Lecture Notes for Including Students with Special Needs: A Practical Guide for Classroom Teachers, 8th Edition

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Instructor’s Manual
for
Including Students with Special
Needs:
A Practical Guide for Classroom Teachers
Eighth Edition
Marilyn Friend, PhD
University of North Carolina at Greensboro
William D. Bursuck, PhD
University of North Carolina at Greensboro
Prepared by
Raye Lakey, MEd
Lakey Associates

iii
Preface
Welcome to the eighth edition of the Instructor’s Resource Manual for Including Students with
Special Needs: A Practical Guide for Classroom Teachers. This manual is intended to serve as a
useful teaching tool and resource as you prepare for your classes. Please modify the questions
and activities to fit your teaching. Consider this manual as a starting point for your course
planning. The accompanying PowerPoint slide series and chapter-by-chapter test bank serve a
similar purpose—providing modifiable resources to promote effective teaching and learning.
Instructor’s Resource Manual
The Instructor’s Resource Manual is designed with the following features for each chapter:
chapter-at-a-glance, chapter outline, learning objectives, key terms and concepts, activities and
discussion questions, web-based content resources, and additional readings.
Appendix A includes ready-to-copy handouts that accompany specified activities and discussion
questions discussion questions and activities suggested in the chapter-by-chapter sections of the
instructor’s manual.
Appendix B presents ready-to-copy information about the INCLUDE strategy (used throughout
the textbook) as well as handouts to accompany specified activities and discussion questions.
PowerPoint Slides
PowerPoint slides are designed to cover key content from the text, presenting information the
students need to remember about important concepts. A separate PowerPoint file has been
created for each chapter. Think of these slides as a starting point and modify them as needed to
meet your teaching and learning setting.
Test Bank
A test bank file accompanies this instructor’s resource manual and provides sets of questions that
cover the content of the text. The chapter-by-chapter design includes multiple-choice, true/false,
short-answer, and essay questions. The answer key for all tests is presented at the end of the test
bank file.

iv
Table of Contents
Chapter1: The Foundation for Educating Students with Special Needs 1
Chapter 2: Special Education Procedures and Services 7
Chapter 3: Building Partnerships through Collaboration 12
Chapter 4: Assessing Student Needs 18
Chapter 5: Planning Instruction by Analyzing Classroom and Student Needs 23
Chapter 6: Students with Low-Incidence Disabilities 29
Chapter 7: Students with High-Incidence Disabilities 35
Chapter 8: Students with Special Needs Other Than Disabilities 41
Chapter 9: Adjusting Instruction 48
Chapter 10: Strategies for Independent Learning 54
Chapter 11: Evaluating Student Learning 59
Chapter 12: Responding to Student Behavior 64
APPENDIX A 71
APPENDIX B 89

1
Chapter 1: The Foundation for Educating Students with Special Needs
Chapter-At-A-Glance
Main Topics Instructor’s Resources Media Resources
What is special
education?
Key Terms & Concepts
o Special education components
o Specially designed instruction (SDI))
o Related services
o Supplementary aids and services
o IDEA
o Least restrictive environment (LRE)
Activities: 1, 2, 3, 5, 11
o Wrightslaw
http://www.wrightslaw.com/
o IDEA https://sites.ed.gov/idea
What influences have
shaped special
education?
Key Terms & Concepts
o Civil rights movement
o Brown v. Board of Education
o Parent advocacy groups
o Section 504 of Vocational Rehab Act
o Americans with Disabilities Act
o Elementary and Secondary Ed. Act
o Every Student Succeeds Act
Activities: 1, 2, 3, 9, 11
o Wrightslaw
http://www.wrightslaw.com/
o Disability Social History
http://www.disabilityhistory.org/
o ADA http://www.adabasics.org/
o US Dept of Ed_IDEA, 504
http://www2.ed.gov/about/offices
/list/ocr/504faq.html
What are the key
themes of contemporary
special education
practice?
Key Terms & Concepts
o Response to intervention (RtI)
o Positive behavior supports (PBS)
o Multi-tiered systems of support (MTSS)
o Disproportionate representation
o Access to general education curriculum
o Assessment and high expectations
o Professional accountability
o Evidence-based practice
o Inclusiveness and inclusive practices
o Collaboration to meet student needs
Activities: 1, 2, 4, 6, 7, 8, 10, 11, 15
o Response to Intervention
http://www.rtinetwork.org/learn/
what/whatisrti
o Positive behavior supports
http://www.pbis.org/
o Multitiered systems of support
https://www.edweek.org/ew/articl
es/2016/12/14/what-are-
multitiered-systems-of-
supports.html
Who receives special
education and other
special services?
Key Terms & Concepts
o 13 categories of disability in IDEA
o High and low incidence disabilities
o Gifted and talented students
o Students protected by Section 504
o Students at risk
Activities: 1, 2, 4, 7, 11, 12, 13, 14
o Office of Special Ed Resources
http://www2.ed.gov/about/offices
/list/osers/osep/index.html

