Special Education Content Training

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You can please some of the people some of the
time
But you cant please all of the people all of the
time.
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Special Education Inclusion Practices

• Presented by
• Mark Tribett
• Mark.tribett_at_misdtx.net

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History of Special Education

• Special education is like a chameleon, its
  appearance changes with attitudes and convictions
  of the time.
• Before 1800, with a few notable exceptions,
  mental retardation was not considered an
  overriding social problem in any society because
  those with more severe retardation were killed or
  died of natural causes at an early age.
• The earliest reference to mental retardation is
  dated 1552 B.C., some anthropological studies
  have found evidence of mental retardation
  substantially predating that time.
• Severe head injuries were not uncommon during
  early times, and they most certainly resulted in
  behavioral irregularities. Human skulls dating to
  the Neolithic Age indicate that crude brain
  surgery had been performed.
• Neither the religious nor the economic
  perspective was conducive to the care and
  maintenance of people with retardation
  nonproductive citizens were expendable.

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Historical Foundation cont.

• Pope Gregory I
• 12th century, King Henry II of England
• Reproductive sterilization
• Alfred Binet- French minister of public
  education, designed the first intelligence test.
• Two trends are apparent in special education
  today
• -First, children with disabilities are receiving
  special education services earlier
• -The second trend is a change in the public's
  attitude toward employment of people with
  handicaps

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Special Education the Law

• Several federal statutes are in place to insure
  the rights of those students and employees in
  special education.
• Title VI of the 1964 Civil Rights Act
• Instrumental in the desegregation of the schools
  during the 1960s and 70s
• Title VII allows for money damages for
  intentional discrimination.

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Special Education the Law cont.

• Americans with Disabilities Act of 1990
• Prohibits discrimination against persons with
  disabilities in public and private employment.
• Allows students accessibility to facilities and
  programs in public schools and those institutions
  accepting federal funds for education.

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Special Education the law cont.

• Individuals with Disabilities Education Act
  (IDEA)
• Provides a comprehensive legal framework for
  serving children with disabilities.
• In 1976-77 fewer than 1 million students were
  served under IDEA. By 1999-2000 close to 3
  million student s received services.
• IDEA 1997 requires parental consent for all
  assessments.
• Requires that an IEP team (ARD) must decide what
  assessments are necessary.
• Texas City ISD v. Ashley G.- the hearing officer
  ultimately ruled that the parents have a voice in
  the assessment process, but not a veto power.
• Andress v. Cleveland ISD- if a parent wants to
  receive special education under IDEA they must
  allow the school to reevaluate, they cannot rely
  solely on an independent evaluation.

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IDEA Reauthorization Amendments

• 1975
• FAPE
• Students must have on file an IEP for each
  student eligible for services.
• Parents have the right to inspect, challenge, and
  be informed of these records.
• Students have the right to be serviced in LRE.
• Students must be assessed fairly and
  nondiscriminatory.

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IDEA Amendments cont.

• 1986
• All rights of the Education for All Handicapped
  Children are extended to preschoolers with
  disabilities.
• School District must conduct a multidisciplinary
  assessment and an Individualized family service
  plan (IFSP) for all preschoolers with a
  disability

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IDEA Amendments cont.

• 1990
• Officially termed IDEA by reauthorizing Education
  for All Handicapped Children
• Changed the language from handicapped to
  disability, less demeaning.
• Adds Traumatic Brain Injury (TBI) and Autism has
  handicapping conditions
• Comprehensive Transition services added.
• AT was added to services.

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IDEA Amendments cont.

• 1997
• State and District assessments were to be
  included for those with disabilities.
• Addressed the issue of discipline.
• Restructured funding for Special Education
• Curriculum was addressed.
• Regular Ed. Teacher added to the IEP team.

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IDEA cont.

• Congress sent the message that the students
  should be taught, as much as possible, the same
  subject matter that the regular education
  students are taught.
• Texas adopted the TEKS, which the state defines
  as what the student is expected to know.
• IDEA takes the notion of least restrictive
  environment (LRE).

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Least Restrictive Environment

• Federal law expresses a strong preference for
  placing the child with disabilities in the
  setting in which that child would be served if
  there were no disability.
• Several terms inclusion, mainstreaming, etc.
• Three cases that involve LRE
• Daniel R.R. v. Sate Board of Education
• Case involving the Regional Day School Program
  for the Deaf.
• Flour Bluff ISD v. Katherine M.

