1. What does the term "least restrictive environment" mean when applied to education for
exceptional children? Please give a detailed answer to this question, using citations.
Provide an example to support your answer. (E.G. in real life, how might you describe
this to someone else?)
The “least restrictive environment” is one of the six principles of the federal IDEA law.
It states that a school is required to place an exceptional student in a classroom that best
meets that individual’s needs. “The LRE is the setting that is most similar to a general
education classroom and also meets the child’s special educational needs” (Heward,
2009, p. 74). It is important to place an emphasis on “individual,” because one classroom
might be conducive for one student with a particular disability, while a student with
another disability may be restricted in the same class. LRE allows students with
disabilities to learn in an environment with non-disabled students.
An example of LRE I have seen at my school is with students who read below their grade
level, or have a reading disability. They participate in most general education
classrooms, but they also take a Read 180 course in place of their language arts class.
Heward, W.L. (2009). Exceptional children: an introduction to special education. Upper
Saddle River, N.J.: Pearson College Div.
2. Indicate the purpose of an individualized educational program (IEP) and explain (in
detail, using citations) why it is not appropriate to make a placement decision for a
student before an IEP has been developed for that student. Provide an example to clarify
your explanation.
An IEP is a document that is designed for administrators, teachers, parents and students
to create an individualize plan for each individual student in order to best help them
succeed. In addition “The IEP is a system for spelling out where the child is, where she
should be going, how she will get there, how long it will take, and how to tell if and when
she has arrived” (Heward, 2009, p. 65).
It would not be appropriate to place a student before an IEP has been developed because
realistic goals need to be established first before the placement of a student can be
determined. Once goals are established, a suitable placement can be made that would be
most appropriate in helping the student obtain those goals. Also, it needs to be
determined if the child is eligible for specific services. If placement happens
prematurely, those services – which the student legally has the rights to – may not be
accessible. Also, the least restrictive environment would need to be determined before
the student can be placed.
Similar to the example provided in the previous question, a student with a reading
disability would need to be placed in an environment in which they would have more
direct attention to their specific reading needs. If a student is dyslexic, placing them in a
mainstream English class would most likely be disastrous. However, once an IEP has
been drafted that focuses on specific reading needs, a Read 180 course might be more
beneficial; it would start the student at the appropriate reading level, and focus on
methods of improving their dyslexia.
Heward, W.L. (2009). Exceptional children: an introduction to special education. Upper
Saddle River, N.J.: Pearson College Div.
3. Summarize three arguments against full-inclusion and then, for each argument;
respond from the point of view of a full-inclusion advocate.
One argument against full-inclusion is that it would place students in restrictive
environments, ignoring the IDEA law. If students with specific disabilities were placed
in general ed. classes, there is the possibility they would be placed in a class in which
they could not be successful. An argument against this is that a teacher could modify
instructional or differentiate his/her instructional so as to better suit the needs of the
individual student.
Another argument against full-inclusion is that special education students have individual
needs and that “The very concept of ‘one best place’ contradicts this commitment to
individualization” (Heward, 2009, p. 82). Someone who is for inclusion might argue that
inclusion promotes equality and that we should “view full inclusion as a matter of social
justice (e.g., Sapon-Shevin, 2007; Stainback, Stainback, & Ayres, 1996)” (Heward, 2009,
p. 81).
A third argument against full-inclusion is that teachers end up spending more time and
energy on a few of the students that require the attention and in turn neglect the rest of the
class. It is difficult to be a successful teacher when the ability level of the students has a
wide range. A full-inclusion advocate might say that all students have the ability to learn
and succeed regardless of a disability, so there should be no reason why they cannot be
included. Also, it is not only cognitive skills we are building, but students with
disabilities benefit from social skills and behavioral skills taught in a general ed. class.
Heward, W.L. (2009). Exceptional children: an introduction to special education. Upper
Saddle River, N.J.: Pearson College Div.
4. The definition for mental retardation/ID refers to both intelligence and adaptive
behavior. What is the difference between intelligence and adaptive behavior. (Please
describe these in detail and use citations). Give examples of tasks that are representative
of each. Why is adaptive behavior included in the definition of mental retardation/ID?