2
Instructor’s Overview and Outline
Chapter 1 introduces students to information fundamental to developing an understanding of the field of
special education and persons with disabilities or special needs. Students begin thinking about their own
roles in meeting the academic and social/emotional needs of students in general education. Information in
the chapter includes the basic vocabulary associated with special education; the development of special
education through legislation and litigation, including the provisions of IDEA; and the discussion about
the continued development of inclusive practices. The chapter also includes a brief survey of the federal
disability categories and descriptions of other students with special needs, primarily to introduce the
vocabulary and concepts used repeatedly throughout the text.
A. What is special education?
1. Special education components
a. Specially designed instruction
b. Related services
c. Supplementary aids and services
2. Federal special education law
a. Core principles of IDEA
b. Additional provisions of IDEA
B. What iinfluences have shaped special education?
1. The context for the development of special education
2. Parent advocacy
3. The civil rights movement
4. Precedent-setting court cases
5. Current civil rights legislation
a. Section 504
b. Americans with Disabilities Act
6. Current general education legislation
C. What are the key themes of contemporary special education practice?
1. Prevention of the need for special education
a. Response to intervention
b. Positive behavior supports
c. Multi-tiered system of support
d. Disproportionate representation
2. High expectations and accountability
a. Curriculum access
b. Assessment of students with disabilities
c. Professional accountability
3. Evidence-based practice
4. Inclusiveness
a. Understanding inclusive practices
b. The effectiveness of inclusive practices
c. Putting the pieces together
D. Who receives special education and other special services?
1. Categories of disability in federal law
a. Learning disability
b. Speech or language impairment
c. Intellectual disability

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d. Emotional disturbance
e. Autism
f. Hearing impairment
g. Visual impairment
h. Deaf-blindness
i. Orthopedic impairment
j. Traumatic brain injury
k. Other health impairment
l. Multiple disabilities
m. Developmental delay
2. Categories versus understanding student needs
3. Other students with special needs
a. Students who are gifted or talented
b. Students protected by Section 504
c. Students at risk
Learning Outcomes
1. Explain fundamental terms and concepts that describe special education, including those in federal
law.
2. Explore significant factors that have shaped contemporary special education services.
3. Analyze key themes that characterize today’s educational priorities for students with disabilities,
including prevention, high expectations and accountability, evidence-based practices, and
inclusiveness.
4. Describe the categories of disabilities addressed in federal law and note other special needs your
students may have.
Key Terms and Concepts
Accommodations
Americans with Disabilities Act (ADA)
Brown v. Board of Education
Civil rights
Disproportionate representation
Due process
Elementary and Secondary Education Act
(ESEA)
Every Student Succeeds Act (ESSA)
Evidence-based practice
Free appropriate public education (FAPE)
Functional curriculum
High-incidence disabilities
Inclusive practices
Individualized education program (IEP)
Individuals with Disabilities Education Act
(IDEA)
Least restrictive environment (LRE)
Low-incidence disabilities
Mainstreaming
Modifications
Multi-tiered system of support (MTSS)
Nondiscriminatory evaluation
Positive behavior supports (PBS)
Related services
Response to intervention (RtI)
Section 504 of Vocational Rehabilitation
Act
Special education
Specially designed instruction (SDI)
Supplementary aids and services
Zero reject/child find
Activities and Discussion Questions
1. Have students reflect on their own experiences with individuals with disabilities using questions such
as these:
What have been your experiences with people with disabilities when you were in elementary
school?
In junior high or middle school? In high school?

