2. Contributers:
Nawal Al-Nouri: Social Worker
Eva Christensen: General Educator
Ryan Schaefer: Special Educator
Hayat Msouty: Language/speech therapist
Janette Bustamante: Parent
photo: schools.nyc.gov
3. Emerson Elementary School
~450 students
94% African American
96% low income
1% English language learners
18% of students have disabilities
11% of students are homeless
photo: SPED 410 project module
4. Emerson Elementary School –
What We’re Facing
Below average academic performance
High student mobility
High truancy rate
Average class size of 24
photo: brighterchoice.org
5. Overview of Special Education
Principles of IDEA (Turnbull, pp 11-18)
Zero reject
Nondiscriminatory evaluation (Disproportionality PDF)
photo: alphapublicschools.org
6. Overview of Special Education
Principles of IDEA continued (Turnbull, pp 11-18)
Appropriate education
Least restrictive environment (LRE) (LRE Video)
Procedural due process
Parent and student participation
photo: specialneedsnewyork.com
7. Inclusion
Refers to the involvement of
students with disabilities with
their nondisabled peers in academic,
extracurricular, and other school activities.
Based on IDEA’s principle of Least Restrictive
Environment (LRE)
“Inclusion is part of a much larger picture than
just placement in the regular class within
school” (NICHCY, 2013).
8. Inclusion ctd.
Research supporting inclusion
Students with special education needs included in the
general education classroom steadily benefit from an
inclusion setting compared to students in self-contained
or special education settings.(Booth, Ainscow, Black-Hawkins, Vaughan, & Shaw,
2000; Kalambouka, Farrell, Dyson, & Kaplan, 2005)
Students with disabilities who spend more time in general
education classrooms attain higher scores on achievement
tests, are present more, and perform more similarly to grade
level than their peers that are isolated for instruction. (Blackorby,
Wagner, Cameto, Davies, Levine, & Newman, 2005)
4 key characteristics of inclusion
Home-school placement
Principle of natural proportions
Restructuring teaching and learning
Age- and grade- appropriate learning
9. General Recommendations
To enhance access & support inclusion
Provide accommodations when
appropriate.
Provide modifications if indicated.
Determine appropriate supplementary
aids and services, annual goals, test
accommodations or alterations,
related services, and specially
designed instruction through a
student’s annual IEP
Establish proper communication and
collaboration within IEP team to ensure
the most appropriate decisions are
made for the student.
10. Utilize Response to Intervention (RTI) to determine
whether a need for more intensive instruction
exists.
Three tiers exist from most to least intensive to
help struggling learners accelerate their rate of
learning.
Provide wraparound services, a philosophy of
care in which school, community, mental health,
and other services are wrapped around the
student instead of being compartmentalized by
field or agency.
General Recommendations ctd.
To enhance access & support inclusion
11. Implement Universal Design for Learning (UDL), “a set of
principles for curriculum development that give all
individuals equal opportunities to learn” (UDL Center, 2012).
Three principles: providing multiple means of
representation, providing multiple means of action
and expression, and providing multiple means of
engagement.
Utilize differentiated instruction within the classroom, a
modification to traditional instruction in which different
teaching strategies are used.
General Recommendations ctd.
To enhance access & support inclusion
12. Overview of Learning Disabilities (LD)
Definition: A condition in one or more of the basic
physiological processes that results in an imperfect
ability to listen, think, speak, write, spell or do
mathematical calculations.
Causes: Brain structure, genes, environment
The Most Common Disability
1out of 10 people have a LD
Often co-exist with other disabilities
Determining a LD
The Discrepancy Model
RTI Process
Psychological Processing Model
Characteristics of a LD
Reading, math, memory, social/emotional
13. Academic Recommendations for LD
Differentiated Instruction
Content, Process, Assessment
Universal Design for Learning
One-on-one help
Math & reading
Peer Tutoring
Testing Accommodations
Time
Fewer questions
Pace
Calculator
14. Social/Behavioral Recommendations
Student Active Role in IEP
Transition Planning Services
Peer Buddies
Communication with Parents
Value Student Culture
High minority representation
Build On Student Strengths
15. Overview of Autism Spectrum
Disorder
Autism: A developmental disability that significantly
affects a student’s verbal and nonverbal
communication, social interaction, and educational
performance.
Characteristics:
Atypical language development
Atypical social development
Repetitive behavior
Problem behavior
Sensory and movement disorders
Differences in intellectual functioning
16. Academic Recommendations
Direct instruction with clear, concise directions
Visuals!
Maintain consistency using routines
Promote organization
Classroom ecology
IEP accommodations: computers, rubberized
pencils, raised paper, etc.
