Including Students with Disabilities
Jacque Hyatt
Idaho Department of Education
Special Education Bureau
(208) 332-6951
The IEP Process
Regular Classroom
Teacher
Parent
Referral
Student is referred for
consideration of evaluation
Evaluation and Assessment:
testing/data
0 collection
Eligibility Determination
Special education and
related services are
needed
Develop IEP
Special Education
Services are started
Student Progress
reported
Annual Review
IEP Secondary Transition Skills
_____Instruction
_____Community Experiences
_____Employment Preparation
_____Adult Living Preparation
_____Daily Living Skills
_____Functional Vocational Evaluation
Students Name:______________________
ID #:______________________
Activities for Future Outcomes:
Transition Service
Responsible Party
Begin Date
1. Post Secondary Education/Training
2. Employment/Career
3. Community Participation
4. Independent Living
5. Adult Services
6. Other
Defining Roles and Responsibilities for Transition Services
Delivery
Meaningful Employment and Community Functioning Outcomes
Employer
and
Community
Support
Vocational
Rehabilitation
Services
Parent and
Family
Support
Vocational
Education
Services
Mental Health/
Developmental
Disabilities
Special
Education
Services
-supervises
job
placements
-provides
modifications
to site
-participates
in federal job
programs
-provides
input on
business
needs
-provides
input on local
support
services
-provides
access to
training sites
-provides
paratransit
options
-provides
independent
living options
-provides-onthe-job
training
-provides
linkages to
postsecondary ed.
-provides
information on
assistive
technology
-provides
funding for
job-related
services (initial
job-site
training)
-provides
vocational
evaluation
information
and
counseling
-provides
assistance on
Social Security
benefits
-facilitates job
placement and
follow along
services
-provides case
management
-provides inservice and
community
education
-participates in
IEP
-encourages
age
appropriate
behavior and
skills
-fosters
independence
-plans early
for community
services
-actively
participates in
selection of
IEP goals
-conducts
home training
-advocates for
full community
integration of
children
-supports
student’s work
and living
preferences
-promotes
postsecondary
education or
training
-becomes
informed of
the legal rights
of people with
disabilities
-participates
in IEP and
vocational
program
adaptations
-provides
Tech Prep
program for
all students
-locates
vocational
training sites
-provides
specific
vocational
skill training
-assists in
the
collection
and analysis
of vocational
evaluation
data
-supervises
all workstudy
programs
-provides
counseling
on required
vocational
preparation
-cordinates
Education
for
Employment
-participates in
IEP
-provides
independent
living
supervision
-provides
emergency
services
-provides case
management
-provides
information on
medical and
Social Security
benefits
-provides
treatment,
counseling,
advocacy, and
follow-along
support
services
-provides inservice and
community
education
-provides
protective
placement and
extended care
-provides
evaluation
-integrates
all students
into all
appropriate
school
programs
-provides
systematic,
relevant, and
longitudinal
vocational,
domestic,
leisure/
recreation,
and
community
functioning
education
-coordinates
the collection
and analysis
of evaluation
data for
program
improvement
-coordinates
transition
planning
services in
school and
community
-provides inservice and
community
education
-develops
multi-agency
transition
IEP’s
COMMON DILEMMAS IN DESIGNING
CLASSROOM ACTIVITIES THAT
ACCOMMODATE DIVERSE LEARNERS
 The concept of teaming isn’t expected or promoted
 We are encouraged as teachers to perform
autonomously
 We enter into our new relationships without defining
roles and expectations
 We don’t have a common language to discuss
curricular adaptations
 We don’t use a common decision making process for
selecting curricular adaptations
 We lack time to devote to mutual planning
 Lessons/activities are often already planned before
professionals have a chance to discuss how students
with diverse learning needs will be accommodated
 We often resort to parallel activities that are separate
from and extraneous to activities engaged in by other
class members, rather than true inclusion in order to
have “something for the student to do”
 We often rely upon the use of paraprofessionals for
an “on the spot adapting” rather than having a clear
vision of the student’s participation
Critical Areas for
Accommodation/Adaptation




Textbooks
Testing
Grading
Teaching Style
EXAMINE THE STRUCTURE OF THE INSTRUCTION
1.
CAN THE STUDENT ACTIVELY PARTICIPATE IN THE LESSON
WITHOUT MODIFICATIONS? WILL THE SAME ESSENTIAL OUTCOME BE
ACHIEVED?
2.
CAN THE STUDENT’S PARTICIPATION BE INCREASED BY
CHANGING THE INSTRUCTIONAL ARRANGEMENT?
From traditional arrangements to:
 Cooperative groups
 Small groups
 Peer partners
 Peer or cross-age tutors
3.
CAN THE STUDENT’S PARTICIPATION BE INCREASED BY
CHANGING THE LESSON FORMAT?