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Does someone in your family have a disability?
How have your experiences with people with disabilities influenced your understanding of them
and your expectations for working with students with disabilities in your classroom?
How is the topic of individuals with disabilities related to larger issues of diversity in schools and
society?
2. Ask students to read the stories of Lucas, Monika, and Aaron at the beginning of Chapter 1. Using a
think-pair-share strategy, invite your students to think individually about the students’ stories and
identify questions they can add to the questions at the end of each student’s story. Then, ask students
to share some or all of the questions they’ve identified with a partner, and finally, ask several pairs to
share with the whole class. The students’ questions can form the basis for further study and
discussion.
3. Over the course of a week, have students peruse newspapers, magazines, television programs,
movies, and other popular media for information about or portrayal of individuals with disabilities.
Have students bring examples of their findings, perhaps written as a summary of what they read or
saw. In small groups and then as a large group, students can discuss how individuals with disabilities
are portrayed in the popular media and how this might influence their own thinking about their roles
and responsibilities for working with students with disabilities in their classrooms.
4. If they have access, either through field placements or their jobs, ask them to interview a special
education teacher or professional who works with students with disabilities (e.g., speech/language
pathologist, occupational therapist, physical therapist, guidance counselor). Questions might focus on
the professional’s current responsibilities, how they have changed over time, how attitudes and
expectations have changed over time, and what they find challenging and rewarding.
5. Assign students to small groups (4 or 5 in a group) and tell them to select an academic topic from any
grade level. Have them create a T-chart and brainstorm ideas and list as many modifications as they
can imagine for assignments related to the topic on one side, and as many accommodations as they
can imagine on the other. Post these around the room for all groups to see.
6. For those who have access or experience, ask them to describe their school districts’ policies related
to inclusive practices. Also, ask them to describe how inclusive practices are implemented in their
schools. If the conversation becomes one-sided (either positively or negatively), ask some of the
students to take a “counterpoint,” describing an alternative point of view. Continue the discussion by
comparing the conceptual information presented in the chapter to students’ own experiences. If your
class consists only of preservice teachers without classroom experience, a panel of experienced
educators could provide the stimulus for the discussion.
7. Arrange a class debate on the pros and cons of inclusion of students with disabilities. Ask students to
cite resources for their points.
8. Have students work in small groups to discuss why they think RtI and PBS have become such
important aspects of contemporary education. Some radical reformers believe that special education
should be completely eradicated. Have the students discuss what is “special” about special education,
and how that fits in with using RtI and PBS. One student should record the group’s key points and
then share with the whole class.
9. Guest Speaker: Invite a staff member from your school’s civil rights office (or similar office on
campus) to discuss campus accessibility and ADA compliance. If possible, tour the campus with the
staff member to identify ways accessibility is created for people with different types of disabilities.

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You may also invite a staff member from your disabilities services office (or similar office on
campus) to discuss ways accommodations are provided for college students.
10. Ask students how they feel about the trend toward more professional accountability. What have they
heard [other] teachers say about teacher responsibility for student achievement gains? What do
students think about teacher performance evaluations relying in part on the achievement gains of their
students? How does this affect how they imagine their roles as teachers?
11. Using Handout 1-1, have students begin learning the common acronyms and terminology used in
special education. Students may add terms and definitions or personal connections from their readings
and class discussions. Instructors may also want to add state-specific terminology.
12. Using Figure 1.4 “IDEA Disability Categories” in Chapter 1, have students locate the terms and
descriptions used to identify disability categories in their state and create a side-by-side comparison.
If the state uses a non-categorical approach, find out how disability is defined. Discuss the challenges
created for people with disabilities, families, and professionals when different terms and definitions
are used by different agencies. This also leads to a discussion about issues related to labeling students.
13. Consider the question, “What is in a name?” What is the purpose of labeling? Have the class
generate a list of possible benefits of using labels, and possible problems with labeling. Alternatively,
arrange a class debate on the use of labels. Ask students to support their points.
14. The questions included on Handout 1-2 are those that the authors find are frequently asked by
experienced teachers in schools developing policies and practices that are more inclusive. Students
may work individually or in pairs/small groups to locate journal articles, web sites and other
resources that address the question topics.
15. The checklist included as Handout 1-3 represents a broad view of the components present in inclusive
schools. With experienced teachers, the handout can serve as the basis for an assignment to write
about the status of inclusive practices in their schools. For preservice teachers, the handout could be a
stimulus for journal writing about how schools can become more accepting of all students, including
those with disabilities.
Web-Based Content Resources
 Parent Center Hub Parent information, resources, centers who serve families of children with disabilities
http://www.parentcenterhub.org
 Building the Legacy: IDEA 2004 is the US Department of Education’s web site about IDEA.
https://sites.ed.gov/idea/
 ADA Basics, an online mini-course about the Americans with Disabilities Act, is available free of charge. CEUs
are available (free of charge) for course completers who achieve 90% or above on the course posttest.
http://www.adabasics.org/
 Wrightslaw: Special Education Law and Advocacy website is a law firm that specializes in special education
law and provides a library of information and court case law.
http://www.wrightslaw.com/
 The Disability Social History Project is an interesting site that offers a personal perspective on historical events
and persons with disabilities. It offers a timeline, list of famous persons who were/are disabled, a list of links to
additional social history sites, podcasts and curriculum resources.

