Level of Application
This course is
designed as an informational course for K-12 regular and special education
teachers. 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 describe the federal definition of students with
disabilities and the criteria used to determine if 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 procedures IDEA, Sect 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;
·
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 roles 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; and
·
List and describe theoretical models that specify the
relationship between students’ behaviors and learning and the reason that 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, Terminology and the Law
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 like “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 terms “Free Appropriate Public Education” and “Least
Restrictive Environment”;
·
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: Types of
Students, Identifying Them and Providing Service
Chapter two focuses on federal laws and regulations
that grant parents of students with disabilities civil rights and specify
procedures school systems are mandated to go through in evaluating and
identifying students with special needs and the special education and related
services that must be provided. After reading the information provided in this chapter,
you should be able to:
·
List and describe legal procedures IDEA 2004, Sect 504 of
the Rehabilitation Act, and the Americans With Disabilities Act - ADA require
school systems and educators to use in evaluating and identifying 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;
·
Describe the special education and related services school
systems are mandated to provide to students with disabilities;
·
Describe the civil rights parents and students with
disabilities are granted under IDEA, Sect 504, and ADA;
·
Describe the purpose of an Individualized Education Program
(I.E.P.) 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, Sect 504, and ADA;
·
List and describe procedures school systems are expected to
go through at the pre-referral and referral stages;
·
Describe the roles and responsibilities of teachers,
school-based problem solving team members, and the multidisciplinary (I.E.P)
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 and General Educators Working Collaboratively
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; and
·
List
and describe procedures special and general educators can use to determine
modifications students may require in inclusive classrooms.
Chapter
4: Differentiated Instruction, Accommodations and Modifications
Chapter
four focuses on the reasons that 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 term(s) “differentiated instruction,” “accommodations,” and “modifications”;
·
List
and describe instructional accommodations and modifications teachers can
provide to students educated in inclusive classrooms; 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
special and general educators can use to evaluate their classroom setting; and
·
List and describe 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 the importance of identifying the
relationship between students’ behaviors and learning;
·
List and describe the behavioral, sociological, social
learning, ecological, biomedical, psychodynamic, and cognitive-behavioral
theoretical models of human behavior; and
·
List and describe (according to the behavioral,
sociological, social learning, ecological, biomedical, psychodynamic, and
cognitive-behavioral theoretical models) the relationship between students’
behaviors and learning.
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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 chapter examination, after completing an information review,
to increase that final examination score to a minimum of 70% (maximum of
three attempts).
·
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. The software will save the last score, not the highest score. After your
third attempt, each examination will lock and prevent 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 answering all questions, your information will be lost. You are expected
to complete the entire exam in one sitting.
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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 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 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, 512MB 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 XP Home, Professional or Vista, 512MB 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)
Bartlett, L., Etscheidt, S.,
& Weisenstein, G. (2007). Special
education law and practice in public schools (2nd ed.).
Upper
Saddle River, New
Jersey:
Prentice-Hall Inc.
Boyle,
J., & Weishaar, M. (2001). Special
education law with cases. Needham
Heights: Allyn and Bacon
Publishing Company.
Cohen, L., & Spenciner,
L. (2005). Teaching students with mild
and moderate disabilities: Research-based practices. Upper Saddle River, NJ: Prentice-Hall Inc.
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.
Friend,
M., & Bursuck, W. (2006). Including
students with special needs: A practical guide for classroom teachers (4th
ed.). Needham Heights: Allyn and Bacon Publishing
Company.
Haager, D., & Klingner, J. (2005). Differentiating instruction in inclusive
classrooms: The special educator’s guide. Needham Heights: Allyn and Bacon Publishing
Company.
Hardman, M., Drew, C., & Egan, M. (2006). Human exceptionality: School, community, and
family (4th ed.). Needham Heights: Allyn and Bacon Publishing
Company.
Henley, M.,
Ramsey, R., & Algozzine, R. (2006). Characteristics
of and strategies for teaching students with mild disabilities (5th
ed.). Needham Heights: Allyn and Bacon Publishing
Company.
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.
Kendall,
P., & Hammen, C. (1998). Abnormal
psychology: Understanding human problems (2nd ed.). Boston, MA:
Houghton Mifflin Publishing Company.
Kerr,
M., & Nelson, C. (1998). Strategies
for Managing Behavior Problems in the Classroom (3rd ed.). Upper
Saddle River, NJ:
Prentice-Hall Inc.
Lewis,
R., & Doorlag, D. (2006). Teaching
special students in general education classrooms (7th 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.
Murdick,
N., Gartin, B., & Crabtree, T. (2007). Special
education law (2nd ed.). Upper Saddle River, NJ:
Prentice-Hall Inc.
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.
Rivera,
D., & Smith, D. (1997). Teaching students
with learning and behavior problems (3rd ed.). Needham Heights:
Allyn and Bacon Publishing Company.
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.
Smith, T., Polloway, E., Patton, J., & Dowdy, C.
(2006). Teaching students with special needs in inclusive settings (4th
ed.). Needham Heights: Allyn and Bacon Publishing
Company.
Tomlinson, C. (2005). How to differentiate instruction in
mixed-ability classrooms (2nd ed.). Upper Saddle River, New Jersey:
Prentice-Hall Inc.
Tomlinson, C. (2005). The differentiated classroom: Responding to
the needs of all learners. Upper
Saddle River, New Jersey:
Prentice-Hall Inc.
Walker,
J., & Shear, T., (1999). Behavior management: A practical approach for
educators (7th ed.). Upper
Saddle River, New Jersey:
Prentice-Hall Inc.
Wheeler, J., & Richey, D.
(2005). Behavior management: Principles
and practices of positive behavior supports. Upper Saddle River, New Jersey:
Prentice-Hall Inc.
Wood, J. (2006). Teaching students in inclusive settings:
Adapting and accommodating instruction (5th ed.). Upper Saddle River, NJ:
Prentice-Hall Inc.
Yell, M. (2006). The law and special education (2nd
ed.). Upper Saddle River,
NJ: Prentice-Hall Inc.
Updated 3/18/09 RJ
