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Ch. 1 Inclusive Teaching as Responsive Education, Learning Objectives …

- - - - offers additional practices for serving students with disabilities when they are not receiving some or all of their education in the general education classroom.
    - - resource rooms, partially self-contained special classes, self-contained special classes, and special education schools (center schools)
      - For the vast majority of students who receive most of their education in general education classes, the resource room is the option for pullout special education services.
      - Resource room instruction often consists of small-group instruction focused on areas most in need of intensive intervention.
      - This instruction may occur for 30 to 60 minutes several days a week.
  - - - , focuses on the curriculum so a broad range of students with very different learning preferences can approach it and learn without an intervention being made especially for them.
    - - to compensate for challenges they bring to the instructional situation
    - - where students receive all educational services in the general education classroom. With this practice, speech/language pathologists come to the general education class to work with a student who needs speech therapy, rather than removing the student for individualized work.
    - - wherein special education teachers come to general education classrooms to work with students needing intervention or share instructional duties across academic content for all students in the class
  - - - passed in 1975
      - inclusion probably meant that children with disabilities had the right to go to public school and receive a free education. Neither the type of school nor the location where the education was delivered was the focus of advocacy efforts.
      - When education became mandatory for all students with disabilities, the nation saw a rise in the number of separate schools built specifically for them. Real growth also occurred in the number of special classes for this newly included group of students.
      - The first model for inclusive education reflected the idea that, whenever possible, students with disabilities should be included in the public education system and mainstreamed , or educated together with peers without disabilities, such as in art, music, and physical education.
        
        Special schools and special classes offered highly specialized programs to students with disabilities and their families. Some special schools offered facilities and services that are feasible to deliver only when students with similar needs are congregated.
  - - - special education placement decisions must be individually determined, because services should be tailored to the needs of each student with disabilities.
      - no single answer is possible for all students with disabilities.
      - students with disabilities need an array of services (and placements) available to them for the delivery of individualized education programs that range in intensity and duration
    - - FAPE
        
        free appropriate public education
      - LRE
        
        least restrictive environment
- - - - Learning Disabilities Association of America has a long history of advocacy on behalf of individuals with learning disabilities and the professionals and families who work with them
      - The Arc of the United States. Its focus includes ensuring that all students are provided appropriate public education services.
      - CHADD (Children and Adults with Attention-Deficit/Hyperactivity Disorder [ADHD]) is made up of hardworking volunteers who provide support and resources to parents and professionals.
      - The National Federation of Families for Children’s Mental Health exists to provide national-level advocacy for the rights of children with emotional, behavioral, and mental health challenges and their families. It works collaboratively with a national network of family-run organizations.
  - - - supports the special education program and works with a special education student in the general education classroom (Allen & Ashbaker, 2004). These professionals’ services often make inclusion possible because they provide individualized assistance to students with disabilities for extended periods of the school day
    - - related services professionals go into action to meet the individual needs of students with disabilities.
    - - the multidisciplinary or transdisciplinary set of services many students with disabilities require if their education is to be truly appropriate.
        
        adaptive physical education (PE)
        
        AT
        
        audiology
        
        diagnosis and evaluation
        
        interpretation for the deaf
        
        family therapy
        
        occupational therapy (OT)
        
        orientation and mobility
        
        the assistance of paraprofessionals (paraeducators and teacher aides)
        
        physical therapy (PT)
        
        psychological services
        
        recreation and therapeutic-recreation therapy
        
        rehabilitative counseling
        
        school counseling
        
        school nursing
        
        school social work
        
        speech/language pathology
        
        special transportation
        
        vocational education
        
        work study
  - - - ensure that a lack of appropriate academic instruction is not causing difficulties
      - collect data about the target student’s performance, showing that high-quality classroom procedures do not bring about improvements in academic or social behavior for this particular student.
      - 3.for those students who do not make expected gains with intensified interventions, further classroom evaluations are conducted.
        