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http://www.disabilityhistory.org
 The U.S. Department of Education’s website http://www2.ed.gov/about/offices/list/ocr/504faq.html has an
excellent FAQ about Section 504 and how it applies to the education of students with disabilities.
 The RtI Action Network provides an overview of RtI and an in-depth look at getting started with RtI. It
addresses diversity and disproportionality and behavior supports.
http://www.rtinetwork.org/learn/what/whatisrti
 The Office of Special Education Programs has a site just for Positive Behavioral Interventions and Supports:
http://www.pbis.org/
 Article about multitiered systems of support:
https://www.edweek.org/ew/articles/2016/12/14/what-are-multitiered-systems-of-supports.html
 The place to start for an overview of all issues related to special education from birth to age 21 is the Office of
Special Education from the U.S. Department of Education:
http://www2.ed.gov/about/offices/list/osers/osep/index.html
Additional Readings
Giangreco, M. (2010) One-to-One Paraprofessionals for Students with Disabilities in Inclusive Classrooms: Is
Conventional Wisdom Wrong? Intellectual and Developmental Disabilities, 48(1), 1-13.
Klein, S., & Kemp, J. (2004). Reflections from a different journey: What adults with disabilities wish all parents
knew. New York: McGraw-Hill.
Lauchlan, F., & Boyle, C. (2007). Is the use of labels in special education helpful? Support for Learning, 22, 36–42.
Lynch, E. W., & Hanson, M. J. (Eds.). (2011). Developing cross-cultural competence: A guide for working with
children and their families (4th ed.). Baltimore: Paul H. Brookes.
McLeskey, J., & Waldron, N. L. (2011). Educational programs for elementary students with learning disabilities:
Can they be both effective and inclusive? Learning Disabilities Research and Practice, 26, 48–57.
Miller, M. (2008). What do students think about inclusion? Phi Delta Kappan, 89, 389–391.
Salend, S. J. (2004). Fostering inclusive values in children: What families can do. Teaching Exceptional Children,
37(1), 64–69.
Santoli, S. P., Sachs, J., Romey, E. A., & McClurg, S. (2008). A successful formula for middle school inclusion:
Collaboration, time, and administrative support. Research in Middle Level Education Online, 32(2), 1–13.
Suter, J. C., & Giangreco, M. F. (2009). Numbers that count: Exploring special education and paraprofessional
service delivery in inclusion-oriented schools. Journal of Special Education, 43(2), 81–93.
Villa, R., Thousand, J., Nevin, A. & Liston, A. (2005). Successful Inclusive Practices in Middle and Secondary
Schools. American Secondary Education, 33(3), 33-50.
Welner, K. (2006). Legal rights: The overrepresentation of culturally and linguistically diverse students in special
education. Teaching Exceptional Children, 38(6), 60–62.
Zigmond, N., Kloo, A., & Volonino, V. (2009). What, where and how? Special education in the climate of full
inclusion. Exceptionality, 17, 189–204.

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Chapter 2: Special Education Procedures and Services
Chapter-At-A-Glance
Main Topics Instructor’s Resources Media Resources
Who are the
professionals in
special education?
Key Terms & Concepts
o Inclusion facilitator
o Itinerant teacher
o Transition specialist
o Job coach
o Intervention specialist
o Related service providers
o Self-determination
Activities: 1, 2
o American Academy of Special
Education Professionals:
http://www.aasep.org
How do you decide
whether a student need
might be a disability?
Key Terms & Concepts
o Universal screening
o Unmet needs
o Chronic patterns
o Simple interventions
Activities: 9
o Beach Center on Disability:
http://www.beachcenter.org/default.asp
x?JScript=1
How do students
obtain special
services?
Key Terms & Concepts
o Prereferral team
o Intervention assistance team
o Response to intervention
o Tier 1 and tier 2 interventions
o Multi-tiered systems of support
o Multidisciplinary team
o Parents’ rights in special ed
o Components of assessment
o Individualized education program
o Annual reviews
o Three-year reevaluations
o Due process; mediation
Activities: 3, 4, 5, 6, 7
o Center for Parent Information &
Resources: The Short-and-Sweet IEP
Overview
http://www.parentcenterhub.org/iep-

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Instructor’s Overview and Outline
Chapter 2 provides information about the range of professionals who are involved in the special education
of students with disabilities. The chapter details procedures general education teachers follow when they
suspect one of their students may have a disability. It explains how students obtain special services, what
types of special services students might need, and how a student’s individualized education program is
developed and monitored. The chapter also discusses the crucial role of parents, their rights, and due
process procedures for resolving disagreements between parents and school professionals about their
child’s special services.
A. Who are the professionals in special education?
1. General education teachers
2. Special education teachers
3. Related service providers and other specialists
4. Parents and students
B. How do you decide whether a student need might be a disability?
1. Analyze unmet needs
a. What are specific examples of unmet needs?
b. Is there a chronic pattern negatively affecting learning?
c. Are the unmet needs becoming more serious as time passes?
d. Is the student’s learning or behavior significantly different from that of classmates?
e. Do you discover that you cannot find a pattern?
2. Communicate your observations and try your own interventions
a. Contact the parents
b. Contact colleagues
c. Try simple interventions
d. Document the unmet need
e. Reflect on your understanding of and responses to the student
C. How do students obtain special services?
1. Initial consideration of student problems
a. Prereferral team
b. Response to intervention
c.

