educators.
Benefits of collaboration:
Facilitates ongoing planning, evaluation, and modifications necessary to ensure the success of inclusive placements
Enables general education classrooms to meet the needs of students with and without disabilities
Provides personnel support of highly skilled colleagues
Results in personal and professional growth for all involved
Helps teachers identify ways to access the skills, knowledge, and expertise of other teachers
Instructor’s Notes
Refer to Text:
Refer students to Table 2.1 (p. 44) in the text. Review both indirect and direct types of collaborative efforts.
Discussion Topic:
Have students generate a list of the types of roles and responsibilities they might have as participants in the collaborative process. 56

32. Peer Support Teams
Rely on the natural supports of peers in the general education classroom
Can involve social or instructional peer supports
Types of peer supports include:
partner learning
peer tutoring
cooperative learning
Instructor’s Notes
Discussion Topic:
Discuss the term “natural supports,” and identify the advantages and disadvantages of using peers as supports.
Refer to Text:
Refer students to Table 2.2 (p. 46) in the text and review the characteristics of each type of peer support.
Assignment:
Ask several students to read relevant research regarding the efficacy of each type of peer support systems. Then have them share their results with the class. 57

33. Teacher Assistance Teams
Definition: School-based problem-solving teams designed to enable teachers to meet the needs of their students demonstrating difficulties
Teams are comprised of teachers and other instructional support personnel.
Teams meet to problem solve about students’ needs.
Participation should be voluntary.
Instructor’s Notes
Interactive Activity:
Have students first develop a hypothetical school schedule for one week (i.e., designate subjects to be taught, allow for planning time, lunch time, etc.). Then have students work in pairs, with one assuming the role of special educator and the other assuming the role of the general education teacher. Tell them to be creative and to try to find designated times for planning, keeping in mind the realistic constraints of a school day. Then have them discuss the types of difficulties teachers might have in finding planning time. Describe how the principal’s role is critical in terms of supporting teachers and school staff to find time for co-planning and teaming. 58

34. Co-Teaching
Definition: Co-teaching is an arrangement of two or more teachers or other school staff who collectively assume the responsibility for the same group of students on a regular basis.
Co-teaching:
usually occurs at set times.
involves the joint completion of tasks such as planning and teaching.
includes monitoring and evaluating students.
involves communicating about student progress.
Instructor’s Notes
Discussion Topic:
“Territoriality” often becomes an issue when teachers first attempt to co-teach. Discuss the meaning of this term and how it might be manifested in real life. Then have your students generate ways to overcome this problem. 59

35. Co-Teaching Models Interactive Teaching Station Teaching
Parallel Teaching
Alternative Teaching
See page 48 for details on each of these models
Instructor’s Notes
Refer to Text:
Refer students to Figure 2.4 (p. 48) in the text. Compare and contrast the advantages and disadvantages of co-teaching. 60

36. Prereferral Child Study and Referral Process
Process involves contacts and collaboration between general and special educators.
The purpose of this process is the collaborative development of prereferral interventions (i.e., interventions attempted in the general education classroom before formal referral for a special education evaluation).
Prereferral interventions are generally implemented for 6 to 9 weeks (although this is flexible).
Prereferral interventions are efficient and effective in reducing special education evaluation referrals.
If prereferral interventions are unsuccessful, a referral for a special education evaluation is made.
Prereferral interventions may be less visible at the secondary level.
Instructor’s Notes
Refer to Text/Discussion Topic:
Refer your students to Figure 3.2 (p. 68) in the text. Solicit class discussion with the following questions:
1. “Does knowing that you have a prereferral child study team available to you help alleviate any anxiety you may have regarding your ability to meet the needs of students with disabilities?”
2. “How will you feel about accepting assistance from this team?”
3. “What is the rationale for prereferral interventions? Is this rationale acceptable to you?” 72

37. Child Study Committee
Committee attempts to assist teacher in targeting the most significant problems in the classroom.
Committee attempts to assist teacher in identifying strategies to address those problems.
Instructor’s Notes
Refer to Text/Interactive Activity/Refer to Handout 3.1:
1. Refer your students to Table 3.1 (p. 69) of the text to review the format for child study team meetings.
2. Then refer them to Handout Ask them to read only the first four paragraphs in this case study about Mark.
3. Ask students to form small groups to construct prereferral interventions for Mark, the student, in the case study. 73