Interdisciplinary/thematic units
Activity-based lessons, games, simulations, role-plays
Group investigation or discovery learning
Experiential lessons
Community-referenced lessons
4.
CAN THE STUDENT’S PARTICIPATION AND UNDERSTANDING BE
INCREASED BY CHANGING THE DELIVERY OF INSTRUCTION OR
TEACHING STYLE?
EXAMINE THE DEMANDS & EVALUATION CRITERIA OF
THE TASK
5.
WILL THE STUDENT NEED ADAPTED CURRICULAR GOALS?






Adjusted performance standards
Adjust pacing
Same content but less complex
Similar content with functional/direct applications
Adjust the evaluation criteria or system (grading)
Adjust management techniques
EXAMINE THE LEARNING ENVIRONMENT
6.
CAN CHANGES BE MADE IN THE CLASSROOM ENVIRONMENT OR
LESSON LOCATION THAT WILL FACILITATE PARTICIPATION?
 Environmental/physical arrangements
 Social rules
 Lesson location
EXAMINE THE MATERIALS FOR LEARNING
7.
WILL DIFFERENT MATERIALS BE NEEDED TO ENSURE
PARTICIPATION?





Same content but variation in size, number, format
Additional or different materials/devices
Materials that allow a different mode of input
Materials that allows a different mode of output
Materials that reduce the level of abstraction of information
EXAMINE THE SUPPORT STRUCTURE
8.
WILL PERSONAL ASSISTANCE BE NEEDED TO ENSURE
PARTICIPATION?