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e. Behavior intervention plan
f. Date of initiation and frequency and duration of service and anticipated modifications
g. Strategies for evaluation
h. Transition plan
2. The value of IEPs
E. What services do students with disabilities receive?
1. Special education and other services
2. Student placement and educational environments
a. Regular (general education) classes
b. Resource programs
c. Separate classes
d. Separate schools
e. Residential facilities
f. Home and hospital settings
Learning Outcomes
1. Analyze the roles and responsibilities of the individuals who may participate in educating students
with disabilities.
2. Apply to your planned teaching role the steps teachers should take in deciding whether an identified
student need might indicate the presence of a disability.
3. Describe the process through which a student may become eligible to receive special education
services, including the role that parents play throughout that process.
4. Name the components of individualized education programs (IEPs) and provide examples of them.
5. Outline the types of services that students with disabilities may receive and the settings in which they
may receive them.
Key Terms and Concepts
Adaptive physical educator
Annual goals
Annual review
Bilingual special educator
Due process
Inclusion facilitator
Individualized education program (IEP)
Intervention assistance team
Intervention specialist
Itinerant teacher
Job coach
Mediation
Mobility specialist
Multidisciplinary team (MDT)
Occupational therapist
Paraprofessionals
Physical therapist
Placement
Prereferral team
Related services
Residential facilities
Resource programs, resource rooms
Resource teacher
Response to Intervention (RtI)
Self-determination
Short-term objectives
Supplementary aids and services
Three-year reevaluation
Tier 1, 2, or 3 interventions
Transition plan
Transition specialist
Universal screening

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2. Provide Handout 2-1 to students. Below are ways you might use this handout.
 Activity One: Ask students to complete the matrix about the IEP team (professionals in special
education) as homework. At the next class meeting, divide students into small groups and assign
one IEP team member role to each group. Provide groups with poster paper and colored markers.
The task is to provide a visual representation of the assigned team member. When the task is
complete, each group explains their visual to the class. Facilitate a discussion re: how the visuals
do or do not support their learning.
 Activity Two: Divide students into small groups, assigning one IEP team member role to each
group. They might talk to students preparing in those disciplines or talk to practicing
professionals. They might supplement their information with articles from the appropriate
professional literature/web sites. One suggested product from this assignment is a one-page
profile of each profession using a standard format. Duplicate these profiles for all students to add
to their files on special education.
3. Discuss with students the importance of prereferral procedures and RtI procedures. Discuss a
common complaint among general education teachers that this process can feel like a hurdle to slow
down getting assistance for students who need it. Ask them to generate pros and cons of the process,
including how they would respond to the complaint just noted.
4. Guest speaker: If a local school uses a Response to Intervention (RtI) model, invite a member of the
special education staff to describe the process as it is used in the school. If possible, ask the guest
speaker to show examples of Tier 1, 2 and 3 interventions (or whatever tiered system used) and
describe how different staff members are involved.
5. Some preK–12 students referred for screening or assessment are determined not to be eligible for
special education. However, general education teachers sometimes worry that these students “should
be” in special education because they need assistance. This topic—the responsibility of general
education teachers for meeting the needs of students who are not eligible for services yet who have
special needs—lends itself to class discussion and builds the theme that general education teachers
have significant responsibilities for all of their students.
6. Ask students to share their perceptions about why IDEA contains so many protections for
parents/families related to the process of identifying students and planning and delivering their special
education services. Have students search the web for historical perspectives that explain why the
protections were included in the law. As an alternative, invite a representative from the local chapter
of the Arc or another longtime advocacy group to describe changes that have occurred over the past
three decades. Ask students to research Arc online (https://www.thearc.org/) before the speaker visits
your class.
7. Guest speaker: Ask a hearing officer or local special education director with due process hearing
experience to explain the mediation process and hearings. It is especially important for such a guest
speaker to stress the role of general education teachers in providing appropriate accommodations to
students with disabilities in their classes.
8. Ask students to bring to class IEP forms from local school districts. Small groups of students could
compare and contrast forms and identify each required part of the IEP. [If your state uses standard
IEP forms, students may go online and find sample IEP forms from various states or districts.]
Students may also rate the forms according to their ease of understanding for general education
teachers, for parents, for students. Note whether the forms are available in different languages.

