Promoting Full Inclusion for Students with Learning Disabilities
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Technical Assistance Paper
State Board of Education Pam StewartStewart Commissioner of of Education Education Marva Johnson, Chair John R. Padget, Vice Chair Members Gary Chartrand Tom Grady Rebecca Fishman Lipsey Michael Olenick Andy Tuck DPS: 2016-13 Date: January 15, 2016 Technical Assistance Paper Least Restrictive Environment Considerations Related to Individual Educational Plans Summary: This technical assistance paper (TAP) updates previous technical assistance provided to school districts regarding the provision of services for students with disabilities in the least restrictive environment (LRE). Individual educational plan (IEP) teams must adhere to all legal requirements related to placement in the LRE. This TAP will in addition address other considerations that must be addressed when determining the most appropriate placement for a student with a disability. It will also address issues related to service delivery and scheduling methods for students with disabilities. Contact: Jessica Brattain Program Specialist Irgssu ed by the [email protected] 850-245-0475Florida Department of Education Status: X Revises and replacesDivision existing Technical of Public Assistance Schools Paper: 10744Bureau (FY 2000- of Exceptional5): Least Restrictive Education Environment and Student Considerations Services Related to Individual Educationalhttp://www.fldoe.org/ese Plans Issued by the Florida Department of Education Division of Public Schools Bureau of Exceptional Education and Student Services http://www.fldoe.org/ese www.fldoe.org 325 W. Gaines Street | Tallahassee, FL 32399-0400 | 850-245-0505 Table of Contents A. Individuals with Disabilities Education Act (IDEA) Requirements for Least Restrictive Environment (LRE) ........................................................................................... 1 A-1. What does IDEA require related to LRE? .....................................................................1 A-2. What are supplementary aids and services? ...................................................................1 A-3. -
Strategies to Include Students with Severe/Multiple Disabilities Within the General Education Classroom
Physical Disabilities: Education and Related Services, 2018, 37(2), 1-12. doi: 10.14434/pders.v37i2.24881 © Division for Physical, Health and Multiple Disabilities PDERS ISSN: 2372-451X http://scholarworks.iu.edu/journals/index.php/pders/index Article STRATEGIES TO INCLUDE STUDENTS WITH SEVERE/MULTIPLE DISABILITIES WITHIN THE GENERAL EDUCATION CLASSROOM Wendy Rogers Kutztown University Nicole Johnson Kutztown University ______________________________________________________________________________ Abstact: Federal legislation such as IDEA (1997) and NCLB (2001) have led to an increase in the number of students with significant disabilities receiving instruction in the general education classroom. This inclusionary movement has established a more diverse student population in which general and special education teachers are responsible for providing instruction that meets the needs of all their students. Although most research focuses on effective inclusionary practices for students with high incidence disabilities (e.g., learning disabilities), literature has revealed a dramatic increase in the number of students with severe/multiple disabilities receiving support in general education settings. Therefore, it is imperative that educators acquire the effective inclusive practices necessary to meet the unique needs of students with severe/multiple disabilities. A review of literature was conducted to determine effective ways to include and support students with severe/multiple disabilities within the general education classroom. Keywords: -
RTI in the General Education Classroom
Bowling Green State University ScholarWorks@BGSU Honors Projects Honors College Spring 5-3-2016 Inclusive Settings: RTI in the General Education Classroom Brittany Graves [email protected] Follow this and additional works at: https://scholarworks.bgsu.edu/honorsprojects Part of the Curriculum and Instruction Commons, Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Educational Psychology Commons, Elementary Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, and the Special Education and Teaching Commons Repository Citation Graves, Brittany, "Inclusive Settings: RTI in the General Education Classroom" (2016). Honors Projects. 314. https://scholarworks.bgsu.edu/honorsprojects/314 This work is brought to you for free and open access by the Honors College at ScholarWorks@BGSU. It has been accepted for inclusion in Honors Projects by an authorized administrator of ScholarWorks@BGSU. Inclusive Settings: RTI in the General Education Classroom Brittany N. Graves Advisor 1 Chris Fluckinger, Ph.D. Advisor 2 Alfred DiVencenzo, M.Ed. Table of Contents Table of Contents pg. 1 Abstract pg. 3 The Dilemma as Presented Through My Pendulum Theory pg. 4 The Pendulum Theory [Figure 1] pg. 6 Overview of Response to Intervention (RTI) pg. 8 Response to Intervention Pyramid [Figure 2] pg. 9 Tier 1 pg. 10 Howard Gardner’s Multiple Intelligences [Figure 3] pg. 13 Tier 2 pg. 15 Tier 3 pg. 17 Field Work Setting pg. 19 Field Work Data Collection Methods & Results pg. 22 Staff Interview [Table 1] pg. 23 Staff Interview [Table 2] pg. -
IAC Ch 15, P.1 282—15.2(272) Specific Requirements. for Each Of
