Inclusion:

Working with Special Needs

Students in Mainstream Classrooms

 

Instructor Name:             Dr. Florah Luseno

Phone:                            (509) 891-7219

Office Hours:                 9 a.m. to 5 p.m. PST Monday - Friday

Email:                             florahl@virtualeduc.com

Fax:                               509-926-7768

Address:                         Virtual Education Software

                                      PO Box 141106

                                      Spokane, WA 99214

Technical Support:          support@virtualeduc.com

Introduction

This interactive computer-based instruction (CBI) course is designed to help special and general educators gain a better understanding of inclusion, one of the current educational reform movements that advocates for educating students with disabilities in the general education classroom.

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Course Materials

Title:                 Inclusion: Working with Special Needs Students in Mainstream Classrooms ®

Author:             Dr. Florah Luseno

Publisher:          Virtual Education Software, Inc. ©2002

Instructor:         Dr. Florah Luseno

There is a $25 replacement fee for CD-roms.

 

Academic Integrity Statement

The structure and format of most distance-learning courses presume a high level of personal and academic integrity in completion and submission of coursework. Individuals enrolled in a CBI distance-learning course are expected to adhere to the following standards of academic conduct.

 

Academic Work

Academic work submitted by the individual (such as papers, assignments, reports, tests) shall be the student’s own work or appropriately attributed, in part or in whole, to its correct source. Submission of commercially prepared (or group prepared) materials as if they are one’s own work is unacceptable.

 

Aiding Honesty in Others

The individual will encourage honesty in others by refraining from providing materials or information to another person with knowledge that these materials or information will be used improperly.

 

Violation of these academic standards may result in the assignment of a failing grade and subsequent loss of credit for the course.

 

 

Level of Application

This course is designed for K-12 regular and special education teachers as an informational course. Information is provided to help you better understand current educational models being used to educate students with disabilities in mainstream settings.  This course will allow you to compare and identify how school districts in your own area are implementing inclusion programs, handling current inclusion issues, and some of the practices teachers are using to educate students in inclusive settings. 

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Course Objectives 

·         List and define key concepts/terms related to educating students in inclusive classrooms.

·         Identify and describe federal legislation and court cases that have contributed to the movement towards educating students with disabilities in inclusive classrooms.

·         Describe the continuum of placements school systems can use in providing special education services to students with disabilities.

·         List and describe the federal definition of students entitled to special education services, and the legal procedures educators and school systems need to use in identifying and providing required special education services.

·         Describe procedures educators can use in determining whether students with special needs can be educated in the regular classroom.

·         List and describe the characteristics of effective inclusive programs.

·         Identify and describe the role and responsibilities of special and general educators in providing special education services to students educated in inclusive classrooms.

·         Define the term “collaboration” and describe strategies special and general educators can use in working together to provide special education services to students educated in inclusive classrooms.

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Course Description

Information provided in this course has been divided into four chapters, which should be completed in the order in which they are presented in the program. Once you have completed these four chapters, you should have a better understanding of the concept of inclusion and how it came about. You are strongly encouraged to read additional journal articles, books and research materials outside the course material to gain a better understanding of current issues related to educating students with disabilities in inclusive classrooms.

 

Chapter 1 of this course will focus on the definition of key concepts related to including students with disabilities in inclusive classrooms. Information provided in this chapter will also focus on federal legislation and court cases that have contributed to the movement toward educating students with disabilities in inclusive classrooms. After reading information provided in this chapter, you should be able to:

 

·         Describe key concepts/terms such as “normalization”, “de-institutionalization”, “integration”, “mainstreaming” and “inclusion.”

·         List and describe federal legislation and court cases that have contributed to the movement toward educating students with disabilities in the regular classroom.

·         Describe the term “least restrictive environment.”

 

Chapter 2 will focus on the continuum of placements school systems can use in providing special education services to students with disabilities. Also provided will be information pertaining to the federal definition of students entitled to special education services, and the process educators can use in determining whether these students can be educated in the regular classroom. After reading information provided in this chapter, you should be able to:

 

·         State the federal definition of students with disabilities.

·         List and describe the continuum of settings school systems can use to educate students with disabilities.

·         Describe procedures educators can use in determining whether students with disabilities can be educated in the regular classroom.


