ch3 Flashcards
Mainstreaming
1960 became widespread – Physical placement
Placement of students with disabilities into general education
classroom for some or all of the school day
Pull-out to receive services
Inclusive Education –
Student with disabilities receive the services and support
appropriate to their individual needs within the general
education setting
The opportunity for students with disabilities to attend the same
school they would attend if they were not disabled
Push-in pushes support and services into the general education
classroom
Full inclusion
Students with disabilities receive all instruction in a general education classroom: support services
come to the students
Partial Inclusion
Students with disabilities receive some of their instruction in a general education classroom with
“pull-out” to another instructional setting when appropriate to their needs
Evidence-Based Inclusive Schools
- Promote the values of diversity, acceptance, and
belonging. - Ensure availability of formal and natural supports within
the general ed. setting - Provide services and supports in age appropriate
classrooms in neighborhood schools. - Ensure access to general curriculum while meeting
individualized needs of each student. - Provide a multidisciplinary school-wide support
system to meet the needs of all students
Access to the General Curriculum
and School-Wide Instruction
Education is more effective with high expectations
Students’ IEP must describe how the disability affects the child’s involvement and progress in the
general curriculum
Combination of general and special education to benefit all students
Principals play a large role in student inclusion
Inclusive classrooms celebrate diversity, reward collaboration among professions, and teach
students how to help and support one another
Multidisciplinary Collaboration
Professionals, parents, and students
working together to achieve the
mutual goal of delivering effective
education programs designed to
meet individual needs
Multidisciplinary Collaboration
▪ Parents viewed as active partners
▪ Good communication between school and home
▪ Team members share responsibility
▪ Professionals share successful strategies
▪ Holistic view of child
▪ Team promotes peer support and cooperative
learning
Multidisciplinary Schoolwide
Assistance Teams
(SWATS)// Student Success
Teams (SSTs)
Groups of professionals,
students, and/or parents
working together to solve
problems, develop instructional
strategies, and support
classroom teachers.
Successful multidisciplinary
collaborative teaming
Focus on needs of student first, not expertise
of professionals.
▪ View team members as collaborators rather
than experts.
▪ Openly communicate value of each
professional’s role.
▪ Meet regularly and consult with each other
Early Childhood Years
Critical
Language development
Intelligence
Personality
Sense of self-worth
Reduce long term-impact of disabilities
Counteract any negative effects of delayed
intervention
Public Law 99–457
Assured FAPE to every eligible child with a disability
between the ages of 3 and 5.
Part H was established to help states develop and
implement early intervention services [birth to 3
years]bv (changed to part C in the 1997 Amendments to IDEA)
Part H changed to Part C - Early intervention entails
comprehensive services and supports, including
education, health care, and social services, for
children from birth to 3 years of age
Early intervention under Part C of IDEA
To enhance the development of infants and toddlers: to
minimize their potential for developmental delays
Reduce costs
Maximize potential of the child
Enhance families
Enhance the capacity of state and local agencies
IDEA ’04 defines eligible infants and
toddlers for one of two reasons
There is a developmental delay in one or more of the areas of cognitive development, physical development, communication
development, social or emotional
development, and adaptive development
There is a diagnosis of a physical or mental condition that has a high probability of resulting in developmental delay
IFSP Individualized Family Service
Plan Requirements
Present levels – based on objective criteria
Physical development
Cognitive development
Communication development
Social or emotional development
Adaptive development
Family resources
Measurable results of services provided
Infant Family Service Plans
Specific early intervention services
Natural environments
Projected dates of services
Identification of service coordinator
Implementation of plan
Coordinate with other agencies
Steps for transition to preschool program
IEP and ifsp
Present Levels vs Present Levels
Annual Goals vs Families Resources
Describe Child’s Progress vs Measurable Results/outcomes
Services and Special Education vs Specific Interventions
Participation with non disabled vs peers Natural Environment – where
services will be provided
State Testing vs Who’s responsible for implementation
ifsp-Steps to transition to prescho
Preschool : Referral
Child-Find System – way to locate
preschool-age (3-5) children at risk and to
make referrals to the local education agency
Parents
Doctors
Social Services or Health care
Day Care – Preschool teacher
Child is not reaching age appropriate
milestones
Multidisciplinary Assessment
ᾃ To receive services has to meet 2
-Developmental delay
-Physical development
-Cognitive Development
- Communication Development
-Social Development
- Emotional Development
- Adaptive Development
- As a result of the delays the child need special education and
related services
Development of IEP
ᾃ IEP is developed if the student is eligible
ᾃ Functional Assessment for goals
ᾃ Assessment to determine the child’s skills, the
characteristics of the setting and the family’s needs
resources, expectations, and aspirations
ᾃ Drives goal development
Developmentally Appropriate
Practices DAP
DAP – instructional approaches that use curriculum and
learning environments consistent with the child’s
developmental level
ᾃ Play
ᾃ Explore
ᾃ Social Interaction
ᾃ Inquiry
ᾃ Age-appropriate placement
ᾃ 2 year old is a 2 year old
Elementary School Years
General Ed teachers’ role expanding
Special Ed teachers work with broader
group of students
Requires more partnership between
SpEd and Gen Ed teachers
Elementary School Years
Role of Special Ed Teachers
Work with school personnel and parents
Link student assessment info to IEP and
access to general curriculum
Determine appropriate accommodations and
adaptations
Deliver intensive instruction using special
teaching methods
Elementary School Years
General Ed Teachers-
Identify and refer students who need
additional support
Understand each student’s individual
strengths & limitations
Implement appropriate IEP
Initiate and maintain communication with
parents
Elementary School Years- Evidenced Based Practices
Individualization
Look at the needs of each student
Intensive instruction
Engages students in their learning
Matches instruction to student ability & skill level
Provides detailed feedback relative to the task
“Education For all” approach to teaching & learning
Multi-tiered System of Support
(MTSS)/Response to Intervention (RtI)
Tier I
Core classroom instruction
Tier II
Supplemental targeted instruction (small groups)
Tier III
Intensive targeted instruction
Elementary School Years
Universal Design for Learning- Focuses on accessibility in learning for all students
Differentiated Instruction-Provides multiple/different ways to access & learn content within general education
Elementary School Years
Assistive Technology- High-tech (e.g. digital textbook)- Low-tech (pictures for lunch options)
Curriculum-Based Assessment/Measurement-
Assess/measure based on school curriculum or behaviors
