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Inclusion: Working with Students with Special
Needs in General Education
Classrooms
Instructor Name: Dr.
Florah Luseno Phone: 509-891-7219 Office Hours: 8
a.m. to 5 p.m. PST Monday - Friday Email: florahl@virtualeduc.com Address: Virtual
Education Software 16201
E Indiana Ave, Suite 1450 Spokane,
WA 99216 Technical Support: support@virtualeduc.com Inclusion: Working with Students
with Special Needs in General Education Classrooms was written to help
teachers understand concepts and terms related to educating students in
inclusive classrooms. The course also helps teachers learn about the
continuum of placements school systems can use in providing special education
and related services to students with disabilities. Information discussed is
also designed to help you understand the federal definition of students
entitled to special education services, as well as procedures you can use in
determining whether these students can be educated in the regular classroom.
The course also identifies and describes the roles and responsibilities of
special and general educators in providing special education services to
students educated in inclusive classrooms and instructional and classroom
management strategies teachers can use to work with these students in the
least restrictive environment. This
computer-based instruction course is a self-supporting program that provides
instruction, structured practice, and evaluation all on your home or school
computer. Technical support
information can be found in the Help section of your course. Course
Materials Title: Inclusion: Working with Students with
Special Needs in General Education Classrooms Instructor: Dr.
Florah Luseno Publisher: Virtual
Education Software, inc. 2002, Revised 2010 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 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 will result in the assignment of a failing grade and subsequent
loss of credit for the course. Level of Application This course is designed as an informational course for
K-12 regular and special education teachers, administrators, parents, and
related service personnel. Information discussed is designed to help you
better understand current educational models being used to educate students
with disabilities in the general education classroom. 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. Course Objectives ·
List and describe the federal definition of students with
disabilities and the criteria used to determine whether they qualify for
special education and related services; ·
List and describe key concepts and terms related to educating
students with disabilities in inclusive classrooms; ·
Describe the continuum of placements school systems can use to
provide special education and related services to students with disabilities;
·
Identify and describe federal legislation and court cases that have
contributed to the movement toward educating students with disabilities in
inclusive classrooms; ·
List and describe the advantages (pros) and disadvantages (cons) of
educating students with disabilities in inclusive classrooms; ·
List and describe federal laws and regulations and procedures IDEA,
NCLB, Section 504, and ADA require school systems and educators to use in
assessing, identifying, and providing special education and related services
to students with special needs; ·
List and describe the special education and related services school
systems are mandated to provide to students with disabilities; ·
List and describe the pre-referral and response to intervention
process schools and special and general educators are mandated to use, to
ensure students are not failing due to poor instruction, before labeling them
as students with disabilities; ·
Describe procedures special and general educators can use to
determine whether a student with special needs can be educated in the general
education 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 and related services to
students educated in inclusive classrooms; ·
Define the term “collaboration” and describe strategies special and general
educators can use to work together, in providing special education and
related services to students in inclusive classrooms; ·
Describe the importance of differentiating instruction for students
in inclusive classrooms and the components of instruction special and general
educators have to consider in determining what to do; ·
List and describe instructional and assessment accommodations and
modifications special and general educators can provide to students educated
in inclusive classrooms; ·
List and describe factors that may result in students’ inappropriate
classroom behavior; ·
Define “functional assessment” and describe procedures special and
general educators can use to evaluate their classroom settings and identify
variables that cause students’ classroom behaviors; ·
List and describe behavioral management strategies special and
general educators can use to structure their classroom setting and increase