38. Referral for Special Education Evaluation
If a referral is made, the evaluation process begins.
This process must be comprehensive and flexible.
Most students are referred during their elementary years.
Major reasons for referral are primarily reading and attention problems.
Writing, math, language, sensory skills, and aggressive/immature behaviors are other reasons for referral.
Instructor’s Notes
Refer to Text/Discussion Topic:
Refer your students to Figure 3.3 (pp ). Ask them to identify the major types of information they may be asked to provide when referring a student for a special education evaluation.
Refer your students to Figure 3.4 (p. 72) in the text. Review the steps from prereferral to IEP, and discuss their responsibilities during each of these steps. 74

40. Video
This will give an overview of the components of IDEA from assessment all the way through development and implementation.

41. Assessment
Definition: Assessment is the process of gathering relevant information to use in making decisions about students.
Assessment is a dynamic, continuous process that guides and directs decisions about students with suspected or known disabilities.
Assessment is mandated by federal law.
Instructor’s Notes
Discussion Topic:
Ask your students to recall any individual tests they took during their K-12 years (at least a few may have been evaluated for eligibility in gifted programs). Ask these students to share their perceptions regarding the nature of these tests and how they felt through the testing process. 75

42. Phases/Purposes of Assessment
Screening Phase
Identification/Eligibility Phase
Program Planning Phase
Monitoring/Evaluation Phase
Instructor’s Notes
Refer to Text/Discussion Topic
Refer students to Table 3.2 (p. 74) in the text, and emphasize the major points highlighted in this table. Then ask your students which phase(s) they think would be of most value for them in terms of planning instruction for a student with a disability.
Refer to Text/Refer to Handout 3.2 & 3.3/Discussion Topic:
First, refer students to Handout 3.2, which provides definitions for many assessment-related terms. Stress some of the terms that you believe are most important for students to know.
Second, refer students to Table 3.3 on p. 77 in the text, and have them compare and contrast the relationship of various standard scores to percentile rank (and to each other).
Finally, refer them to Handout 3.4 and have them interpret the profile for Mark, the student depicted in Handout 3.1. 76

43. Participation in State- or District-Wide Assessments
IDEA Amendments increase the participation of students with disabilities in these assessments.
Only the IEP team may decide if the student with a disability will not participate.
Accommodations may be provided in order for students with disabilities to participate in these assessments.
Instructor’s Notes
Refer to Text/Discussion Topic:
Refer your students to Table 3.4 (p. 83) in the text. Ask them to describe why these are assessment “accommodations” rather than assessment “modifications.”
Also, ask them if they believe these are “fair” and “reasonable” accommodations. 81

44. Individualized Education Programs
Assessment results are used to determine students’ eligibility for special education.
If a student is eligible, assessment results are translated into individualized education programs (IEPs).
IEPs focus on intervention relative to the individual needs of students with disabilities.
Instructor’s Notes
Refer to Handouts 3.1 & 3.3:
Ask your students to finish reading the case study provided in Handout 3.1 and to again review the assessment data provided in Handout Explain to them that this information can be used to develop an IEP for Mark. 84

46. Critical IEP Components
Present levels of performance
Measurable annual goals
Short-term objectives
Instructor’s Notes
Refer to Text/Refer to Handouts 3.3 & 3.4/
Interactive Activity:
1. Refer students to Table 3.5 (p. 89) in the text. Review the examples of IEP goals and objectives.
2. Then refer students to Handouts 3.3 and Have students form small groups, with each group member assuming a role (i.e., general educator, special educator, parent, etc.). Then have them write two goals and appropriate short-term objectives for Mark, using as reference the goal/objective page provided in Handout 3.4 88

48. Role of Classroom Teacher in the IEP Process
Provide input
Implement IEP in the classroom, as appropriate
Refer to IEP periodically
View IEP tool as a legal document and as a tool for meeting students’ individual needs
Include parents in the implementation and evaluation of the IEP
Instructor’s Notes
Discussion Topic:
Ask students to describe the advantages and disadvantages of the IEP process in terms of their roles and responsibilities.
Refer to Text/Discussion Topic:
Refer students to the box on p. 90 of the text (Diversity Forum). Review each of these strategies for involving parents with limited English skills. 89

50. For next week …..
Read Chapter 4. Complete Chapter 2 & 3 Quiz on WebCT. It is now open.
We will be doing a more detailed activity on learning disabilities.