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9. Handout 2-2 could be used as a large-group or small-group activity to give students the experience of
completing paperwork to receive input and assistance for a student who might have a disability or
other special need. The form could also be compared to actual forms from local school districts.
10. Guest speaker: If possible, invite a parent (and student) to share his/her experiences participating in
IEP meetings. Local schools, parent advisory committees, the Arc, or other support agencies may be
able to provide access to guest speakers.
11. Arrange a class debate on the proposition that the intent of the Least Restrictive Environment (LRE)
is or should be to do away with diverse placement environments in favor of having all children in the
general education classroom at all times (with supports and services provided only in that setting).
Web-Based Content Resources
• Beach Center on Disability (affiliated with the University of Kansas) provides many resources for working
effectively with families: http://www.beachcenter.org
• Annual Reports to Congress: The reports provide statistics about students with disabilities and how they receive
services. http://www.ed.gov/about/reports/annual/osep/index.html
• IDEA is the US Department of Education’s web site about IDEA: https://sites.ed.gov/idea/
 LD Online: http://www.ldonline.org/ (Search the site for a series of articles about Response to Intervention.)
 National Center on Response to Intervention: http://www.rti4success.org/
 Intervention Central (resources about RTI): http://www.interventioncentral.org/
 RTI Action Network (resources for early childhood, elementary, middle school and high school):
http://www.rtinetwork.org/
Additional Readings
Bradley, R., Danielson, L., & Doolittle, J. (2007). Responsiveness to intervention: 1997 to 2007. Teaching
Exceptional Children, 39(5), 8–12. NOTE: This issue of Teaching Exceptional Children (volume 39, issue
5) is a special issue dedicated to the topic of Responsiveness to Intervention (RTI or RtI).
Byrd, E. S. (2011). Educating and involving parents in the Response to Intervention process. Teaching Exceptional
Children, 43(3), 32–39.
Horner, R., Cazrr, E., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The Use of Single-Subject Research to
Identify Evidence-Based Practice in Special Education. Exceptional Children, 71(2), 165-179.
Madaus, J. W. (2005). Navigating the college transition maze: A guide for students with learning disabilities.
Teaching Exceptional Children, 37(3), 32–37.
Mason, C. Y., McGahee-Kovac, M., & Johnson, L. (2004). How to help students lead their IEP meetings. Teaching
Exceptional Children, 36(3), 18–25.
VanDerHayden, A., Witt, J., & Gilbertson, D. (2007).

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Chapter 3: Building Partnerships through Collaboration
Chapter-At-A-Glance
Instructor’s Overview and Outline
Chapter 3 introduces students to their active roles in the collaborative relationships they can form with
special education teachers, related services personnel, other colleagues, and parents. The chapter
associates the quality of these working relationships (among professionals and between professionals and
parents) with students’ success at school and the effectiveness of their instructional programs. The chapter
explores various forms of co-teaching and teachers’ diverse layers of collaboration.
Main Topics Instructor’s Resources Media Resources
What are the basics of
collaboration?
Key Terms & Concepts
o Collaboration
o Characteristics of collaboration
o Prerequisites for collaboration
o Parity
o Emergent
o Effective communication
Activity: 1, 10
o Assoc for Middle Level Education:
Building Teacher Collaboration
School-wide
https://www.amle.org/BrowsebyTo
pic/WhatsNew/WNDet/TabId/270/
ArtMID/888/ArticleID/446/Buildin
g-Teacher-Collaboration-School-
wide.aspx
What applications of
collaboration foster
inclusion?
Key Terms & Concepts

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A. What are the basics of collaboration?
1. Characteristics of collaboration
a. Collaboration is voluntary
b. Collaboration is based on parity
c. Collaboration requires a shared goal
d. Collaboration includes shared responsibility for key decisions
e. Collaboration includes shared accountability for outcomes
f. Collaboration is based on shared resources
g. Collaboration is emergent
2. Prerequisites for collaboration
a. Reflecting on your personal belief system
b. Refining your interaction skills
c. Contributing to a supportive environment
B. What applications of collaboration foster inclusion?
1. Shared problem solving
a. Discover a shared need
b. Identify the problem
c. Propose solutions
d. Evaluate ideas
e. Plan specifics
f. Implement the solution
g. Evaluate outcomes
h. Response to intervention, multi-tiered systems of support, and shared problem solving
2. Co-teaching
a. One teach, one observe
b. Station teaching
c. Parallel teaching
d. Alternative teaching
e. Teaming
f. One teach, one assist
g. Co-teaching pragmatics
3. Working on a team
a. Team participant roles
b. Team goals
4. Consultation
5. The complexity of professional collaboration
C. How can you work effectively with parents?
1. Understanding the perspective of family members
2. Parents’ reactions to their child’s disability
a. Family-centered practices
3. Collaborating with parents
a. Home-school communication
b. Parent conferences
c. Parent education
d. Parent involvement

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D. How can you work effectively with paraprofessionals?
1. Understanding your working relationship with paraprofessionals
2. Collaborating with paraprofessionals
3. The complexity of working with paraprofessionals
Learning Outcomes
1. Explain the technical meaning of the term collaboration, analyze the role of collaboration in providing
services to students with disabilities, and clarify how it is influencing the roles and responsibilities
that you have as a general education teacher.
2. Describe common collaboration-based applications for students with disabilities and other special
needs, including shared problem solving, co-teaching, teaming, and consulting, and consider your role
in each of them.
3. Identify ways you can work effectively with parents to successfully educate students with special
needs, even if their views about their child differ from yours.
4. Explain your responsibilities in working with paraprofessionals and explore ways you can enhance
collaboration with them.
Key Terms and Concepts
Alternative teaching
Collaboration
Consultation
Co-teaching
Effective communication
Emergent
Family-centered practices
Family perspectives
Frame of reference
Home-school communication
One teach, one assist
One teach, one observe
Parallel teaching
Paraprofessionals
Parity
Parent conferences