From peers or the general education instructor?
From the support facilitator?
From therapists?
From paraprofessionals?
From others?
ARRANGE ALTERNATIVE ACTIVITEIS THAT FOSTER
PARTICIPATION AND INTERACTION
9.
WILL A DIFFERENT ACTIVITY NEED TO BE DESIGNED AND
OFFERED FOR THE STUDENT AND A SMALL GROUP OF PEERS?
 In the classroom
 In other general education environments
 In community-based environments
Improving Students’ Understanding
of Textbook Content
by Barbara Flanagan, M.S., Co-Director
Training & Technical Assistance Center,
Virginia Polytechnic Institute and State University
November 1996
Teachers of students with reading disabilities are faced with a challenging
situation. Because textbooks continue to dominate the elementary, middle, and
secondary curriculum as a major instructional tool, teachers are challenged by
how to engage their students in the content even though they lack the necessary
reading skills. Complicating the matter, textbooks are often organized in such a
way that the task of reading and thinking about them is made unreasonably
difficult. Yet today’s students are being required to learn more information than
ever before which can lead to an “intellectual bulimia”—memorize and regurgitate
and approach learning in a more or less passive manner.
The three-phase textbook teaching and learning model, as defined by
Jean Cibrowski, is based on cognitive learning theory and offers both special and
general educators a new set of practices to utilize so that students with reading
disabilities will be more effectively involved in textbook learning. The model has a
wide range of applicability, which could potentially reduce the memory demands
on students. It involves showing students how they may best learn the new
content in three phases: before reading, during reading, and after reading. The
following is a brief synopsis of the three phases and some teaching suggestions
for each phase.
PHASE I: BEFORE READING
Giving Weak Readers a “Head Start”
General class discussions are not enough. Instead, spark students’
interest by activation prior knowledge and by focusing on the purpose of reading.
The time spent in Phase I activities can be viewed as a “head start” and a chance
to get students thinking and to spark interest and curiosity in the upcoming topic.
SUGGESTIONS FOR PHASE I
1.
Select core vocabulary
These are words students will likely encounter again or those which are
germane to the main idea of the lesson. Present the terms on the board or
on paper and ask students to write the definition, if only a guess. Collect
and return at the end of Phase III to complete by filling in the correct
responses.
2.
Written predictions
This technique involves the readers by asking them to make guesses
about what they think they will learn from reading the passage and what
they would like to learn related to the topic.
3.
Analogies and visual images
This pre-reading strategy helps students make meaningful links between
what they will be learning and what is familiar to them. This conjures up
mental “pictures” which can help students organize new information which
is easier for retention and recall. For example, if the class was about to
read a passage regarding a typical school day in Japan, the teacher could
lead a discussion to review familiar information about which the students
already have—a typical school day in the United States. Teachers should
continue to reinforce this type of analogous thinking because it demonstrates that while the students may have poor reading skills they are
developing their ability to think abstractly.
4.
Concept maps
Many teachers are aware of the value of presenting information in a visual
format such as the concept map. Used before the reading, concept maps
can show students the important concepts and ideas of the chapter and
how they are related to one another. Maps can be completed or partially
completed so that they fill in the remaining concepts as they are studied.
The teacher’s job is to decide which of these techniques is most
appropriate given the material to be read and her knowledge of the
students. Phase I pre-reading strategies will set the stage for the learners
to be more interested in the new content and to be confident in their ability
to understand the lesson which is about to be presented.
PHASE II: DURING READING
Getting Your Students to Become More Active Comprehenders and
Thinkers
Lecture followed by oral or silent reading is not enough for students with reading
disabilities because:
 Poor readers expend much energy and time struggling with individual words
rather than constructing meaning from the text;
 They over attend to individual words and are less able to utilize the context to
predict meaning;
 Many textbooks are organized so that main ideas are embedded and too
many concepts are treated superficially.
SUGGESTIONS FOR PHASE II
1.
Reciprocal teaching techniques
This is a powerful technique because students assume more dominant
roles in the learning process. Teachers and students become partners in
constructing meaning from the text. This technique generally takes about
ten days to teach. During this instructional period, the teacher provides a
great deal of modeling. The students eventually assume the role of
teacher/leader in summarizing the content and leading a discussion with
the other students. During the discussion period, students may ask the
teacher/leader for clarification of terms or key points made in the text. A
dialogue between the teacher/leader and the other students then follows.
Step 1: The teacher must teach that there are four ideas which
form the basis of reciprocal teaching—summaries (what they are
and when they are useful), questions (why they are important and
how to phrase them), clarifications (what they are and how to
phrase them0, and predictions(what they are and how to phrase
them).
Step 2: Assign reading for 10 to 20 minutes (a logical portion of
the total Chapter—for example, a section which follows a
subheading).
Step 3: “Model” by orally summarizing the reading—the main idea,
supporting details.
 “Model” self-questioning—ask: What was the problem? What
was the solution? What was the cause? What were the effects?
What was the order of events?
 Clarify ambiguities—ask: What did the word at the bottom of
page 4 mean? What did the author mean when he said…?
 Predict the upcoming section—ask: What will the author say
next…? What’s going to happen when…?
Once these skills are taught, the students take turns in leading the
dialogues on the subsequent portions of the reading assignment.
Their skills in summarizing and asking more complex questions
improve with practice.
2.
Insert
This is an active reading technique which calls for the reader to interact
with and respond to the text he reads. This is particularly useful when the
student is completing a home reading assignment. It helps the student to
become more aware of any breakdown in his comprehension and
provides a way for him to remember to clarify any ambiguity at a later
point, like the next day in class. The technique calls for the student to
mark in his book (if he owns it) or on 1 inch x 1-1/2 inch “stickies” as he
reads to record his thoughts about points made in the passage. For
example, if the student doesn’t understand a particular passage, he might
put question marks on the “stickie” and attach it next to the passage. The
student can develop his own system of codes for interacting with the text.
3.
Mapping strategies
Like reciprocal teaching, this strategy should be taught and modeled for
the students. Mapping can be more appealing than the traditional note
taking because it combines visual or graphic symbols with words.
4.
Short summary notes
Students can be taught a technique for condensing the main ideas and
important supporting details of a chapter by using a tool, which assists
them in organizing the key supporting details of a chapter, by using a tool,
which assists them in organizing the key points. The teacher “chunks: the
reading passages for the students and asks them to record the main ideas
and supporting details for each passage on a frame. The students place
the title of the passage in the center of the summary frame, two to four
main ideas in circles around the title and one to three details under each
main idea.
5.
Transactional strategy instruction
Emphasis here is not only on teaching a variety of strategies to improve
students’ academic growth but to lengthen students’ commitment to
learning. It involves taking them through understanding the nature of the
strategies and making decisions about the best time to utilize them.
Therefore, the students are actively involved in choosing the learning
strategy for the task.
PHASE III: AFTER READING
Getting Students to Consolidate and Extend Their Textbook Knowledge
Traditional questions and paper-pencil tests are not sufficient ways to help
students retain new knowledge.
SUGGESTIONS FOR PHASE III
1.
Vocabulary/prediction
Redistribute the vocabulary or written prediction forms from Phase I. Have
students fill in the final column, which asks them what they know now,
after reading the chapter. Have students examine the shift in their thinking
from the pre-reading level to the post-reading level.
2.
Analyze end-of-the-chapter questions
Use these questions as a review of the type of questions that are
generally asked in textbooks—those looking for factual answers; those
asking them to make an inference or analysis; or those asking their
opinion. Teach students to discriminate among the three types. Do not
require the students to answer the questions; build their ability to think and
analyze.
3.
Good/bad examples of writing
Rather than have students give one word answers to questions at the end
of the chapter, have them view, analyze, and discuss good and bad
examples of chapter summaries. Review what makes the examples good
and bad. Then have them write their own chapter summary using the
same criteria that they applied during the “good/bad activity”, and have the
students exchange and edit each others’ summaries.
4.
Recreational reading of topics that relate to textbook
Provide students other resources to read that relate to the textbook. This
can provide opportunities for a great source of growth in vocabulary,
spelling, and writing. Trade books or magazines on the readers’
independent reading level should be readily available in class and selfselected by the reader, and available.
The textbook continues to be a heavily relied upon tool in schools today,
especially at the secondary level. There is no research to support the traditional
method of assigning textbook reading, lecturing, and asking questions, yet a
significant number of teachers still subscribe to this routine. We need to more
actively engage our students in the learning process at every possible
opportunity—before reading, while reading, and after reading in order to increase
their comprehension and long-term retention. Jean Cibrowski’s Textbooks and
the Students Who Can’t Read Them: A Guide to Teaching Content details
many effective reading strategies that actively engage the learner.
Reference
Cibrowski, Jean (1993). Textbooks and the Students Who Can’t Read Them.
Cambridge, Massachusetts: Brookline Books.
Eight Areas of Accommodation
Areas
Accomodation
Motivating
 Working toward a reward for
continued effort throughout the
assessment
Assisting prior to administering test