Chapter 3 will focus on the role and responsibilities of special and general educators in providing special education services to students educated in inclusive classrooms. Information pertaining to collaboration, collaborative strategies, and procedures teachers can use in determining the type of modifications students need in a classroom setting will also be covered. After reading information provided in this chapter, you should be able to:

 

·         Describe the role and responsibilities of teachers toward educating students in inclusive classrooms.

·         Define the term “collaboration” and describe different collaborative models special and general educators can use to provide special education services to students educated in inclusive classrooms.

·         List and describe procedures special and general educators can use to determine modifications students may require in inclusive classrooms.

 

Chapter 4 will focus on the role and responsibilities of special and general educators in structuring the classroom environment and controlling students’ classroom behavior. Information pertaining to factors that may result in inappropriate classroom behaviors, functional assessment and strategies educators can use to increase appropriate classroom behavior and decrease inappropriate classroom behavior will be covered. After reading information provided in this chapter, you should be able to:

 

·         List and describe factors that may result in students’ inappropriate classroom behavior.

·         Define “functional assessment” and describe procedures special and general educators can use in conducting functional assessment.

·         List and describe strategies special and general educators can use to increase appropriate classroom behavior and decrease inappropriate classroom behavior.

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Student Expectations

As a student, you will be expected to:

·         Complete all chapter exams covering Inclusion, showing a competent understanding of the material presented.

·         Complete a review of any chapter on which your examination score was below 70%.

·         Retake any chapter examination, after completing an information review, to increase that final examination score to a minimum of 70% (maximum of three attempts).

·         Complete all writing assignments with the minimum word count shown for each writing assignment.

·        Complete a course evaluation form at the end of the course.

 

Examinations

At the end of each course chapter, you will be expected to complete an examination designed to assess your knowledge. You may take these exams a total of three times. After your third attempt, each examination will lock and not allow further access. Your final grade for this course will be determined by calculating an average score of all exams. This score will be printed on your final certificate. As this is a self-paced computerized instruction program, you may review course information as often as necessary. You will not be able to exit any examinations until you have answered all questions. If you try to exit the exam section before you complete all questions, your information will be lost. You are expected to complete the entire exam in one sitting.

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Writing Assignments

This course has a required writing component.

 

To save your essays:

 

Macintosh: When you select the question, simple text or text edit will automatically be launched. When you are finished, simply click on FILE>SAVE. Do not select SAVE AS. You do not need to give the document a name before saving. When you are done, select FILE>QUIT. You must quit before you write another essay.

Windows: When you select the question, notepad will automatically launch. When you are finished, click on FILE>SAVE. Do not select SAVE AS. You do not need to give the document a name before saving.

 

      Essay Requirement:  Critical Thinking Questions

There is a critical thinking question for each section.  You will do research on the question and write a brief essay upon relating it to the course content (and your personal experiences when possible).  To view the questions, click on ESSAY REQ, then on CRITICAL THINKING QUESTIONS.  You will see the questions, one for each chapter.  Click on the question you would like to work on; this will bring up a screen where you can enter your essay.  You must write a minimum of 500 words per essay. 

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Instructor Description

Dr. Florah Luseno, an associate professor at Chicago State University, developed Inclusion: Working with Special Needs Students in Mainstream Classrooms.  She received her Ph.D. in administration and supervision of special education from Virginia Polytechnic Institute and State University (Virginia Tech). Her background experience is in the area of special education, with specific interest in emotional and behavioral disorders, mental retardation and inclusion.  Dr. Luseno has conducted research on inclusion, and presented at several workshops and conferences on strategies for assessing and teaching students with disabilities.

 

Contacting the Instructor

You may contact the instructor by emailing florahl@virtualeduc.com or by calling (509) 891-7219 Monday through Friday. When calling during office hours messages will be answered within 24 hours. Phone conferences will be limited to ten minutes per student, per day, given that this is a self-paced instructional program. Please do not contact the instructor about technical problems, course glitches, or other issues that involve the operation of the course.

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Technical Questions

If you have questions or problems related to the operation of this course CD, please try everything twice. If the problem persists please check our support pages for FAQs and known issues at www.virtualeduc.com and also the Help section on your course disk.

 

If you need personal assistance then email support@virtualeduc.com or call (509) 891-7219.  When contacting technical support, please know your course version number, it is printed on the CD label, your operating system and be seated in front of the computer at the time of your call. 