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• Continuum of Services
• Least restrictive
• Regular class w/ or w/o modifications
• Remedial (or developmental) class (1/2-1 hour)
• Special Class (1-3 hours), Lab or Resource Room
• Special Class (4-6) hours
• Home-Bound Instruction
• Institutional or Hospital Placement
• Most Restrictive

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Section 504

• These students may include the following
  conditions asthma, heart conditions, drug
  addictions, etc.

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Handicapping Conditions Under IDEA

• Autism
• Mental Retardation
• Learning Disability (LD)
• Emotional Disturbance (ED)
• Traumatic Brain Injury (TBI)
• Speech or Language Impairment
• Visual Impairment (VI)

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Conditions cont.

• Deafness and Hearing Impaired
• Orthopedic Impairments
• Other Health Impairments (OHI)
• Deaf-Blindness
• Multiple Disabilities
• Developmental Delay- not mandated by IDEA but
  powers left to the state for those between the
  ages of 3-9 years old needing Special Education
  services.

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Percentage of Children with Disabilities Ages
6-17, School Year 1998-1999

• Category of all Disabilities
• LD 50.8
• Speech/Language Impairments 20.4
• MR 10.4
• ED 8.3
• Multiple Disabilities 1.8
• Hearing Impairments 1.3
• Orthopedic Impairments 1.3
• OHI 4.0
• VI 0.4
• Autism less than .1
• Deaf-blindness less than .1
• TBI .2

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FERPA

• The Family Educational Rights and Privacy Act
  (FERPA) (20 U.S.C. 1232g 34 CFR Part 99) is a
  Federal law that protects the privacy of student
  education records. The law applies to all schools
  that receive funds under an applicable program of
  the U.S. Department of Education.
• Parents or eligible students have the right to
  inspect and review the student's education
  records maintained by the school. Schools are not
  required to provide copies of records unless, for
  reasons such as great distance, it is impossible
  for parents or eligible students to review the
  records. Schools may charge a fee for copies.
• Parents or eligible students have the right to
  request that a school correct records which they
  believe to be inaccurate or misleading. If the
  school decides not to amend the record, the
  parent or eligible student then has the right to
  a formal hearing. After the hearing, if the
  school still decides not to amend the record, the
  parent or eligible student has the right to place
  a statement with the record setting forth his or
  her view about the contested information.

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FERPA cont.

• Generally, schools must have written permission
  from the parent or eligible student in order to
  release any information from a student's
  education record. However, FERPA allows schools
  to disclose those records, without consent, to
  the following parties or under the following
  conditions (34 CFR 99.31)
• School officials with legitimate educational
  interest
• Other schools to which a student is transferring
• Specified officials for audit or evaluation
  purposes
• Appropriate parties in connection with financial
  aid to a student
• Organizations conducting certain studies for or
  on behalf of the school
• Accrediting organizations
• To comply with a judicial order or lawfully
  issued subpoena
• Appropriate officials in cases of health and
  safety emergencies and
• State and local authorities, within a juvenile
  justice system, pursuant to specific State law.

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Special Education Process

• The 5 Stages

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Referral-Requesting that a student be evaluated

• Parent/Guardian
• Make a request, preferably written, to the
  principal, counselor, or special education
  designee at the childs campus.
• Receive a copy of Notice of Procedural
  Safeguards.
• Receive notice for full and individual initial
  evaluation.
• Give written consent for the evaluation to be
  completed.

• School District
• Make a referral if student is suspected of having
  a disability that is causing his/her learning
  problems.
• Contact parent. Explain the referral process,
  and provide the parent with a copy of Notice of
  Procedural Safeguards and Special Education
  Process.
• Provide the parent with the notice for a full and
  individual initial evaluation.
• Obtain written parental consent to evaluate.

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Admission, Review, and Dismissal
Committee-Eligibility

• Parent/Guardian
• Receive Notice of ARD Committee Meeting and
  Notice of Procedural Safeguards five (5) school
  days prior to meeting.
• Ask questions about the evaluation results.
• Share information about the childs strengths and
  educational needs.
• Share information to help determine eligibility
  and appropriate services.

• School District
• Provide parent with Notice of ARD Committee
  Meeting and Notice of Procedural Safeguards.
• Review and explain evaluation results with
  members of ARD committee.
• Determine eligibility for special education
  services.

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ARD-Individualized Education Program Development

• Parent
• Share information.
• Assist in the development of IEP goals,
  short-term objectives and benchmarks.
• Contribute to the determination of special
  education and related services to be provided, if
  appropriate.
• Contribute to the determination of appropriate
  educational placement.
• Give permission for your child to receive special
  education and related services (initial placement
  only).