Scheduling
 Additional time
 Breaking the sessions into several
shorter sessions
Setting

Distraction-free space
Directing


Paraphrase direction
Reread directions
Providing assistance during
assessment

Record responses for the student
Using aides, including technology

Electronic reader
Changing test form and content



Braille or large print
Audio taped questions
Adapted key concepts
Teaching test-taking skills
Elliott, S.N., Kratochwill, T.R., & Giberson, A.G. (1998)
Grading Suggestions to Level the “Playing Field”
 Use points and percentages to grade differentiated assignments,
rather than letter grades
 Avoid using a traditional grading scale with most students and
changing the grading scale for other students. Rather, set
expectation and make adjustments before grades are given.
 Avoid posting grades and scores.
 Attend to student’s Individual Education Plan goals and
objectives.
 Provide students with opportunities to grade themselves and one
another, especially in group activities.
 Use rubrics and share them with students and parents when
introducing assignments.
 Use a variety of grading approaches to obtain grades.
 Avoid grading students strictly on effort or learning behaviors.
Bradley, D.F. & Calvin, M.B. (1998). “Grading Modified Assignments:
Equity or Compromise?”. Teaching Exceptional Children, 31 (2), 2429.
Collaborative Work Skills
A rubrics for your Project-based Leaning Activities
Teacher’s Name:_________________________________
Student’s Name:_________________________________
CATEGORY
Excellent
Good
Satisfactory
Needs
Improvement
Rarely monitors
the
effectiveness of
the group and
does not work
to make it more
effective.
Monitors
Group
Effectiveness
Routinely
monitors the
effectiveness
of the group,
and makes
suggestions to
make it more
effective.
Routinely
monitors the
effectiveness
of the group
and works to
make the
group more
effective.
Occasionally
monitors the
effectiveness of
the group and
works to make
the group more
effective.
Quality of
Work
Provides work
of the highest
quality.
Provides high
quality work.
Provides work
that
occasionally
needs to be
checked/redone
by other group
members to
ensure quality.
Provides work
that usually
needs to be
checked/redone
by others to
ensure quality.
TimeManagement
Routinely uses
time well
throughout the
project to
ensure things
get done on
time. Group
does not have
to adjust
deadlines or
work
responsibilities
because of this
person’s
procrastination.
Usually uses
time well
throughout the
project, but
may have
procrastinated
on one thing.
Group does
not have to
adjust
deadlines or
work
responsibilities
because of this
person’s
procrastination.
Tends to
procrastinate,
but always gets
things done by
the deadlines.
Group does not
have to adjust
deadlines or
work
responsibilities
because of this
person’s
procrastination.
Rarely gets
things done by
the deadlines
AND group has
to adjust
deadlines or
work
responsibilities
because of this
person’s
inadequate time
management.
Oral Presentation Checklist
Put a checkmark beside the items that describe your
presentation.
Content
___I used an
effective and
appropriate
attentiongetting
device.
___I used
vocabulary
that the
audience
could
understand,
or I defined
unfamiliar
terms.
Resources Organization Presentation
Aids
___I organized
ideas in a
meaningful
way.
___A clear
introduction
was present.
___Presentation
aids were used
during the
speech.
Delivery
___I
maintained
eye-contact
most of the
time.
___I spoke
to the entire
audience,
not just one
or two
people.
Process for Including Special Education Services and Supports
 Schedule time with the special education teacher(s) to identify students
enrolled in your classes and receiving special education.
 Ask to review each student’s Individual Education Plan and to identify the
goals that you will be working on in your class and how they relate to your
course curriculum. Also, identify any medical or behavioral issues and methods
to accommodate these.