students’ appropriate classroom behavior and decrease inappropriate classroom
behavior; ·
List and describe theoretical models that specify the relationship
between students’ behaviors and learning and why it’s important for teachers
to know these models. Course Description Information provided in this course has been
divided into five chapters, which should be completed in the order in which
they are presented in the program. Once you have completed these five
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: The
Concept & Federal Definition of Students with Disabilities This chapter focuses on the definition
of students with disabilities, factors that have influenced the movement
toward educating students in general education classrooms, and the advantages
(pros) and disadvantages (cons) of inclusion. After reading information
provided in this chapter, you should be able to: ·
Describe the federal definition of students with disabilities; ·
Describe the criteria school systems can use to determine whether a
student falls under one of the categories of disabilities; ·
Describe key concepts/terms such as “normalization,”
“de-institutionalization,” “integration,” 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 terms “Free Appropriate Public Education” (FAPE) and
“Least Restrictive Environment” (LRE); ·
List and describe the continuum of settings school systems can use to
educate students with disabilities; and ·
List and describe the advantages (pros) and disadvantages (cons) of
inclusion. Chapter 2: Federal Laws
& Regulations Chapter two focuses on federal laws and
regulations that specify procedures school systems are mandated to go through
in evaluating and identifying students with special needs, the special
education and related services that must be provided, and rights parents of
students with disabilities are granted. After reading the information
provided in this chapter, you should be able to: ·
List and describe legal procedures IDEA 2004, the No Child Left
Behind Act (NCLB, 2001), Section 504 of the Rehabilitation Act, and the
Americans With Disabilities Act – ADA, which criteria school systems and
educators are required to use in evaluating, identifying, and educating
students with disabilities, and the special education and related services
needed; ·
List and describe the provisions specified under IDEA and the mandate
each provision specifies school systems must use in working with students
with special needs; ·
List and describe the provisions specified under the NCLB Act, and
procedures school systems must use in working with students with special
needs; ·
Describe the special education and related services school systems
are mandated to provide to students with disabilities; ·
Describe the procedural safeguards parents of students with
disabilities are granted under IDEA; ·
Describe the civil rights students with disabilities are granted
under Section 504, and ADA; ·
Describe the purpose of an Individualized Education Program (IEP) and
an Individualized Family Service Plan and the components or information that
needs to be specified in each document; ·
List and describe the similarities and differences between
regulations specified under IDEA, NCLB, Section 504, and ADA; ·
List and describe procedures school systems are expected to go
through at the pre-referral and referral stages; ·
List and describe the Response to Intervention (RTI) process, and
procedures school systems are expected to go through before a child is
referred for an in-depth assessment, for the purpose of determining whether
he/she has a disability and/or is labeled as a student with a specific
learning disability; ·
Describe the roles and responsibilities of teachers, school-based
problem solving team members, and the multidisciplinary (IEP) team in
identifying and providing special education and related services to students
with special needs; and ·
Describe procedures special and general educators can use to
determine whether students with disabilities can be educated in the general
education classroom. Chapter 3: Special &
General Educator Collaboration This
chapter focuses on the impact the movement toward educating students with
special needs in the general education classroom has had on the roles and
responsibilities of special and general educators, strategies teachers can
use to work collaboratively, and procedures teachers can use to determine
whether students need accommodations and modifications. After reading
information provided in this chapter, you should be able to: ·
Describe the impact the movement toward educating students with
special needs in the general education classroom has had on teachers; ·
Describe the role and responsibilities of teachers in terms of
educating students with disabilities in inclusive classrooms; ·
Define the term “collaboration” and describe different collaborative
models special and general educators can use to provide special education and
related services to students educated in general education classrooms (e.g.