Self-determined learning model of instruction
Testing accommodations
17. Social and Behavior
Recommendations
Functional Behavior Assessment
Applied Behavior Analysis
School-wide Positive Behavior Support
Social stories
Cooperative learning opportunities – snowballing,
think/pair/share, expert groups
DIR Floortime
18. Overview of Physical Disabilities
IDEA definition
Cerebral Palsy
Neurological disorder that causes a lack of
muscle control
Causes & Types
Spina Bifida, or “Open Spine”
Attributed to a prenatal spinal cord
malformation
Causes & Types
19. Academic Recommendations
Accommodations
Accessibility to school and classroom
Assistive Technology
Universal Design for Learning
Speech and physical therapy
Adaptive Physical Education
20. Social/Behavioral
Recommendations
Promotion of Self-Awareness
Give student the opportunity to participate in rites
of passage,
i.e: learning to drive
Including Peers in the Inclusion Process
Providing other methods of communication
21. Moving Forward
Training on differentiated instruction
Analyze the use of RTI at Emerson
Social Stories pull out group/club
Behavior Support
photo: saprev.com
22. References
Autism Fact Sheet. (2014). Retrieved from http://www.ninds.nih.gov/disorders/autism/detail_autism.htm
Bailey, Eileen. (2012, October 16). 23 Ways to Accommodate Autism and Asperger’s Syndrome in the
Classroom. Retrieved from
http://www.healthcentral.com/autism/c/1443/156580/accommodate-autism/
Cerebralpalsy.org (2014). Communicating with Cerebral Palsy | Speech Therapy |
CerebralPalsy.Org. Retrieved June 10, 2014, from http://cerebralpalsy.org/ about-cerebral-
palsy/therapies/speech-and-language-therapy/
Disproportionality PDF (n.d.). Retrieved June9, 2014, from https://uic.blackboard.com/bbcswebdav/
pid-3706342-dt-content-rid-46265657_2/courses/2014.summer.sped.410.1/
Disproportionality.pdf
Effective Communication and the IEP (n.d.). Federation for Children with Special Needs. Retrieved June 9,
2013 from
http://www.needhamsepac.org/pdf/Effective%20Communication%20final%20HANDOUT.pd
f
Greenspan, Stanley. (2014). The Greenspan Floortime Approach. Retrieved from
http://www.stanleygreenspan.com/
Inclusion in Classrooms. (2014). Ransom Notes. Retrieved June 9, 2014, from
https://edts523naz.wikispaces.com/Inclusion+in+Classrooms
Jordan, A., Scwartz, E., McGhie-Richmond, D. (2009). Preparing Teachers for Inclusive Classrooms.
Teaching and Teacher Education, 25 (535-542).
23. LDAssocAb. 2012. What Causes Learning Disabilities. Retrieved from http://
www.youtube.com/watch?v=GOWfKqtcW3M
Least Restrictive Environment Video. (2014). Retrieved June 9, 2014, from
http://www.ocali.org/project/least_restrictive_environment_video
MDCH - Wraparound Services. (2014). MDCH - Wraparound Services. Retrieved June 9, 2014, from
http://www.michigan.gov/mdch/0,1607,7-132-2941_4868_7145-14676--,00.html
School Inclusion. (2013). National Dissemination Center for Children with Disabilities. Retrieved June 9, 2014,
from http://nichcy.org/schoolage/placement/inclusion
Supports, Modifications, and Accommodations for Students. (2010). National Dissemination Center for
Children with Disabilities. Retrieved June 9, 2014, from
http://nichcy.org/schoolage/accommodations
Turnbull, A., Turnbull, R., Wehmeyer, M.L., Shogren, K.A (2013). Exceptional Lives: Special Education in
Today’s Schools. Upper Saddle River, New Jersey: Pearson Education, Inc.
Turnbull, Ann; Turnbull, H. Rutherford; Wehmeyer, Michael L.; Shogren, Karrie A. (2012-02-08).
Exceptional Lives: Special Education in Today's Schools (7th Edition) (Pages
267-270, 280-281, 283-284, 287). Pearson HE, Inc.. Kindle Edition.
UDL Guidelines 2.0 | National Center On Universal Design for Learning. (2011). UDL Guidelines 2.0 |
National Center On Universal Design for Learning. Retrieved June 9, 2014, from
http://www.udlcenter.org/aboutudl/udlguidelines/
What is Autism? (2014). Retrieved from http://www.autismspeaks.org/what-autism
What is RTI?. (n.d.). What is Response to Intervention (RTI)?. Retrieved June 9, 2014, from
http://www.rtinetwork.org/learn/what/whatisrti
Williams, Elaine. (2011). Educational Recommendations for Autism Spectrum Disorders. Retrieved
from http://www.pathfindersforautism.org/articles/view/educational-recommendations-for-
autism-spectrum-disorders