        The ensuing classroom assessments include comparisons with peers who are achieving as expected, careful monitoring of the target student’s progress (through curriculum-based measurements), and descriptions of interventions tried, accommodations implemented, types of errors made, and levels of performance achieved
  - - - 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 nondisabled; and that special classes, separate schooling or other removal of children with disabilities from regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. (USDE, 2006, pp. 46764–46765)
  - - - Validated (using practices proved effective through research)
      - Individually determined (matching teaching procedures to individuals)
      - Explicit (directly applying interventions to content and skills)
      - Strategic (helping students apply methods to guide their learning)
      - Sequential (building on previous mastery)
      - Monitored (evaluating progress frequently and systematically)
  - - - a set of evaluation procedures that assess the effectiveness of instruction on skills while they are being taught.
    - - (a) directly on skills of concern,
      - (b) systematically,
      - (c) consistently,
      - (d) frequently.
    - - the areas of most concern are measured directly to check progress on the curricular tasks, skills, or behaviors to which interventions are being directed
      - These assessments occur often (e.g., weekly) and provide educators with useful feedback, on the basis of which they can quickly modify their instructional approaches
  - - - infants and toddlers (birth through age 2) with disabilities and their families.
    - - for schoolchildren ages 3 to 21 with disabilities and their families.
- - - - The special needs education of these children were not being fully met because they were not receiving necessary related services
      - Services within the public school system were inadequate and forced families to go outside the public school system, often traveling great distances from their residents at their own expense
      - More than half of the eight million children with disabilities were not receiving appropriate educational services
      - One million of the children with disabilities in the United States were excluded entirely from the public school system
      - If given appropriate funding state and local education agencies could provide effective special education and related services to meet the needs of children with disabilities.
  - - - Began to develop deaf education
    - - Founded the New England asylum for the blinds, later called Perkins School for the blind.
    - - In Italy. Worked with the first children with cognitive disabilities and showed that they could learn at young ages through concrete experiences offered in the environment's rich and manipulative materials
    - - Initiated public school classes for students with disabilities in 1898
    - - And if it tarts, students came to the United States and began efforts to educate students with this ability.
    - - The Doctor Who is now recognized as the father of special education, used many principles and procedures of explicit instruction to implemented today
- - - - Eha was reauthorized for the first time in 1968 Congress added services to infants toddlers and their families in this version of the special education law.
    - - In nineteen ninety seven reauthorization issued such access to general education curriculum participate in state and district wide testing and disciplined assumed prominence
      - When the law was rearrothered again in 2000 and four, many changes were made in the way that student learning can be identified.
        
        The law encourages states and school districts to help all young students who are struggling to read in hopes of preventing reading such learning disabilities and also getting help as early as possible for those who needed
- - - - Sims scholars believe that if an individual's significant differences are treated like everyone else, the problem associated with intellectual disability will disappear
      - Others believe that disabilities are real, not just sociologically constructed and significantly affect people who have them, no matter how they are treated. To these critics, sociology perspective needs arise from sameness in which everyone is truly alike. They contend that this position is dangerous because it a minimizes people's disabilities. B suggests that individuals with disabilities do not need special services and see implies that needed services can be discontinued or reduced.
- - - - Speech or language impairments
        
        Concludes articulation fluency and voice problems
      - Intellectual Disability
        
        Ranges from mid to severe but often overlaps with low incident disabilities.
      - Emotional disturbance
        
        Include schizophrenia does not include children who are softly men lipidated unless it is determined that they have emotional disturbance
      - Specific learning disability
        
        Includes reading language writing mathematics disabilities, including dyslexia, dysgraphia and dyscalculia
    - - Multiple disabilities
        
        Does not include all students with more than one disability criteria. vary by state
      - Hearing impairment.
        
        Glutes full range of hearing loss, the term deaf is used signify those who consider themselves part of the deaf community.
      - Deafness
        
        A hearing impairment so severe that a child is impaired in crossless linguistics formation through hearing with or without amplification that adversely affects the child's educational performance
      - Orthopedic impairment.
        
        Is often combined with health impairments because there are many overlapping conditions
      - Other health impairment
        
        Under idea it includes ADHD.
      - Visual impairment (includes blindness)
        
        Includes full range of vision loss
      - Autism
        
        Aesd is more inclusive. Autism is considered one of the 5 A. S. D. Conditions. Actually, national prevalent numbers placed this group of learners in the low incident category, although many consider it to be a higher incident.
      - Death blindness
        
        Causes severe communication in other developmental and educational needs
      - Traumatic brain injury
        
        Must be acquired after birth
      - Developmental delay
        
        Allows for non-categorial identification from birth to age 9.