co-teaching); ·
List and describe characteristics that must be in place for special
and general educators to collaborate successfully; and ·
List and describe the steps special and general educators should go
through in setting up their own collaborative efforts. Chapter 4: Differentiated
Instruction, Accommodations, & Modifications Chapter four focuses on why special and general
educators need to differentiate instruction and provide instructional and
assessment accommodations and modifications to students educated in inclusive
classrooms. After reading the information provided in this chapter, you
should be able to: ·
Specify regulations that mandate that students should be provided
with adaptations; ·
Define the terms “differentiated instruction,” “curricular
adaptations,” “accommodations,” and “modifications”; ·
List and describe instructional accommodations and modifications
teachers can provide to students educated in inclusive classrooms; ·
List and describe the steps special and general educators can use to
determine accommodations and modifications students may require in inclusive
classrooms; ·
Describe steps special and general educators can go through in
determining whether a student will or will not participate in state or
district-wide assessment programs; and ·
List and describe types of assessment accommodations teachers can
provide for students during testing. Chapter 5: Methods for the Classroom Chapter
five focuses on procedures special and general educators can use to structure
their classroom environment and manage students’ behaviors. 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 educators can
use to evaluate their classroom setting; ·
List and describe strategies educators can use to structure their
classroom setting and increase students’ appropriate classroom behavior and
decrease inappropriate classroom behavior; and ·
List and describe the importance of identifying the relationship
between students’ behaviors and learning. Student
Expectations As
a student, you will be expected to: ·
Complete all information chapters, showing a competent understanding
of the material presented. ·
Complete all chapter exams, showing a competent understanding of the
material presented. ·
Complete a review of any chapter on which your examination score was
below 70%. ·
Retake any examination, after completing an information review, to
increase that examination score to a minimum of 70% (maximum of three
attempts). *Please note: Minimum exam score
requirements may vary by college or university; therefore, you should refer
to your course addendum to determine what your minimum exam score
requirements are. ·
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. Your last score will save, not the highest score. After
your third attempt, each examination will lock and prevent further
access. The average from your exam
scores will be printed on your certificate.
However, this is not your final grade since your required writing
assignments have not been reviewed.
Exceptionally written or poorly written required writing assignments,
or violation of the academic integrity policy in the course syllabus, will
affect your grade. 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 answering all questions, your information will be lost.
You are expected to complete the entire exam in one sitting. Writing Assignments This course has two required writing components. To save your essays: When you select the
question or article you wish to write on, simple text or text edit will automatically be launched. When you are
finished, simply click SAVE. You must SAVE before you
write another essay or move on to another part of the course. 1)
Essay Requirement: Critical Thinking Questions You will be required to
complete four Critical Thinking
Questions. You will do research on
the question and write a brief essay relating it to the course content (and
your personal experiences when possible).
To view the questions, click on REQUIRED ESSAY and choose the Critical
Thinking Question that you would like to complete; this will bring up a
screen where you may enter your essay.
You must write a minimum of 500 words per essay. You must SAVE before you write another essay or move on to another
part of the course. 2) Essay Requirement: Journal Articles This task requires you to
write a review of three journal articles of your choice on a topic related to
this course. You may choose your topic
by entering the Key Words (click on the Key Words button) into a search engine
of your choice (Google, Dogpile, Yahoo, etc.).
Choose three relevant articles and write a 200-word review of each. You may
also access the ERIC system and choose a related topic from a journal listed
in that system. Or you can access
www.scholar.google.com or www.findarticles.com. Write a critical summary of
the information given in each article, explaining how the information relates
to, supports, or refutes information given in this course. Conclude your
paper with your thoughts and impressions. (200 words per journal article
minimum, 400 words maximum.) Be sure to provide the journal name, volume,
date, and any other critical information to allow the instructor to access
and review that article. To write your essays,
click on REQUIRED ESSAY and choose the Journal Article that you would like to
complete; this will bring up a screen where you can write your review. When
you are ready to stop, click SAVE. You may go
back at any point to edit your essays.