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can include Chapters 1 and 2). Give points for number of ideas, quality of ideas, and extra points for
creativity of ideas.
4. To illustrate the challenges and opportunities of co-teaching, have students form pairs to develop a
lesson plan that is to be co-taught. Have them identify which of the models of co-teaching they are
using. They should also present each teacher’s role (including student assessment). Have each pair of
teachers present a five-minute segment of the lesson to classmates, then have whole-class discussion
of what was easy and difficult about this co-planning and co-teaching experience. Students should

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students discuss the various dilemmas and provide suggestions for how to respond. Alternatively, it
could be introduced early in the chapter and referred to as the situations described become pertinent.
11. If your students have opportunities to visit schools, ask them to shadow and interview one or more
paraprofessionals to learn about the roles and responsibilities. Topics for the interview might include
Virtual Lab School, Working with Families of Children with Special Needs: training, supervision,
responsibilities, participation in meetings, professional development, certification, or other
requirements.
12. Home-School Communication: Ask students to create a Welcome to School newsletter for parents. If
students spend time in a classroom as part of the course, they might create a weekly or monthly
newsletter for parents.
13. Home-School Communication: Ask students to create a web site for parents (as if they were a
classroom teacher). The site might include the weekly schedule at-a-glance, recommended curriculum
resources, web sites, classroom activities, and upcoming school events.
14. Discuss the role of consultation in education. How many of the students indicate that consulting is a
role they would enjoy? What pros and cons can they imagine with that role? Have them generate
examples in which consultation can be effective. If they have specific examples from their own
experience or observations, ask them to share.
Web-Based Content Resources
• Association for Middle Level Education: Building Teacher Collaboration School-wide:
https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/446/Building-
Teacher-Collaboration-School-wide.aspx
• New Conversations (fostering collaboration by providing free materials): http://www.newconversations.net/
• The Co-Teaching Connection (lesson plan ideas and other co-teaching resources): http://coteach.com
• The National Resource Center for Paraprofessionals (NRCP): http://www.nrcpara.org
• Parents Helping Parents

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Friend, M. (2008). Co-teach! A handbook for creating and sustaining effective classroom partnerships in inclusive
schools. Greensboro, NC: Marilyn Friend, Inc.
Friend, M., & Cook, L. (2012). Interactions: Collaboration skills for school professionals (7th ed.). Upper Saddle
River, NJ: Pearson Education.
Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-teaching: An illustration of the
complexity of collaboration in special education. Journal of Educational and Psychological Consultation,
20, 9–27.
Hammeken, P. A. (2009). The paraprofessional’s essential guide to inclusive education (3rd ed.). Thousand Oaks,
CA: Corwin Press.
Huberman, M., Navo, M., & Parrish, T. (2012). Effective practices in high performing districts serving students in
special education. Journal of Special Education Leadership, 25(2), 59-71.
Lynch, E. W., & Hanson, M. J. (Eds.). (2011). Developing cross-cultural competence: A guide for working with
children and their families (4th ed.). Baltimore: Paul H. Brookes.
Pewewardy, C. D., & Fitzpatrick, M. (2009). Working with American Indian Students and Families: Disabilities,
issues, and interventions. Intervention in School and Clinic: Working with Families for Diverse
backgrounds, 45(2), 91-98.
Ploessl, D. M., Rock, M. L., Schoenfeld, N., & Blanks, B. (2010). On the same page: Practical techniques to
enhance co-teaching interactions. Intervention in School and Clinic, 45, 158–168.

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Chapter 4: Assessing Student Needs
Chapter-At-A-Glance
Instructor’s Overview and Outline
Chapter 4 details the valuable role of general education teachers in the assessment process and
demonstrates how the teacher’s assessments contribute information in six important decision-making
areas for students with special needs. Authors discuss information sources such as high-stakes
achievement tests, standardized achievement tests, and psychological tests and their utility in decision

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or alternate assessments. The chapter introduces curriculum-based assessment strategies that can be used
at all levels to assist in making day-to-day decisions about instructional strategies and facilitate progress
monitoring. These assessments include probes of basic academic skills (reading, math, written
expression), as well as content-area measures of course prerequisite skills, independent learning skills,
and student self-evaluations.
A. How do your student assessments contribute to special education decisions?
1. Screening
2. Diagnosis
3. Program placement
4. Curriculum placement
5. Instructional evaluation
6. Program evaluation
B. How are standardized achievement tests and psychological tests used in decision making for
students with special needs?
1. High-stakes achievement tests
2. Standardized achievement tests
a. Group-administered tests
b. Individually administered tests
3. Psychological tests
C. How can I provide accommodations and modifications for students with disabilities on
standardized tests?
1. Testing accommodations
2. Alternate Assessments