Intelligence can be defined as cognitive functioning or understanding. With mental
retardation/ID, some deficits include “poor memory, slow learning rates, attention
problems, difficulty generalizing what they have learned, and lack of motivation”
(Heward, 2009, p. 139). Adaptive behavior is different from intelligence in that it is
defined by the functional skills an individual has. While intelligence includes the ability
to remember something and a lack of motivation, adaptive behavior includes daily living
skills, social development and excessive and challenging behavior (Heward, 2009).
A task that can be associated with intelligence would be memorizing the capitals of each
state in the U.S. A student with mental retardation would have difficulty remembering
each capital. A task that relates to adaptive behavior might be communication. It is
difficult for an individual who has mental retardation to retain a close relationship with
another because of the lack of understanding what appropriate social behavior is.
One reason why adaptive behavior was included in the definition is because “present
functioning must be considered within the context of community environments typical of
the individual’s age peers and culture” (Heward, 2009, p. 133). Having the ability to
drive or navigate public transportation in some cultures may be essential, while in others
it is not a necessity. Another reason why it was included is because it is essential to
know adaptive behaviors to determine “the supports a student requires for success in
school, work, community, and home environments (Schalock, 1999; J.R. Thompson et
al., 2004) (Heward, 2009, p. 138). By merely focusing on the cognitive disabilities of a
student, it would be difficult to determine in which environment a student would be most
successful.
Heward, W.L. (2009). Exceptional children: an introduction to special education. Upper
Saddle River, N.J.: Pearson College Div.
5. When you receive a student with a life-threatening allergy or other medical need, what
should you be considering? Who are the people you must involve in this process? What
do you need to know? (Please be detailed in your response).
In most, if not all cases, a student should have an IHCP. This is included in an IEP if the
student has one. The IHCP will let the teacher know about the history and diagnosis of
the student, and it will also inform the teacher of preventive strategies and the proper
procedures to follow provided the student has a reaction (Heward, 2009).
Some people that should be involved in the process include the student, parents, teachers,
administrators, counselors, nurse, lunchroom workers, aides, and if the student
participates in sports, the coaches.
A teacher should be provided with training in how to deal with a life threatening allergy.
Another thing for the teacher to understand is how to prevent a reaction. The teacher
should have phone numbers for the nurse, the student’s parents and the student’s doctor
and they should be in an easily accessible place.
Heward, W.L. (2009). Exceptional children: an introduction to special education. Upper
Saddle River, N.J.: Pearson College Div.
6. Describe four ways that special and general education teachers can collaborate to serve
students with ADHD.
One way teachers can collaborate to serve students with ADHD is by modifying
assignments. The teachers can decide what the expectations are, and find a way of
reaching those goals, but in a way that is conducive to the student’s learning style.
Another way teachers can collaborate is by reviewing the IEP. It is important for general
education teachers to be reminded of what services a student qualifies for on their IEP.
In addition, resources that would benefit the student will be listed in the IEP that the
special education teacher has access to. A third way teachers can collaborate is to share
curriculum. If a special education teacher has a lesson or an assignment the general
education teacher will be implementing in the coming days, they can prep the student to
help keep them on task. They can also adapt the lesson for the individual student so as to
help the general education teacher. And a fourth way to collaborate is to determine the
best way to assess the student. If they need a quiet area to take a test, the special
education teacher might be able to monitor the student in their own class while the rest of
the general education students complete the test in their normal classroom.
This last essay question is more of an assignment for you to do. Please choose one of the
websites that I have referenced in the first five modules. For this website, I would like
you to do the following:
a) Thoroughly read through and explore the website.
b) Cite the website and copy the URL into your essay.
c) Answer the following questions using complete sentences and providing a thorough
response:
1. What is the main purpose of this website? (Describe the intended audience(s), etc.)
2. What kinds of information are available?
3. Review a resource on this website. Provide a two paragraph description of the resource
and cite where you found it. In this paragraph please describe the applicability to its
intended audience.
4. Who would you recommend this to? (IF)
d) Finally, find the section in this website providing links to other resources (other
websites, etc.) and go to at least two of them. Cite what you found and their purpose.
This assignment should take you at least an hour to complete and should be at least 8
paragraphs long. Please use headings to separate your sections. Cite where appropriate.
http://www.ncld.org/
1. Main Purpose
The main purpose of the National Center for Learning Disabilities is to educate. The
NCLD was established to educate individuals with disabilities, parents, professionals and
anyone who interacts with a person who has a disability. In addition, the organization
supports and encourages the equality of those with disabilities in education and in the
professional world, and they “promote[] research and programs to foster effective
learning…” (NCLD).