For more information on the features of this assignment, please
consult the HELP menu. You must
SAVE before you write another essay or move on to another part of the course. Instructor
Description
Dr. Florah Luseno,
an associate professor at Chicago State University, developed Inclusion:
Working with Students with Special Needs in General Education 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, intellectual disability, and
inclusion. Dr. Luseno has conducted research on
inclusion and has 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. Calls made during office hours 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. Technical
Questions
If you have questions or problems related to the
operation of this course, 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 of your course. 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 located at the bottom
left side of the Welcome Screen) and your operating system, and be seated in
front of the computer at the time of your call. Minimum Computer Requirements Please
refer to VESi’s website: www.virtualeduc.com or contact VESi if you have further questions about the
compatibility of your operating system. Refer to
the addendum regarding Grading Criteria, Course Completion Information, Items to be Submitted and how to submit your completed
information. The addendum will also note any additional course assignments
that you may be required to complete that are not listed in this
syllabus. Bibliography (Suggested
reading) Bartlett,
L., Etscheidt, L., & Weisenstein,
G. (2007). Special education law and
practice in public schools (2nd ed.). Upper Saddle River, NJ: Merrill Prentice-Hall. Beard,
L., Carpenter, L., & Johnston, L. (2011). Assistive technology: Access for all students (2nd ed.). Upper Saddle River, NJ: Merrill Prentice-Hall. Brown v. Board of Education. 347 U.S. 483 (1954). Brozo, W., & Puckett, K. (2009). Supporting
content area literacy with technology: Meeting the needs of diverse learners (1st ed.). Boston, MA: Allyn and
Bacon. Bryant,
D., Smith, D., & Bryant, B. (2008). Teaching
students with special needs in inclusive classrooms (1st ed.). Upper Saddle River, NJ: Merrill Prentice-Hall. Cipani, E.
(2008). Classroom management for all
teachers: Plans for evidence-based practices (3rd
ed.). Boston, MA: Allyn and Bacon. Chandler, L., & Dahlquist,
C. (2010). Functional
assessment: Strategies
to prevent and remediate
challenging behaviors
in school settings (3rd ed.). Upper
Saddle River, NJ: Merrill Prentice-Hall. Cohen, L., & Spenciner,
L. (2009). Teaching students
with mild and moderate
disabilities: Research-based practices
(2nd ed.). Upper Saddle
River, NJ: Merrill Prentice-Hall. Coyne, M., Carnine, D., &
Kame’enui, E. (2011). Effective teaching strategies that accommodate diverse learners (4th
ed.). Upper Saddle River, NJ: Merrill Prentice-Hall. Dell, A., Newton, D., & Petroff,
J. (2008). Assistive technology
in the classroom: Enhancing the school
experience of students
with disabilities (1st ed). Upper Saddle River, NJ: Merrill Prentice-Hall. Dettmer, P.,
Thurston, L., Knackendoffel, A., & Dyck, N. (2009). Collaboration,
consultation and teamwork
for students with special
needs (6th
ed.). Upper Saddle River, NJ: Merrill Prentice-Hall. Emmer, E., & Evertson, C.
(2009). Classroom management
for middle and high school teachers
(8th ed.). Boston, MA: Allyn and Bacon. Evers, R., & Spencer, S. (2011). Planning effective instruction for students with
learning and behavior problems (1st
ed.). Upper Saddle River, NJ:
Merrill Prentice-Hall. Evertson, C.,
& Emmer, E. (2009). Classroom
management for elementary teachers
(8th ed.). Boston, MA: Allyn and Bacon. Flick, G. (2011). Understanding and managing emotional and behavioral
disorders in the classroom
(1st ed.). Upper Saddle River, NJ: Merrill Prentice-Hall. Friend, M. (2011). Special education: Contemporary perspectives for school professionals (3rd
ed.). Upper Saddle River, NJ: Merrill
Prentice-Hall. Friend, M., & Bursuck, W.
(2009). Including students
with special needs: A practical guide for classroom teachers (5th ed.).
Upper Saddle River, NJ: Merrill Prentice-Hall. Friend, M., & Cook, L. (2010). Interactions: Collaboration skills for school professionals (6th
ed.). Upper Saddle River, NJ: Merrill Prentice-Hall. Gibb, G., & Dyches, T.
(2007). Guide to writing quality individualized education programs (2nd ed.). Boston, MN: Allyn and Bacon. Gleckel, E.,
& Koretz, E. (2008). Collaborative individualized education process: RSVP to IDEA (1st
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Merrill Prentice-Hall. Goeke, J.
