u Placement/Setting Issues and Strategies
Some Utah data u Category trends over time u u Equal to or better than national average for kids labeled with E/BD u Worse then national average for kids labeled ID/MR u ???
u u General issues u u Older, lower performing kids with more s______________________ problem behaviors most likely to be in more restrictive or segregated settings; however...
• Intellectual, academic, and behavioral characteristics don’t always strongly predict placement
• Placement is to be determined by n____________, not by labels or classifications
•
Consensus that typical regular ed settings are poorly equipped to handle kids with more substantial support needs u Current trends towards more inclusive services; lots of heat, not a lot of light
• Very little clear and positive data on kids with more severe problem
• behaviors in less restrictive or more inclusive settings u Moving to or providing support in less restrictive settings u u Long-range comprehensive planning with broad involvement (top-down and bottom-up?) u
• S___________________ programs in place to create and maintain positive school environment
– Discipline systems, social skills training, peer tutoring, etc.
– u Assessment of target environments u Teacher/student ratios
• Level of s____________________________/predictability
• Levels of attention, interaction, instruction
•
Specific instructional strategies and activities u Behavioral expectations and demands (peers and teachers)
• Peer context/c_________________________________
• Teacher attitudes, values, expertise, experience, etc.
• u Performance in current settings?
u
Be careful to avoid “readiness” approach

• Adapting or fading current procedures to approximate target environments
• Self-management, other systems (point systems, etc.)
• u Teacher collaboration and interaction throughout process u Support, sharing, mutual respect, etc.
u u Student involvement and input?
u
• Actual transition process
• u Local and e____________________ support u Teacher teams, school psychs, administrators, behavior consultants u
• Ongoing followup and evaluation u Your experiences with tougher kids and inclusion? (what works, what doesn’t, etc.?)