• School District
• Contribute to the development of the IEP that
  will enable the student to be involved in an
  progress in the general education curriculum.
• IEP to include
• Students strengths and needs.
• Measurable annual goals, short term objectives
  and benchmarks.
• Appropriate special education and related
  services.
• Appropriate educational placement.

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Annual Review Meeting

• Parent/Guardian
• Receive Notice of ARD Meeting five (5) school
  days prior to meeting.
• Receive a copy of Procedural Safeguards.
• Assist. In development of new IEP annual goals
  and short-term objectives and benchmarks for the
  next school year.
• Help determine appropriate special education and
  related services.
• Help determine an appropriate educational
  placement based on the identified IEP goals and
  objectives.

• School District
• Notify parent of the meeting and participants.
• Provide a copy of the Notice of Procedural
  Safeguards to the parent.
• Gather information on the students progress,
  including involvement and progress in general
  education curriculum.
• Review current IEP.
• Develop new IEP that will allow the student to
  progress in the general education curriculum.
• Determine appropriate educational placement.
• Advise parent of his/her right to agree/disagree
  with ARD committee recommendations.

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Advantages to Inclusion

• facilitates more appropriate social behavior
  because of higher expectations in the general
  education classroom.
• promotes levels of achievement higher or at least
  as high as those achieved in self-contained
  classrooms
• offers a wide circle of support, including social
  support from classmates without disabilities.
• improves the ability of students and teachers to
  adapt to different teaching and learning styles.
• Hines, Rebecca A

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Advantage Cont.

• offers the advantage of having an extra teacher
  or aide to help them with the development of
  their own skills
• leads to greater acceptance of students with
  disabilities
• facilitates understanding that students with
  disabilities are not always easily identified
• promotes better understanding of the similarities
  among students with and without disabilities
• Hines, Rebecca A

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Problems with Inclusion

• The National Education Association recommends
  that inclusive class size be no higher than 28
• this population should make up no more than 25
  of the class
• Scheduling the amount of time needed for
  collaborative planning, especially at the middle
  and secondary levels where a co-teacher may be
  working with as many as six different teachers
  during the course of the school day

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Problems Cont.

• The primary findings are that teachers agree in
  principle with the goals of inclusion, but many
  do not feel prepared to work in inclusive
  settings (Mastropieri Scruggs, 2000 Hines
  Johnston, 1997).
• collaboration calls for a shift in control and
  the sharing of a learning environment rather than
  having individual space, both concepts foreign to
  the traditionally trained teacher
• accepting new ideas about teaching, learning, and
  learning styles is called for and not always
  embraced by teachers

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Knows the different ways that students with and
without disabilities learn.

• Learning styles can be defined in large part by
  the answers to five questions
• (1) What type of information does the student
  preferentially perceive sensory (external) -
  sights, sounds, physical sensations, or intuitive
  (internal) - possibilities, insights, hunches?
• (2) Through which sensory channel is external
  information most effectively perceived visual -
  pictures, diagrams, graphs, demonstrations, or
  auditory - words, sounds?
• (3) With which organization of information is
  the student most comfortable inductive - facts
  and observations are given, underlying principles
  are inferred, or deductive - principles are
  given, consequences and applications are deduced?
• (4) How does the student prefer to process
  information actively - through engagement in
  physical activity or discussion, or reflectively
  - through introspection?
• (5) How does the student progress toward
  understanding sequentially - in continual steps,
  or globally - in large jumps, holistically?

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4 Key Practices

• Prior knowledge- acts as a lens through which we
  view and absorb new information. It is a
  composite of who we are, based on what we have
  learned from both our academic and everyday
  experiences. (Kujawa and Huske, 1995) .
• Visual- Make extensive use of pictures,
  schematics, graphs, and simple sketches before,
  during, and after presenting verbal material.
  (sensing, visual)
• Auditory-words, sounds
• Kinesthetic- active students talk, move
• (ADD TACTILE)- the students manipulate blocks or
  other objects.