IAC Ch 15, p.1 282—15.2(272) Specific requirements. For each of the following teaching endorsements in special education, the applicant must have completed 24 semester hours in special education. 15.2(1) to 15.2(5) Rescinded IAB 7/20/05, effective 8/24/05. 15.2(6) Deaf or hard of hearing. a. Option 1. This endorsement authorizes instruction in programs serving students with hearing loss from birth to age 21 (and to a maximum allowable age in accordance with Iowa Code section 256B.8). An applicant for this option must complete the following requirements and must have completed an approved program in teaching the deaf or hard of hearing from a recognized Iowa or non-Iowa institution and must hold a regular education endorsement. See rules 282—14.140(272) and 282—14.141(272). (1) Foundations of special education. The philosophical, historical and legal bases for special education, including the definitions and etiologies of individuals with disabilities, and including individuals from culturally and linguistically diverse backgrounds. (2) Characteristics of learners. Preparation which includes various etiologies of hearing loss, an overview of current trends in educational programming for students with hearing loss and educational alternatives and related services, and the importance of the multidisciplinary team in providing more appropriate educational programming from birth to age 21. Preparation in the social, emotional and behavioral characteristics of individuals with hearing loss, including the impact of such characteristics on classroom learning. Knowledge of the anatomy and physiology of the hearing mechanism and knowledge of the development of secondary senses when hearing is impaired, effect of hearing loss on learning experiences, psychological aspects of hearing loss, and effects of medications on the hearing system. -
1. a Student with a Disability Attends Only Math Class with Students Without Disabilities
__________ 1. A student with a disability attends only math class with students without disabilities. This is an example of: a. Inclusion b. Mainstreaming c. Reintegration d. All of the above __________ 2. What statement best describes “inclusion?” a. A philosophy that brings together diverse families, educators, and institutions to increase belongingness in schools b. A mandate for all students that is supported by special education law c. A system that promotes academic success by grouping students with disabilities in special classrooms d. A program developed by special education teachers designed to improve their working conditions __________ 3. Mainstreaming and inclusion are similar in that both: a. Require students to earn their way into general education b. Mean full-time placement in general education c. Share common goals d. All of the above __________ 4. The Least Restrictive Environment concept: a. Means all students must be placed in general education b. Prevents students from being placed in segregated settings c. Prefers that students attend school as close as possible to their homes d. None of the above __________ 5. Which of the following is not a principle of inclusion? a. All learners have equal access b. All learners are treated the same c. Individual strengths and challenges and diversity d. Community and collaboration __________ 6. Which of the following sequences is consistent with the continuum of educational services from most to least restrictive educational placements for students? a. Full-time special class, special school, residential school b. Full-time special class, part-time special class, general education class with assistance c. -
The Inclusive Classroom: the Effects of Color on Learning and Behavior
Journal of Family & Consumer Sciences Education, 29(1), Spring/Summer 2011 The Inclusive Classroom: The Effects of Color on Learning and Behavior Kristi S. Gaines Zane D. Curry Texas Tech University Color impacts student behavior within the physical learning environment. Due to the move toward including students with disabilities in the general education classroom, functional color applications are critical. This article reviews and analyzes existing literature and empirical evidence related to use of color in the classroom for students of all abilities. The three major areas reviewed were (1) the inclusive classroom for students with disabilities, (2) color theory, and (3) the physiological and psychological aspects of color. The results show that color is important in designing functional learning spaces. The results of this analysis may benefit educators, parents, and design professionals in designing beneficial learning environments for all students. Color is a powerful design element that produces profound psychological and physiological reactions. Studies have shown a relationship between color preferences, emotions, and academic performance in students (Boyatzis & Varghese, 1993; Imhof, 2004; Karp & Karp, 2001; O’Connor, Sofo, Kendall, & Olson, 1990; Terwogt & Hoeksma, 2001; Wilkins, 2003). The inclusion of learners with disabilities in the general education classroom creates additional challenges for learning and behavior. Federal law requires that children be educated in the least restrictive environment (LRE). The LRE is the requirement that special education students be educated with children without disabilities in the regular educational environment to the maximum extent appropriate to serve their needs. The Individuals with Disabilities Education Act (IDEA) of 2004 addresses the legal rights of students with disabilities. -
Service Delivery Challenges, Solutions, Options
