Human Exceptionality Chapter 3

Focus 1
Define inclusive education.
Focus 2
Describe the characteristics of evidence-based
inclusive schools.
Focus 3
Define multidisciplinary collaboration and identify its
key characteristics.
Focus 4
Why is it so important to provide early intervention
services as soon as possible to young children at
risk?

Focus 5
Identify the components of the individualized family
service plan (IFSP).
Focus 6
Identify evidence-based instructional approaches for
preschool-age children with disabilities.
Focus 7
Describe the roles of special education and general
education teachers in an inclusive classroom
setting

Focus 8
Why are multilevel instruction, universal design for
learning, direct instruction, assistive technology,
and curriculum-based assessment/measurement
considered evidence-based practice in an
inclusive classroom?

 Third grade student struggling in reading
and language
 IEP Process
› Pre-referral
› Evaluation
› Determination of Eligibility
 Parents as partners in the multidisciplinary
IEP team


 What is inclusive education?

› Inclusion can also be defined by the extent
of the student’s access to, and participation
in, the general education setting.


 Full inclusion is an approach in which all
support services are delivered to the
student within the regular classroom setting.

 Partial inclusion is an approach in which
most support services are delivered to the
student within the regular classroom setting.
However, when appropriate, the student
may be “pulled out” and placed in another
instructional setting.

 Diversity, Acceptance, Belonging
› An effective inclusive school promotes
acceptance and belonging within a diverse
culture.
 Formal and Natural Supports
› Within an effective inclusive school, students
must have access to both formal supports
(those provides by the school system) and
natural supports (including family, friends,
and classmates).

 Age Appropriate Classrooms in
Neighborhood Schools

› Effective inclusive schools provide services
and support to students with disabilities in
age-appropriate classrooms within a
neighborhood school.


 Access to the General Curriculum
› Access to the general curriculum for students
with disabilities is a critical provision of IDEA.
 Multidisciplinary Schoolwide Instructional
Support
› Effective inclusive schools are characterized by
schoolwide support systems that use both
general and special education resources in
combination to benefit all students in the
school.

 Collaboration is defined as professionals,
parents, and students working together
to achieve the mutual goal of delivering
an effective educational program
designed to meet individual needs.


 In inclusive schools, effective
collaboration has several key
characteristics:
› Parents as Valued Partners
› Sharing the Responsibility
 Multidisciplinary Schoolwide Assistance Teams
—To meet the challenges of individual
diversity, schools have developed support
networks that facilitate collaboration across
professions.

› Sharing the Responsibility (continued)
 Working Together as a Professional and Parent
Team— The diverse needs of students with
severe disabilities require that students have
access to many different education and
related service specialists who work together in
delivering instruction and providing adequate
resources through transdisciplinary teaming.


 In inclusive schools, effective
collaboration has several key
characteristics:
› Peer Support and Cooperative Learning
 Peer supports may serve as powerful natural
supports for students with disabilities in both
social and academic areas and may range
from simple opportunities to interact to highly-
structured peer-mediated instruction.


 Early intervention services and supports
in an environment that is free of
traditional categorical labels should be
provided as early as possible to students
who are at risk.
 Early intervention can abate the overall
impact of disabilities as well as
counteract the negative effects of
delayed intervention.

 Bringing about Change for Young Children
with Disabilities
› For the better part of the twentieth century,
comprehensive educational and social services for
young children with disabilities were nonexistent or
sporadic. Often the only option was institutionalization.
› Before the passage of the Handicapped Children’s
Early Education Program (HCEEP) in 1968, national
support for the development and implementation of
services for young children with disabilities was largely
absent.


 Bringing about Change for Young
Children with Disabilities (continued)
› The documented success of HCEEP culminated
in the passage of Public Law 99–457 in 1986, an
amendment to the Education of the
Handicapped Act (now IDEA), which opened a
new era of services for young children with
disabilities.


 Early Intervention Under Part C of IDEA

› Early intervention entails comprehensive services
and supports, including education, health care,
and social services, for children from birth to three
years of age.


 IDEA 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,
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 a developmental delay.

 An individualized family service plan
(IFSP) must be developed for each child
to ensure that specific needs are
addressed.


 Evidence-Based Early Intervention

› In order for support models to be effective,
services should focus on individualization,
intensive instruction, and comprehensive
service delivery.


 Preschool Services:
› Referral
 A child find system is set up in each state to
locate preschool age children who are at risk
and make referrals to the LEA.
 Referrals may come from the parent,
physician, health or social service agencies, or
the child’s day care or preschool teacher.
 Referrals are based on the child’s perceived
developmental delays.

› Multidisciplinary Assessment
 A preschool-aged child is eligible if he or she
meets both of the following requirements:
 There is a developmental delay in one or more of the
areas of cognitive development, physical
development, communication, social or emotional
development, and adaptive development.
 As a result of the delays, the child needs special
education and related services.


› Developing an IEP for the Preschool-Aged Child
 An individualized education plan (IEP) must be developed
for each eligible child using specialists from a variety of
disciplines.
 Depending on needs, programs may focus on developing
skills in communication, social and emotional learning,
physical well-being, self care, and coping.
 The skills chosen should be based on a functional
assessment of the child and the setting where he or she
spends time that determines the child’s skills, the
characteristics of the setting, and the family’s needs,
resources, expectations, and aspirations.

 Evidence-Based Practices in Preschool
Education
› Developmentally Appropriate Practice
› Age-Appropriate Placement
› Teaching Functional Skills
› Inclusive Preschool Classrooms
 Transition from Preschool to Elementary
School


 The Roles of the Special Education
Teacher
› Collaborator
› Consultant
› Coordinator
 The General Education Teacher - IDEA
requires that general educators be
members of IEP teams.


 Evidence-Based Practices in Inclusive
Elementary School Programs
› Multilevel (Differentiated) Instruction
› Universal Design for Learning
› Direct Instruction
› Assistive Technology
› Curriculum-Based Assessment/Measurement


Human Exceptionality Chapter 3

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