Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN: © 2011 Pearson Education, Inc. All rights reserved. CHAPTER TWO COLLABORATION AND THE TEAM APPROACH

Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN # © 2011 Pearson Education, Inc. All rights reserved. 2 TEAMS SERVING STUDENTS WITH SPECIAL NEEDS 2 types of teams are mandated: (IDEA 2004) Assessment Team May be called the special services committee, special education committee, placement committee, or student study team. IEP Team 3 rd type of team: Prereferral Intervention Team

Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN # © 2011 Pearson Education, Inc. All rights reserved. 3 IMPORTANT PROVISIONS OF IDEA 2004 Child find Assessment team Nondiscriminatory assessment IEP team Surrogate parent Due process hearing Confidentiality Transition services

Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN # © 2011 Pearson Education, Inc. All rights reserved. 4 RESPONSE TO INTERVENTION (RTI) A newer method for collaboration between general and special education Centers around study of how well students learn when provided with various types of instructional interventions Prereferral approach that involves both assessment and instruction. Students who do not show progress may be eligible for special education services.

Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN # © 2011 Pearson Education, Inc. All rights reserved. 5 RTI (cont’d) IDEA 2004 permits states to use the RTI approach in place of or in addition to an older approach: identification of a significant discrepancy between ability and achievement. As of October 2007, regulations in the majority of states permit districts to use RTI in the identification of learning disabilities, but do not prohibit the use of the discrepancy approach.

Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN # © 2011 Pearson Education, Inc. All rights reserved. 6 Section 504 of the Federal Rehabilitation Act of 1973 Section 504: A civil rights law for individuals with disabilities of all ages. Some students with disabilities receive accommodations within the general education classroom under Section 504. Similar to procedures dictated under IDEA, the team approach is used to gather assessment information, make decisions about student eligibility, and develop an individualized accommodation plan called a 504 accommodation plan.

Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN # © 2011 Pearson Education, Inc. All rights reserved. 7 Teaching Special Students in General Education Classrooms 7 th edition Rena B. Lewis and Donald Doorlag Pearson Education, Inc. Some Potential Team Members Building Principals Special Education Administrators General Education Teachers Special Education Teachers Parents and Students School Psychologists School Social Workers School Counselors School Nurses

Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN # © 2011 Pearson Education, Inc. All rights reserved. 8 Teaching Special Students in General Education Classrooms 7 th edition Rena B. Lewis and Donald Doorlag Pearson Education, Inc. Other Team Members Physical Therapists Occupational Therapists Adaptive Physical Education Teachers Early Interventionist Vocational Rehabilitation Counselors Audiologists Assistive Technology Specialists

Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN # © 2011 Pearson Education, Inc. All rights reserved. 9 COLLABORATION IN THE IDENTIFICATION AND PREREFERRAL STAGES Identification Prereferral Intervention Data collection Collaboration with parents & colleagues Prereferral intervention teams Classroom modifications General education & community resources

Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN # © 2011 Pearson Education, Inc. All rights reserved. 10 RTI and COLLABORATION First introduced in Special Education law in IDEA 2004 as an alternative method for the identification of learning disabilities, RTI is now viewed as a more comprehensive approach to the collaboration of general and special education in the improvement of instruction for all students.

Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN # © 2011 Pearson Education, Inc. All rights reserved. 11 RTI and Collaboration (cont’d) The RTI model is often depicted as a triangle (different levels or tiers of support): Base/Tier I: Universal support of all students. Second level/Tier II: Responds to the needs of some students with targeted interventions. Third level/Tier III: Provides intensive supports to a few individual students.

Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN # © 2011 Pearson Education, Inc. All rights reserved. 12 COLLABORATION IN REFERRAL AND ASSESSMENT When prereferral interventions do not solve the problems that students experience in the general education classroom, the next step is a referral to determine if the student has a disability and is eligible for special education services. Referral Assessment (nondiscriminatory)

Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN # © 2011 Pearson Education, Inc. All rights reserved. 13 COLLABORATION IN DESIGNING THE IEP Once it has been determined that a student is eligible for special education, the next step is the design of the IEP. This must take placed for special education can begin. The IEP is a formal written plan designed for and based on the specific individual educational needs of each student with disabilities.

Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN # © 2011 Pearson Education, Inc. All rights reserved. 14 COMPONENTS OF THE INDIVIDUAL EDUCATION PLAN (IEP) Child’s present levels of educational achievement Measurable annual goals How the child’s progress will be measured Special education and related services and supplementary aids and services Program modifications or supports (cont’d)

Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN # © 2011 Pearson Education, Inc. All rights reserved. 15 COMPONENTS OF THE IEP (cont’d) Explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class Any individual appropriate accommodations State and districtwide assessments Projected date for the beginning of the services and modifications

Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN # © 2011 Pearson Education, Inc. All rights reserved. 16 COMPONENTS OF THE IEP (cont’d) Consideration of special factors: Behavior impedes the child’s learning or that of others Limited English proficiency Blind or visually impaired Communication needs Assistive technology

Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN # © 2011 Pearson Education, Inc. All rights reserved. 17 TYPES OF SERVICES FOR STUDENTS WITH DISABILITIES One of the most important components of the IEP is a description of the services the student will receive to support attainment of annual goals. Special education Related services Supplementary aids and services Program modifications and/or supports for school personnel

Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN # © 2011 Pearson Education, Inc. All rights reserved. 18 SPECIAL EDUCATION PROGRAM OPTIONS General education class options Full-time general education class General education class with consultation to the teacher General education class with instruction delivered by the specialist Special class and general education class General education class with co-teaching General education class and resource room or itinerant services

Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN # © 2011 Pearson Education, Inc. All rights reserved. 19 SPECIAL EDUCATION PROGRAM OPTIONS (cont’d) Special classes and more restrictive options Special class and general education class Full-time special class and social integration Full-time special class Special school Residential program Home and hospital services

Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN # © 2011 Pearson Education, Inc. All rights reserved. 20 Teaching Special Students in General Education Classrooms 7 th edition Rena B. Lewis and Donald Doorlag Pearson Education, Inc. Let me tell you about some numbers teachers need to know.

Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN # © 2011 Pearson Education, Inc. All rights reserved. 21 Teaching Special Students in General Education Classrooms 7 th edition Rena B. Lewis and Donald Doorlag Pearson Education, Inc. Here is another depiction of the curve with the standard deviation lines separating differently colored portions.

Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN # © 2011 Pearson Education, Inc. All rights reserved. 22 Teaching Special Students in General Education Classrooms 7 th edition Rena B. Lewis and Donald Doorlag Pearson Education, Inc. Persons falling between a - 1 and +1 amount to about 68% of the group. These persons are described as falling into the ‘average’ range.

Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN # © 2011 Pearson Education, Inc. All rights reserved. 23 Teaching Special Students in General Education Classrooms 7 th edition Rena B. Lewis and Donald Doorlag Pearson Education, Inc. Now that you know about these marks called ‘standard deviations,’ let’s consider percentile ranks.

Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN # © 2011 Pearson Education, Inc. All rights reserved. 24 Teaching Special Students in General Education Classrooms 7 th edition Rena B. Lewis and Donald Doorlag Pearson Education, Inc.

Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN # © 2011 Pearson Education, Inc. All rights reserved. 25 Teaching Special Students in General Education Classrooms 7 th edition Rena B. Lewis and Donald Doorlag Pearson Education, Inc.

Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN # © 2011 Pearson Education, Inc. All rights reserved. 26 Teaching Special Students in General Education Classrooms 7 th edition Rena B. Lewis and Donald Doorlag Pearson Education, Inc.

Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN # © 2011 Pearson Education, Inc. All rights reserved. 27 THINGS TO REMEMBER Parents and professionals work together in teams to ensure that the education students receive meets their individual abilities and needs. Teams serving students with disabilities include general and special education teachers, school administrators, parents, students (as appropriate), and other professionals when needed. Federal law requires students to identify students in need of special education services.

Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN # © 2011 Pearson Education, Inc. All rights reserved. 28 THINGS TO REMEMBER (cont’d) After identification of a possible problem, the prereferral intervention team assists the general education teacher in making classroom changes in attempt to solve the problem. The Response-to-Intervention (RTI) approach, also used prior to referral, is a newer and more comprehensive strategy for helping students meet the demands of the general education curriculum. Students are referred for consideration for special education services if prereferral interventions and RTI strategies do not improve their performance.

Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN # © 2011 Pearson Education, Inc. All rights reserved. 29 THINGS TO REMEMBER (cont’d) The assessment team gathers information to determine if a student is eligible for special education services. If a student is found eligible, the IEP team plans his or her program, specifying annual goals, services needed (special education, related services, and supplementary aids and services), placement (with an explanation of any time spent away from the regular class), and procedures for monitoring and reporting student progress.

Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN # © 2011 Pearson Education, Inc. All rights reserved. 30 THINGS TO REMEMBER (cont’d) Some students with disabilities are served under Section 504 of the federal Rehabilitation Act; their individualized plan for adaptations within the general education classroom is called a 504 Accommodation Plan. IEPs should be evaluated and revised at least annually. No placement should be considered permanent. General and special educators share responsibility for the education of students with disabilities who are included in general education.

Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN # © 2011 Pearson Education, Inc. All rights reserved. 31 THINGS TO REMEMBER (cont’d) Most students with disabilities spend at least part of their school day in the general education classroom and receive part-time special education services from a resource or itinerant teacher within that classroom or in another location in the school.