Decide upon clear and measurable objectives of the class.
 Identify supports the student and you will need in order to achieve these
goals.

Clarify expectations on grading.
 Decide on a method of communication between you and the special
education teacher. This needs to be an ongoing communication regarding:
1. student progress
2. curriculum and environmental adaptation
3. requesting material modification and
4. evaluation of student achievement and future needs.
 Identify what support will be provided by special education teachers and
other special education support staff.
Your responsibility:
 Provide accommodation and modification to curriculum activities and the
classroom environment in collaboration with the special education staff and
administration.

Provide input at the time of the student’s annual review.

Provide progress reports to the student’s parents.

Communicate student progress and needs o special education staff.
Vocational Program Inventory
_____________________
______________________
Program Title
Instructor
_________________________
Textbook Title/Author
__________________________
Reading Level
1 = Used Often
2 = Used Less Frequently
TYPES OF ASSIGNMENTS/TESTS
Instructional Methods
Assignments
_____Textbooks
_____Worksheets
_____Lecture
_____Discussion
_____Audio visual material
_____Audio tape
_____Concrete experience
_____Demonstration
_____Other:
_____Worksheets
_____Short papers
_____Term papers
_____Demo/lab projects
_____Oral reports
_____Group discussion
_____Computation
_____Word problems/math
_____Maps, charts, graphs
_____Other:
Structure
Test Format
_____Directed
_____Independent
_____Peer Tutor
_____Individualized
_____Small group (collaborative)
_____Large group/class
_____Other:
_____Short Answer
_____Essay
_____Multiple choice
_____True-false
_____Matching
_____Computation
_____Word problems/math
_____Other:
Grading Criteria:__________________________________________________
________________________________________________________________
________________________________________________________________
Extra Credit:_____________________________________________________
________________________________________________________________
________________________________________________________________
Program Inventory (continued)
Other Program Requirements
(Check only high priority requirements)
Academic Skills Needed
Behavioral Skills Needed
_____Following directions
_____Keeping track of materials,
assignments
_____Expressing him/herself
_____Reading textbooks
_____Reading study sheets or tests
_____Writing legibly
_____Expressing him/herself in writing
_____Spelling
_____Note taking
_____Outlining
_____Independent research
_____Other:
_____Coming to class on time
_____Coming to class prepared
_____Following directions
_____Staying in seat
_____Staying on task
_____Understanding/following
safety rules
_____Asking questions or for
help when needed
_____Working in groups
_____Working independently
_____Other:
Briefly describe course (safety issues, course outline):
________________________________________________________________
________________________________________________________________
________________________________________________________________
Other Prerequisites:_______________________________________________
________________________________________________________________
Homework Policy:________________________________________________
________________________________________________________________
Makeup Policy:___________________________________________________
________________________________________________________________
Attendance Policy:________________________________________________
________________________________________________________________
Other
Comments:______________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Here are some helpful web sites to assist you in the classroom:
http://www.inspiration.com
http://www.ldonline.org
http://trackstar.hprtec.org
http://puzzlemaker.school.discovery.com
http://www.mcrel.org