 

Minimum Requirements

Macintosh Operating Systems

Mac OS 9.x or OS 10.x, 256MB of RAM and 5MB of free hard disk space, 15" or larger color monitor with a minimum resolution of 800x600, CD driver 4x minimum speed and a printer connected to your computer.

 

Windows Operating Systems

Windows 2000, XP Home, Professional or newer, 256MB of RAM and 5MB of free hard disk space; 15" or larger color monitor with a minimum resolution of 800x600, CD driver 4x minimum speed and a printer connected to your computer. 

 

Please contact VESi if you have any questions about the compatibility of these systems.

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Refer to the addendum included with your software package regarding Grading Criteria, Course Completion Information, Items to be Submitted, and where to send your completed information.

 

Bibliography (Suggested reading)

Emmer, E., Evertson, C., Clements, B., & Worsham, M. (1997). Classroom Management for Secondary Teachers (4th ed.). Needham Heights: Allyn and Bacon Publishing Company.

 

Federico, M., Herrold, W., & Venn, J. (1999). Helpful tips for successful inclusion: A checklist for educators. Teaching Exceptional Children, 32(1), 76-82.

 

Hobbs, T., & Westing, D. (1998). Promoting successful inclusion through collaborative problem-solving. Teaching Exceptional Children, 31(2), 12-19.

 

Hutchinson, N., & Martin, A. (1999). Fostering inclusive beliefs and practices during preservice teacher education through communities of practice. Teacher Education and Special Education, 22(4), 234-250.

 

Individuals with Disabilities Education Act Amendments of 1997. (1997). P.L. 105-17, 105th Cong., 1st sess.

 

Kampwirth, T. (1999). Collaborative consultation in schools: Effective practices for students with learning and behavior problems. Upper Saddle River, NJ: Prentice-Hall Inc.

 

Kauffman, J., Mostert, M., Trent, S., & Hallahan, D. (2002). Managing Classroom Behavior: A Reflective Case-Based Approach (3rd ed.). Needham Heights: Allyn and Bacon Publishing Company.

 

Kerr, M., & Nelson, C. (1998). Strategies for Managing Behavior Problems in the Classroom (3rd ed.). Upper Saddle River, NJ: Prentice-Hall Inc.

 

Mayrowetz, D., & Weinstein, C. (1999). Sources of leadership for inclusive education: Creating schools for all children. Educational Administration Quarterly, 35(3), 423-449.

 

McCarthy, M. (1998). Inclusion of children with disabilities: Seeking the appropriate balance. Educational Horizons, 116-119.

 

National Association of State Board of Education. (1995). Winning ways for inclusive schools. The Education Digest, 61(4), 28-31.

 

Oberti v. Board of Education of the Borough of Clementon School District, 801 F.Supp.1392 (D.N.J. 1992).

 

O’Shea, L., Stoddard, K., & O’Shea, D. (2000). IDEA ’97 and educator standards: Special educators’ perceptions of their skills and those of general educators. Teacher Education and Special Education, 23(2), 125-145.

 

Pearman, E., Huang, A., & Mellblom, C. (1997). The inclusion of all students: Concerns and incentives of educators. Education and Training in Mental Retardation and Developmental Disabilities, 32, 11-20.

 

Peterson, M., & Beloin, K. (1998). Teaching the inclusive teacher: restructuring the mainstreaming courses in teacher education. Teacher Education and Special Education, 21(4), 306-318.

 

Polloway, E., & Patton, J. (1997). Strategies for Teaching Learners with Special Needs (6th ed.). Upper Saddle River, New Jersey: Prentice-Hall Inc.

 

Putnam, J., Spiegel, A., & Bruininks, R. (1995). Future directions in education and inclusion of students with disabilities: A Delphi investigation. Exceptional Children, 61(6), 553-576.

 

Sacramento City Unified School District v. Holland, 786 F.Supp.874 (E.D. Cal. 1992).

 

Salend, S. (1998). Effective Mainstreaming: Creating Inclusive Classrooms (3rd ed.). Columbus, OH: Prentice-Hall Inc.

 

Thousand, J., Villa, R., & Nevin, A. (1997). Including all the experts: Effective collaboration for student success. Reading Today’s Youth, 1(3), 13-17.