Teaching Exceptional, Diverse and At-Risk
Students in the General Education
Classroom
Fourth Edition
Sharon Vaughn
Candace S. Bos
Jeanne Shay Schumm
Copyright © 2007 by Allyn & Bacon
Chapter 1
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Special Education and Inclusive
Schooling
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Copyright © 2007 by Allyn & Bacon
IDEA
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Individuals With Disabilities Education Act
(IDEA)
All children with disabilities receive an
appropriate education through special
education and related services
Copyright © 2007 by Allyn & Bacon
Primary Characteristics of IDEA
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Zero reject/Free appropriate public education
Child Find
Age (birth to age 21)
Individualized Education Plan (IEP)
Least Restrictive Environment
Due Process
Confidentiality of Records
Advocacy
Noncompliance
Parent Participation
Copyright © 2007 by Allyn & Bacon
Recent Influences on IDEA
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The No Child Left behind Act (NCLB) of 2001
was enacted to provide a framework on how to
significantly improve elementary and
secondary schools.
Copyright © 2007 by Allyn & Bacon
No Child Left Behind (NCLB) of
2001
NCLB addresses a number of issues.
• Increased accountability.
• School choice.
• Greater flexibility for states, school districts,
and schools.
• Putting reading first.
Copyright © 2007 by Allyn & Bacon
Influential Court Cases
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1971-Pennsylvania Association for Retarded Children
v. Commonwealth of Pennsylvania (PARC).
1972-Mills v. Board of Education of the District of
Columbia.
1982-Board of Education of Hendrick Hudson Central
School District v. Rowley.
1988-Honig v. Doe.
1999-Cedar rapids v. Garret F. Garret.
Copyright © 2007 by Allyn & Bacon
Key Provisions of IDEA 2004
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Promotion of standards for all students.
Eligibility determinations within 60 days.
Use of response to intervention model instead
of discrepancy model.
Increase federal funds for early intervention.
Eliminate short-term or benchmark objectives
in IEP except for students taking alternative
assessments.
Copyright © 2007 by Allyn & Bacon
Key Provisions of IDEA 2004
(continued)
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Eliminate short-term or benchmark objectives in IEP
except for students taking alternative assessments.
Raise certification standards for current and new
special education teachers.
Provide flexibility in state funding.
Levy sanctions for states that do meet standards of
implementation.
Outline policies to prevent inappropriate or
disproportionate identification of students by race or
ethnicity.
Copyright © 2007 by Allyn & Bacon
The Vocational Rehabilitation Act
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Prevents any private organization that uses
federal funds or any local or state organization
from discriminating against persons with
disabilities
Copyright © 2007 by Allyn & Bacon
Steps in Special Education Process
Step 1: Initial referral.
Step 2: Individual evaluation.
Step 3: Determining Eligibility.
Step 4: Individualized Education Plan (IEP).
Step 5: Annual review/reevaluation.
Copyright © 2007 by Allyn & Bacon
Least Restrictive Environment
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Students are best served in the settings in
which they can learn
Most will receive services in the general
education classroom, with support services as
necessary
Placement in a more restrictive environment
must be made on a student-by-student basis
Copyright © 2007 by Allyn & Bacon
Determination of LRE
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Has the school taken steps to maintain the
child in the general education classroom?
Benefits of placement in general education with
supplementary aids and services versus
special education.
Effects on the education of other students.
Copyright © 2007 by Allyn & Bacon
Determination of LRE (continued)
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If the students is being education in a setting
other than the general education classroom, is
he or she interacting with nondisabled peers to
maximum extent possible?
Is the entire continuum of alternative services
available from which to choose an appropriate
placement?
Copyright © 2007 by Allyn & Bacon
Placement in Special Education
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Full-time placement
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Part-time Placement
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Special School or Residential Facility
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Homebound Instruction
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The Individualized Education
Program (IEP)
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Developed and implemented by the
multidisciplinary team (MDT)
Copyright © 2007 by Allyn & Bacon
IEP Must Include
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Student’s present
levels of performance
Measurable annual
goals
Special education and
related services to be
provided to the student
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Statement of program
modifications or
supports
An explanation of the
extent, if any, to which
student will not
participate with nondisabled peers
Copyright © 2007 by Allyn & Bacon
IEP Must Include
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Individualized
modifications for state
or district wide
assessments
Projected date for the
beginning of services
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How progress towards
annual goals will be
measured
method to inform
parents of their child’s
progress toward
annual goals
A transition statement
Copyright © 2007 by Allyn & Bacon
Persons Who are Required by law
to Attend the IEP Meeting
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Representative of the local education agency
School representative other than the teacher
Parents or guardians
Student
Student’s teacher
Others whom the parents or school believe can
help develop the IEP
Copyright © 2007 by Allyn & Bacon
Multidisciplinary Team (MDT)
Should Include:
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Representative of the local education agency
Classroom teacher
Special education teacher
Parents
Evaluation specialist
Student
Professionals from related services
Copyright © 2007 by Allyn & Bacon
Related Services for Students with
Disabilities
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Speech Therapy
Audiology
Psychological Services
Physical Therapy
Occupational Therapy
Recreation
Early Identification and Assessment
Copyright © 2007 by Allyn & Bacon
Related Services for Students with
Disabilities (continued)
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Counseling
Medical and school health services
Transportation
Social Work
Recreation
Orientation and Mobility Services
Copyright © 2007 by Allyn & Bacon
Responsibilities of Classroom
Teachers
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Participating in the referral and planning
process
Response to instruction
Consultation
Adapting Instruction
Collaboration
Copyright © 2007 by Allyn & Bacon
Prereferral Assistance Team
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Provide suggestions to classroom teachers
Accommodate students’ academic and
behavioral needs
Reduce the need for referral to special
education
Assist the teacher with the referral process, if
necessary
Copyright © 2007 by Allyn & Bacon
What are Disabilities?
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Mental retardation
Hearing impairments
Vision impairments
Speech and language
impairments
Learning Disabilities
Serious Emotional
Disturbance
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Orthopedic
impairments
Other health
impairments
Autism
Traumatic brain
injury
Deafness and
blindness
Multiple disabilities
Copyright © 2007 by Allyn & Bacon
Expanding the Impact of IDEA
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Early intervention services beginning at birth to
age 5
Transition Services
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A coordinated set of activities for a student with
a disability
Designed within an outcome-oriented process
Promotes movement from school to post-school
activities
Copyright © 2007 by Allyn & Bacon
Inclusion
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Mainstreaming
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Inclusion (responsible versus
irresponsible)
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Full Inclusion
Copyright © 2007 by Allyn & Bacon
Guiding Practices for Educating
Students with Disabilities
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Academic and social progress of students with
disabilities should be closely monitored and
adjustments made if needed
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Provide students with disabilities ample
experiences with nondisabled peers without
abolishing required special education support
services
Copyright © 2007 by Allyn & Bacon