Guided Notes- Chapter 2 Planning and Promise of Special Education
SPED 5360
1. Explain the Process of Special Education
2. Outline the Individual Education Program (IEP)
(a) IEP team
i. parent
ii. gen ed teacher (if applicable)
iii. at least one special ed provider
iv. a knowlegable, qualified representative of the local
education agency
v. one who can interperet the instructional
implications of test results
vi. other individuals who have expertise to offer, with
parent consent
vii. if appropriate, the child with the disability
(b) IEP components
i. a statement of the childs present levels of
achievement
ii. a statement of measurable, annual goals
iii. how progress towards the goals mentioned in ii will
be monitored
iv. a statment of supplementary support or services
(which are research-based)
v. an explanation, if needed, as to why a child mayh
not participate in general activities
vi. a statement of accomodations, and an explanation
for why (if applicable) the child cannot participate in standardized tests
vii. starting date, frequency, and location of services
viii. prior to the student turning 16, the IEP must address
independant living skills, postsecondary goals, and transition assessments
(c) IEP MUST CONSIDER
i. strengths of the child
ii. concerns of the parent
iii. results of the initial or most recent testing
iv. academic, developmental, and functional needs of a
child
(d) ALSO
i. Consideration of special factors
1. childs behavior
2. ELL status
3. braille provisions if needed
4. communication needs of the child
5. consider assistive technology devices
(e)
IEP functions & format
i. a description of where the child is, the goals for that
child, how the child will be scaffolded to that success, the ETA, and how
everyone involved will know the child has succeeded in these goals.
ii. the IEP is also a measure of accountability for
schools and teachers. the IEP is a binding piece of information that states
how the school WILL do these the listed things, and how theyll make sure
the child meets their goals.
iii. IEP formats vary between schools and disctricts, but
they all must adhere to the same guidelines.
3. What does the Least Restrictive Environment mean?
(a) IDEA law states
i. (A) In general.--To the maximum extent
appropriate, children with disabilities, including children in public or
private institutions or other care facilities, are educated with children
who are not disabled, and special classes, separate 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.
4. Define & differentiate the continuum of placements to provide special education
services.
(a) IDEA law states
i. (a) Each public agency must ensure that a continuum
of alternative placements is available to meet the needs of children with
disabilities for special education and related services.
ii. (b) The continuum required in paragraph (a) of this
section must--
iii.
(1) Include the alternative placements listed in the
definition of special education under Sec. 300.38 (instruction in regular
classes, special classes, special schools, home instruction, and instruction in
hospitals and institutions); and
iv. (2) Make provision for supplementary services (such as
resource room or itinerant instruction) to be provided in conjunction with
regular class placement.
(b) The continuum is shown as a trapezoid: with the most restricting learning
environment on top, and the least restructive at the bottom.
i. MOST: homebound or hospital
1. student recives special education and
related services outside the school entirely
ii. Residential school
1. student recives special services in a
24 hour a day residential facility
iii. Separate school
1. student recives education under a
specialized staff during school hours
iv. Separate classroom
1. student spands most, if not all, of the
day in a specialized classroom
v. Resource room
1. student spends most the day in the
gen ed classroom, but spends part of the day recieving specialized
instruction
vi. Gen ed class with specialized services
1. strudent recieves the gen ed lesson,
but also has supplementary help from a special educator or
paraeducator
vii. Gen ed with consultation
1. student recieves their instruction
from a gen ed teacher, who in turn recives ongoing consultation
from the special educators
viii. LEAST: Gen ed class
1. student recieves the prescribed
instruction from a gen ed teacher
5. Define & differentiate types of Co-Teaching (more than just name them explain
each)
(a) one teaching/one helping
i. one teacher presents the instruction, while the other
collects information on student preformance and offers assistance
(b) parallel teaching
i. in an effort to lower student/teacher ratios, the
teachers dive and conquer the class
(c) station teaching
i. when teaching multiple pieces of difficult
information that is not necessarily sequential, teachers divide the students,
teach the material, and switch
(d) alt. teaching
i. one teacher works with a small group while the
other teaches the majority
(e) team teaching
i. the teachers team up: both planning and excecuting
the lesson
6. Explain inclusion & provide the advantages/disadvantages of providing services to a student
in an inclusion classroom model.
inclusion refers to placing students with specialized needs into
general ed classrooms. this is not always the least restrictive environment for a
student.
ADVANTAGES
student gets to be amongst their
general ed peers
can promote inclusion with
cooperative learning
group goals, everyone
is working towards the same grade
individual
accountability, every student must contribute to the group
DISADVANTAGES
confuses segregation and integration
with intensity of services
requires a readiness model
implies that students
must EARN the right to be in gen eg classes
sanctions infringments on student
rights
LRE asks what extent
students should be discluded, rather than if at all
Requires people to move as they
develop and change
Directs attention to physical services
rather than necessary servies and supports
7. Explain resource & provide the advantages/disadvantages of providing services to a student
in this pull out model.
Resource is pulling students out for extra help in subjects they struggle with
ADVANTAGES
student spends the majority of the time in a gen ed
class
student recieves additional help in areas they
struggle in
DISADVANTAGES
student more than likely has no say in whether or
not they are pulled out
student is ostrasized from their peers; getting pulled
out
student may be ridiculed for requiring extra help
student may push back against the extra help due to
the change in environment
student misses out on other subjects in the gen ed
class
8. Find a peer-reviewed or evidence-based article regarding inclusion or least restrictive as it
relates to your major (early childhood, secondary education, therapeutic recreation, and/or
instructional strategies). ** READ the article and highlight critical/interesting information to
share with class. Attach the complete article with highlights of what you found important or
interesting. Upload the article to TRACS Drop Box.
9. Provide the article citation in APA format and a brief 2-3sentence summary.
Polat, N., & Mahalingappa, L. (2013). Pre- and In-Service Teachers' Beliefs about ELLs in Content Area Classes: A
Case for Inclusion, Responsibility, and Instructional Support. Teaching Education, 24(1), 58-83.
Strangely, when discussing ELL students in inclusion settings, the teachers opinion and levels of optimism seemed to
linked directly to gender. Male teachers were generally more pessimistic and unwilling to work these students into
their gen ed classrooms, whereas female teachers tended to be more open about trying to teach these students.
That said, there is still not nearly enough research on teacher opinions, and there is no definitive answer as to
how and why these opinions exist on gender lines. More research needs to be done to find out how to change
something about the current system that causes these feelings to be so pervasive.
10. Find and share information regarding inclusion vs. exclusion of children with disabilities in
another country.
Japan sees students with disabilities as a group of people that need greater exposure and
inclusion in the classroom. Unfortunately, there is still stigma towards disabled persons in
Japan, so inclusion efforts are not always warmly accepted. The number of recognized
disabled people in japan is regularly increasing, so greater effort will need to be made to
accept all students in an inclusion setting.