2. Information Available
This site provides an incredible amount of information on learning disabilities. It defines
learning disability, provides basic facts like “Currently 2.5 million students are diagnosed
with LD and receive special education services in our schools…” (NCLD). It also
provides information about early warning signs and how to help someone with a
disability live a successful life.
Because LD impact so many areas of learning, the site explains how to improve reading,
writing, spelling, oral skills and math. For reading, they cover a wide range of skills,
from comprehension to expository reading. A literacy expert answered a variety of
questions about programs and approaches to literacy that can be helpful for most grade
levels.
Social and emotional issues are another area covered by the site. They place an emphasis
on this, citing the success of individuals with LD can be credited to their focus on setting
goals, self-esteem and emotional stability among others. “Some of the characteristics that
really make a difference in the lives of these individuals appear to fall within the socialemotional domain” (NCLD).
For parents who have children struggling with a LD, the “In the Home” section would be
beneficial. Learning disabilities don’t end at school, they are part of that individual’s life,
and the disability will affect everyone in the home. The site provides information for
how to go about living as normal a life as possible, for both the individual and the rest of
the family. They discuss marriage and relationships, siblings, financial issues and even
entertainment. And, the learning does not end at school. Home should be a place where
the individual is able to learn valuable life skills, as well as continue to strengthen their
academic skills. For instance, during the summer, continue to read to, or encourage the
child to read as often as possible to keep their literacy skills sharp.
Another valuable page on this site is “At School.” Parents can learn the rights their
children have at school, and the support they should be receiving. There is also
information about the parents’ rights, and what they have a say in. Teachers will also
find helpful tips for teaching strategies and monitoring a student’s progress.
One of the most difficult things for a child with a learning disability to face is that
transition from high school to college or work. The site will help an individual prepare
for a successful future by providing the steps needed to make that transition as smooth
and easy as possible. There is also a section for current laws and policies in place and
legislative updates on those policies.
3. Resource
http://depts.washington.edu/chdd/
I searched through some sources on the NCLD site in hopes of finding one in Seattle and
I found this resource listed. Located at the University of Washington, the Center on
Human Development and Disability is a research center that focuses on genes and
behavioral science. There is a research emphasis in 12 areas, including autism and
dyslexia and dysgraphia. The research is cross-disciplinary bringing in specialists from a
wide range of science disciplines.
The resource is designed to share studies with other researchers, scientists and doctors.
Or if a parent was researching autism, and they were interested in learning about ways of
improving the life of a child with autism, or they were looking for someone to work with
a child with autism, this site provides contact information for a number of reputable
individuals. It also provides a number of links to autism projects.
4. Recommendation
If I were to recommend this site it would probably be to someone who is conducting
research on autism or dyslexia because those are the two areas I am most familiar with.
Specifically, I would recommend it to someone who wanted to know more about how the
brain is affected by these disabilities.
I would also recommend this to people who work with children with autism. The links to
autism projects such as clinical services are invaluable. Teachers could benefit from
some of the trainings offered as well.
5. Resources (Websites)
The “Get Ready to Read” site offers information about early literacy. There are
screenings that parents can have their children participate in to determine their reading
levels, activities like reading games to help improve literacy, and a number of other
sources parents can reference about literacy.
Another link offered by NCLD is the RTI Action Network, or the Response to
Intervention. The goal of this site is to help parents prepare young children to be
successful in life. It is a site focused on preventative measures, ensuring that children are
being taught how to learn from an early age by developing a plan, setting goals and
successfully implementing those plans. What is great about this site is that it is not only
for parents and early intervention, but it provides resources and professional development
for middle school and high school teachers.
Resources:
Center on Human Development and Disabilities. (2011). Retrieved May 2, 2011, from
http://depts.washington.edu/chdd/
Get Ready to Read. (2011). Retrieved May 2, 2011, from http://www.getreadytoread.org/
National Center for Learning Disabilities. (2011). Retrieved May 2nd, 2011, from
http://www.ncld.org/
Response to Intervention Action Network. (2011). Retrieved May 2, 2011, from
http://www.rtinetwork.org/