Special Education Supports for
Service Learning: Least
Restrictive Environment
Presented by:
Agatha Metichecchia
Division of Special Education
LAUSD
Aggie.metichecchia@lausd.net
2004 National Conference on Community Volunteering and National Service
Service Learning: An Opportunity for Inclusion
2004 National Conference on Community Volunteering and National Service
What are some of the features necessary to
support inclusive education?
 collaborative learning groups
 peer support
 responsible citizenship
Service Learning provides these opportunities.
(Lipsky & Gartner, 1996)
2004 National Conference on Community Volunteering and National Service
Service learning has no prerequisites and
therefore is appropriate for all students.
2004 National Conference on Community Volunteering and National Service
Service Activities should:
 Be tied to
curricular or IEP
objectives
 Be relevant and
meaningful
 Be based on real
needs
2004 National Conference on Community Volunteering and National Service
Models for Inclusion
Full Inclusion
Co-Teaching
Mainstreaming
2004 National Conference on Community Volunteering and National Service
Who can provide specialized
support?
Collaborative support can be provided
through any special education
teacher:
A Special Day Class Teacher
A Resource Specialist Teacher
A LRE Support Facilitator
The D.O.T.S. Teacher
2004 National Conference on Community Volunteering and National Service
Teaming
An effective way to meet the needs of all
students could be through the
collaboration of a general education
teacher and a special education teacher.
This type of collaborative team can easily
adapt instruction to meet the needs of all
students.
2004 National Conference on Community Volunteering and National Service
What type of support can be
provided by the special education
teacher?
Assistance with:
 Accessibility issues
 Instructional accommodations
 Curricular modifications
2004 National Conference on Community Volunteering and National Service
Who are the “diverse learners”
and what do they have in
common with a “typical learner”?
“typical”
“diverse”
2004 National Conference on Community Volunteering and National Service
Adaptations
Curricular adaptations are
changes permissible in
educational environments which
allow the student equal
opportunity to obtain access,
results, benefits and levels of
achievement.
2004 National Conference on Community Volunteering and National Service
Accommodations
Some curricular adaptations do
not fundamentally alter or lower
standards or expectations in
either the instructional or
assessment phases of a course of
study and can be designated
“accommodations”.
2004 National Conference on Community Volunteering and National Service
Modifications
Some adaptations do alter or lower
standards or expectations and can be
termed “modifications”.
These modifications, although
providing access, will necessitate
careful selection of assessment
components to achieve accountability
for performance.
2004 National Conference on Community Volunteering and National Service
Modifications
another view. . .
Changes in the assessment that alter what the
test
is to measure or the comparability of scores.
More broadly, sometimes this term is used as a
synonym for adaptations made in the curriculum,
presentation method or the environment to
provide
support for the student with disabilities.
Alan Gartner and Dorothy Kerzer Lipsky
2004 National Conference on Community Volunteering and National Service
In other terms. . .
Accommodations
 allow access to the current level of
instruction in the classroom
Modifications
 change the curriculum while still
focusing on the content area being
taught
2004 National Conference on Community Volunteering and National Service
Considerations in determining
instructional supports
Maximize student participation and interaction
Enhance the respect and dignity of the student
Promote independence
Build on the learner’s self-esteem
Be generalized across school and community
settings
 Benefit all students
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2004 National Conference on Community Volunteering and National Service
Range of Supports
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Collaborative teaming and consultation
Team teaching
Curriculum adaptations
Environmental accommodations
Cooperative learning
Class wide peer support activities
Use of technology
Alternative instructional strategies
2004 National Conference on Community Volunteering and National Service
Social Interaction Support
 Structure activities to create
opportunities for social interaction
 Teach friendship
skills/sharing/negotiation
 Teach social communication skills
2004 National Conference on Community Volunteering and National Service
How do you participate in developing
modifications and accommodations that
work?
First, let us agree. . . “The elevator to
success is out of order. You’ll have to use
the stairs. . . One step at a time.”
Joe Girard
2004 National Conference on Community Volunteering and National Service