SERVICE DELIVERY CHALLENGES, SOLUTIONS, OPTIONS GEORGIA SPEECH-LANGUAGE-HEARING ASSOCIATION FEBRUARY 6, 2016 Jean Blosser, CCC-SLP, Ed.D Creative Strategies for Special Education [email protected] – 443-255-5854 www.CSSEconsult.com DISCLOSURES • Financial Financial compensation from GSHA for this presentation Royalties from Plural Publishing and Cengage Publishers President & Education Consultant, Creative Strategies for Special Education. • Non-financial Member, ASHA Committee on Honors Blosser 2 SERVICE DELIVERY IN SCHOOLS Blosser 3 WHAT ARE YOUR OBJECTIVES TODAY? Are you challenged by your complex and diverse workload and caseload? Have you heard about a range of service delivery models but are unsure of how or when to implement them in your program? Do you have questions about dosage for services? Blosser 4 LEARNER OUTCOMES As a result of this course, participants will be able to……………………….. 1. Describe a range of service delivery options and important aspects to consider. 2. Match students with the most appropriate service delivery to meet their needs. 3. Explain service delivery options to parents and teachers for foster buy-in and engagement. 4. Achieve positive outcomes as a result of appropriate services. Blosser 5 AGENDA I. Introduce the topic of service delivery in school-based settings and goals for the session II. Discuss challenges SLPs experience with implementing a range of service delivery options III. Describe a menu of service delivery options IV. Provide tips for matching students with the appropriate dosage and service delivery model V. Recommend strategies and tools for explaining models and options to parents and teachers and getting their buy-in and engagement VI. -
INCLUSIVE EDUCATION and STUDENTS with INTELLECTUAL DISABILITIES (Ids) in the STATE of KUWAIT: ARE WE READY? by HAWAA ALSHEMARI
INCLUSIVE EDUCATION AND STUDENTS WITH INTELLECTUAL DISABILITIES (IDs) IN THE STATE OF KUWAIT: ARE WE READY? By HAWAA ALSHEMARI A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY WASHINGTON STATE UNIVERSITY Department of Teaching and Learning MAY 2016 © Copyright by HAWAA ALSHEMARI, 2016 All Rights Reserved © Copyright by HAWAA ALSHEMARI, 2016 All Rights Reserved To the Faculty of Washington State University: The members of the Committee appointed to examine the dissertation of HAWAA ALSHEMARI find it satisfactory and recommend that it be accepted. ___________________________________ Darcy Miller, Ph.D., Chair ___________________________________ Susan Rae Banks, Ph.D. ___________________ ________________ Michael Dunn, Ph.D. ___________________________________ Brenda Barrio, Ph.D. ___________________________________ Richard Lamb, Ph.D. ii ACKNOWLEDGMENT I thank Allah for his grace and mercy upon me, providing me with faith, energy, and support to undertake this journey. I am profoundly thankful to the gift of Allah, my son Salim for being in my life, as he has been the inspiration and motivation of my journey toward helping people with disabilities. I am extremely grateful to my best friend, my oldest son Ghanem for his understanding, patience, and support. I am so fortunate to have him in my life. I would also like to acknowledge my supervisor, Dr. Darcy Miller and my committee members for their scholarly comments, support and encouragement. Thank you for your guidance and trust in completing this study. Finally, my appreciation is for my precious friend, Mary Kaye for her support and unconditional love. iii INCLUSIVE EDUCATION AND STUDENTS WITH INTELLECTUAL DISABILITIES (IDs) IN THE STATE OF KUWAIT: ARE WE READY? Abstract by Hawaa Alshemari, Ph. -
Instructional Assistant - Resource Room
INSTRUCTIONAL ASSISTANT - RESOURCE ROOM Classification: Instructional Assistant – Resource Room Location: Assigned Department Reports to: District Administrator FLSA Status: Non-Exempt Bargaining Unit: OSEA This is a standard position description to be used for instructional assistant positions with similar duties, responsibilities, classification and compensation. Instructional assistants assigned to the position description may or may not perform all of the essential functions indicated in this position description. This job description does not constitute an employment agreement between the employer and employee and is subject to change by the employer as the needs of the employer and requirements of the job change. Part I: Position Summary: The incumbent performs a variety of instructional and/or support duties to assist the school and teachers in instruction, supervision, and education of students with special needs (medical and/or disability) in regular education classroom settings (inclusion), one-on-one, as well as Resource Room pullout. Part II: Supervision and Controls over the Work: Instructional assistants work under the day-to-day direction of the staff member(s) supported, and under the special education teacher assigned responsibility for learning support in a resource room. Teachers and/or educational staff associates provide specific directions and oversight for supervision and/or instructional support for individual students. Instructional Assistants (Resource Room) are responsible for being familiar with the school/district policies and procedures which govern their work, for following the teacher’s direction, and for adhering to the individual student plan. Part III: Major Duties and Responsibilities (depending on specific assignment): 1. Works collaboratively by assisting teachers and specialists in assessment, academic and instructional support, student interactions, enforcing safe behaviors, and enhancing social growth of students in the school setting. -
Special Education Program Descriptions 2016-17