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4 Factors that make a difference in learning and
student achievement

• Amount of time.
• Clarity of the instruction
• What the student came in knowing
• Interventions of the teacher

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The Bottom Line

• The amount of active participation in the
  learning (covert or overt) is an excellent index
  of the quality of instruction for the purpose of
  predicting or accounting for individual student
  learning.
• -Benjamin Bloom. Human Characteristics and School
  Learning. 1976

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Performance Standards
Region 13
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Texas AYP Targets Reading/English Language Arts
and Mathematics
Grades 3-8 and 10 summed across grade levels by
subject for reading/language arts and mathematics
Region 13
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Useful Strategies

• Use paired or group reading as necessary and
  appropriate.
• Present directions in more than one way orally
  and then on a checklist, overhead,
  transparencies, handouts, or flip charts.
• Use procedure checklists to help students
  remember what to do and in what order. Remind
  them to check off each step as it is completed.
• Provide a variety of ways for students to learn
  new material (for example, mini-lectures,
  audiotapes, videotapes, printed materials,
  CD-ROMs, internet sites).
• Use a handheld micro cassette tape recorder to
  audiotape your directions so students can refer
  to them as needed.
• Respect the need for some students to move
  around. Identify and clearly communicate when
  students may leave their work places and where
  they can go.

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Strategies cont.

• Provide a stopwatch to remind your more kinetic
  students of when they can move about. Set the
  watch for the amount of time you consider
  appropriate for the student to stay on task.
  When they reach that time, they may get up and
  move.
• Provide a quiet, attractive space for students
  who learn or work best away from others.
• For learners with visual difficulties, read aloud
  written information, directions, and procedures.
• For learners with auditory difficulties, provide
  maps, charts, lists, or icons to move them
  through tasks. Provide work samples to help them
  see the quality of work you expect.
• Think about the physical arrangement of the room.
• Consider allowing students to use headphones
  (without a tape recorder or radio attached) to
  block noise and distractions.

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Mobility and Orientation

• Physical disabilities may affect students
  mobility but not their need for differentiated
  instruction.
• Work with your special education colleagues as
  appropriate in modifying tasks such as
  bodily/kinesthetic activities.
• Keep physical restrictions in mind as you plan
  lessons, field trips, and events.
• Arrange your classroom so students with physical
  disabilities can participate fully.

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Emotionally Disturbed

• Children with emotional disorders constitute
  about 1 of the preschool- and school-aged
  population. These children may be withdrawn or
  overly aggressive. Their education is usually
  provided in regular or special classes with
  support services provided by psychiatrists,
  psychologists, social workers, and
  speech-language pathologists.

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Behavior

• Theory
• Antecedent Dirty Diaper
• Behavior Baby cries
• Consequence Change Diaper
• Self-stimulation, self-injury
• Debbie picks her skin until it bleeds/teach her
  to pick stickers or pick at a knobby therapy ball
• Cody cries until Mom picks him up/teach him to
  say,sign, use pictures for hug or up
• Shane throws toys when he cant make them work/
  teach him say, sign or use a picture for help
• Jarrett bites his sister if she tries to play
  with him/teach him to say No play or leave me
  alone.

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FBA

• Functional Behavior Assessment (FBA)
• Collect information
• Develop summary statements or hypotheses
  statements about the behavior
• When ____occurs, (behavior) happens.
• He/She does that in order to ___.
• Collect data that support the summary statements
  or hypotheses
• Develop the BIP (Behavior Intervention Plan)

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Reinforcement

• Reinforcers
• Primary
• Food, liquid, sensory
• Secondary
• Social praise, activity
• Premack Principle- example, computer time
• Token Reinforcers

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Social Skills

• Make social skills instruction a significant part
  of the curriculum.
• Educators must stop using the train-and-hope
  approach (Stokes Baer, 1977) and must
  incorporate instructional techniques that will
  facilitate the generalization and maintenance of
  social skills learned as an integral part of
  their instructional program.
• Many students with behavioral disorders have
  particular difficulties with and lack skill in
  the area of social competence. The term social
  competence refers here to students ability to use
  environmental cues and alter their social
  behavior in eliciting the desired consequences
  that follow that behavior. Continued research
  efforts need to be directed toward ways to
  improve our ability to teach enough of the
  required skills to improve students social
  competence (Gable et al.)

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Behavior Intervention

• To de-escalate crisis situations and protect
  others from harm
• First engage the student in a calming down
  activity
• Clear area of other students
• Use gentle physical guidance and protection to
  prevent self-injury
• Crisis management plans should be developed
  around the escalation, eruption, and
  de-escalation phases of crisis and not to be used
  as the sole approach to addressing behaviors
• What constitutes a crisis?
• Any behavior that is a danger to self or others.

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Specific Setting Systems

• Routines
• Physical Factors
• Setting-specific behavior
• Instructional strategies
• Support
• Implementation/monitoring