(2009). Explicit instruction:
Strategies for meaningful direct teaching (1st ed.). Boston,
MA: Allyn and Bacon. Hallahan, D.,
Kauffman, J., & Pullen, P. (2009). Exceptional
learners: Introduction to special education (11th ed.). Upper
Saddle River, NJ: Merrill Prentice-Hall. Halvorsen, A.,
& Neary, T. (2009). Building inclusive schools:
Tools and strategies for success (2nd ed.). Boston, MA: Allyn and Bacon. Hardman, M., Drew, C., & Egan, M. (2011). Human
exceptionality: School, community, and family (10th ed.). Belmont,
CA: Wadsworth. Henley, M., Algozinne, R.,
& Ramsey, R. (2009). Characteristics of and strategies for
teaching students with mild disabilities (6th ed.). Upper Saddle
River, NJ: Merrill Prentice-Hall. Henley, M. (2010). Classroom
management: A proactive approach (2nd ed.). Upper Saddle River, NJ: Merrill Prentice-Hall. Heward, W.
(2009). Exceptional children: An
introduction to special education (9th ed.). Upper Saddle River, NJ:
Merrill Prentice-Hall. Hoover, J. (2009). Differentiating
learning differences from disabilities: Meeting diverse needs through
multi-tiered Response to Intervention (1st ed.). Boston, MA: Allyn and Bacon. Hulett, K.
(2009). Legal aspects of special
education (1st ed.). Upper Saddle River, NJ: Merrill
Prentice-Hall. Individuals With Disabilities Education Act, 20, U.S.C
§1400 et seq. Kaiser,
B., & Rasminsky, J. (2009). Challenging behavior in elementary and
middle school (1st ed.). Boston, MA: Allyn and
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J., & Hallahan, D. (2008). Special education: What it is
and why we need it. Boston, MA:
Allyn & Bacon. Kauffman,
J., Pullen, P., & Mostert, M. (2011). Managing classroom behaviors: A reflective
case-based approach (5th ed.). Upper Saddle River, NJ: Merrill Prentice-Hall. Kerr,
M., & Nelson, C. (2010). Strategies
for addressing behavior problems in the classrooms (6th ed.). Upper Saddle River, NJ: Merrill Prentice-Hall. Kochhar-Bryant, C. (2008). Collaboration
and system coordination for students
with special needs: From early childhood to the postsecondary years (1st ed.). Upper
Saddle River, NJ: Merrill Prentice-Hall. Latham,
P., & Latham, P. (2008). Special
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J., & Nolan, J. (2010). Principles of classroom
management: A professional decision-making model (6th ed.). Boston,
MA: Allyn and Bacon. Lewis,
R., & Doorlag, D. (2011). Teaching students with
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teacher should know about IDEA 2004 laws and regulations (1st edition). Boston, MA: Allyn
& Bacon Publishing Company. Mastropieri, M., & Scruggs, T. (2010). Inclusive classrooms: The strategies for effective instruction (4th ed.). Upper Saddle River, NJ: Merrill Prentice-Hall. McLeskey, J., Rosenberg, M., & Westling,
D. (2010). Inclusion: Highly effective practices for all students (1st ed.). Upper
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C., & Mercer, A. (2011). Teaching students with learning
problems (8th ed.). Upper Saddle River, NJ: Merrill Prentice-Hall. Miller,
S. (2009). Validated
practices for teaching students
with diverse needs
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Prentice-Hall. Yell,
M., & Drasgow, E. (2009). What every teacher should know about No Child Left Behind: A guide
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behavioral disorders
(1st ed.). Upper Saddle River, NJ: Merrill Prentice-Hall. Course content
is updated every three years. Due to this update timeline, some URL links may
no longer be active or may have changed. Please type the title of the
organization into the command line of any Internet browser search window and
you will be able to find whether the URL link is still active or any new link
to the corresponding organization's web home page. Updated 4/18/12 JN |