Special Education Student Services Special Education Program Descriptions 2016-17 Bethlehem Central School District 700 Delaware Avenue, Delmar, New York 12054 Introduction This document provides descriptions of the special education programs and services in the Bethlehem Central School District. These descriptions were developed based on the learner characteristics of the students. This allows the district to integrate appropriate supports, professional development, assistive technology and parent supports with each program or type of service. These program descriptions are consistent with the Special Education Principles that were developed in 2004 and form the basis of all of our program planning and services. Bethlehem Central School District Special Education Program Principles . We provide special education services that meet the individual needs of the child, are developmentally appropriate and strength-based. These services are planned in collaboration with all the child-serving systems involved in the child's life and are provided in a supportive learning environment. We recognize that the child’s family is the primary support system for the child and participates in all stages of the decision-making and planning process. We recognize and respect the behavior, ideas, attitudes, values, beliefs, customs, language, rituals, ceremonies and practices characteristic of the child's and family's ethnic group. We will bring special education expertise to the student in the general education learning environment to the greatest extent possible. All instructional staff (administrators, general education teachers, special education teachers, and paraprofessional staff) is supported in developing the knowledge, skills, and attitudes to design learning environments and instruction to meet the needs of diverse learners, including those with significant disabilities. -
NCSD Counseling Handbook
NCSD Counseling Handbook NCSD Counselor Handbook 6.26.18 1 Table of Contents Section Page Number Introduction .................................................................................................................................................... 4 NCSD Counseling Vision/Mission .................................................................................................................... 5 NCSD Counseling Beliefs/Philosophy .............................................................................................................. 6 NCSD Program Goals, Curriculum, and Sample Action Plans .......................................................................... 6 Benefits of a School Counseling Program ........................................................................................................ 7 Counselor List .................................................................................................................................................. 9 Counselor Confidentiality .............................................................................................................................. 11 Definitions of Policy, Procedure, Practice ..................................................................................................... 11 Legal Issues for Counseling ............................................................................................................................ 12 NCSD Guidance and Counseling Program Overview (2008-2009) ................................................................ -
Least Restrictive Environment (LRE)
Question and Answer Document A collaborative project of the Texas Education Agency and the Statewide Progress in the General Curriculum Network Least Restrictive Environment (LRE) . www.texaspgc.net Revised 2017 The Least Restrictive Environment (LRE): Question & Answer Document Copyright Notice These materials are copyrighted © by and are the property of Education Service Center, Region 20 and the Texas Education Agency and cannot be used without the express written permission of TEA, except under the following conditions: 1. Texas public school districts, charter schools, and education service centers can copy materials for district and school educational use. 2. Residents of the state of Texas can copy materials for personal use. Do not alter or make partial copies of web content. Do not charge for the reproduced materials or any document containing them except to cover the cost of reproduction and distribution. If you are in Texas but are not an employee of a Texas public school district or charter school, you must get written approval from ESC-20 to copy materials and enter into a license agreement that may involve paying a licensing fee or a royalty fee. For more information, email [email protected]. ©Texas Education Agency/Education Service Center, Region 20 Revised March 2017 2 The Least Restrictive Environment (LRE): Question & Answer Document Table of Contents Introduction ....................................................................................................................... 5 Questions and Answers .................................................................................................... 6 Section 1 - General LRE Requirements and Terminology ................................................ 6 1.1 What are the least restrictive environment (LRE) requirements of Part B of the IDEA 2004? .................................................................................................................. 6 1.2 How often is LRE a consideration for student placement? .....................................