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Key Terms and Concepts
Accommodation
Accuracy
Alternate assessments
Assessment
Criterion referenced
Curriculum-based assessment
Curriculum-based measurement
Curriculum placement
Diagnosis
Fluency
High-stakes tests
Independent learning skills
Individually administered diagnostic tests
Instructional evaluation
Modification
Norm referenced
Peer comparison
Prerequisite skills
Probes
Program evaluation
Program placement
Progress monitoring
Psychological tests
Screening
Standardized achievement tests
Story grammar
Activities and Discussion Questions
1. Invite an experienced general education teacher to talk about contributing various types of assessment
information that is used in decision making for students with disabilities. Ask your students to prepare
questions about the teacher’s contributions in these six decision-making areas: screening, diagnosis,
curriculum placement, program placement, instructional evaluation, and program evaluation.
2. Divide students into six groups and assign each group one of the areas in which teacher assessments
contribute to decision making for students with special needs. Each group will create a scenario in
which they, as the teacher, provide information at a prereferral or IEP meeting. Students should make
up information as realistic as possible to share about a specific student. The information they contrive
should be based on their assigned area (screening, diagnosis, curriculum placement, program
placement, instructional evaluation, or program evaluation). They may choose the type of disability
the student has or is suspected of having. Ask volunteers to role play their scenarios for the class.
3. Guest speakers:
 Invite a school psychologist or other person who is qualified to give individually administered
diagnostic tests to speak to your class. Ask the person to bring examples of the tests he/she uses
and discuss how they are administered and scored.

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7. Using “Strategies for Fair Assessment of Diverse Students” in the Instructional Edge 4.2 feature,
engage students in a problem-solving brainstorming process to address some (or all) of the 10
problems identified. After the brainstorm session, examine the recommendations provided in the text
and compare with the ideas the students generated.
8. To illustrate how probes of basic skills can be used to help make instructional decisions, distribute
Handout 4-1, a see-say probe for letter sounds. After you have reviewed procedures for giving the
probe, select one student to administer the probe for you. Have a student role play being a student
whom the teacher suspects is not learning letter sounds. Have the rest of the students score his or her
performance at their seats. Have the student control the performance so that he or she gets ten
correct, or a score of ten letter sounds correct per minute.
After the probe has been administered and scored, use Handout 4-2, which represents the
performance of two first grade classrooms on the identical see-say probe. Discuss your performance
with respect to the other students in both classrooms. Questions to consider include: How well does
this student fit into the achievement groupings in these classes? What kinds of support might be
needed for this student? How may the support need to differ in each of these classes? Should you
refer this student for further assessment? What should you do before you refer this student? What
additional kinds of information (standardized or curriculum-based) might be helpful? Have students
research norms online to use in your discussion, as well.
9. Since having students read orally is the main way for teachers to monitor the acquisition of key word
identification skills, particularly in the primary grades, the issue of whether to use oral reading is an
important topic to discuss with your students (i.e., how can you deal with the potential embarrassment
felt by poor readers. and the impatience and frustration of more fluent readers?).
10. High school teachers in your class may not see the connection between academic skill probes and
high school teaching. Explain that the probes of prerequisite skills, measures of student independent
skills, and student self-evaluations are intended specifically for high school teachers. Performance on
basic academic skills is also relevant for high school teachers; students who are unable to read, write,
and do math accurately and fluently have great difficulty meeting the content demands of their high
school classes. Finally, discuss how probes could be used to assess high school content in a variety of
areas such as history, geography, earth science, or biology. Assign students to design sample probes
that could be used at the high school level and share them with the class.

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• National Center on Educational Outcomes (NCEO): State policies (information on the topic of state and
national testing policies) http://cehd.umn.edu/nceo/
• National Council on Measurement in Education (NCME): links to other relevant measurement-related websites
http://www.ncme.org/
• National Assessment Governing Board: NAEP Frameworks (how NAEP assessments are built)
http://www.nagb.org
• Intervention Central: Free resources for teachers, schools, districts to help implement RtI and attain CCSSs.
http://www.interventioncentral.org/home
• National Center on Universal Design for Learning (UDL) provides information about UDL, an extensive
resource library, examples, online modules and more. http://www.udlcenter.org/
• Project IDEAL: Types of assessment
http://www.projectidealonline.org/v/definition-type-assessment/
• U.S. Office of Special Education Programs (tool kit of ideas):
https://osepideasthatwork.org/federal-resources-stakeholders/tool-kits/tool-kit-teaching-and-assessing-students-
disabilities
Additional Readings
Christ, T., J., & Silberglitt, B. (2007). Estimates of the standard error of measurement for curriculum-based
measures of oral reading fluency. School Psychology Review, 36, 130–146.
Feldman, E., Kim, J., & Elliott, S. (2011) The Effects of Accommodations on Adolescents’ Self-Efficacy and Test
Performance. Journal of Special Education, 45(2), 77-88.
Foegen, A., Jiban, C., & Deno, S. (2007). Progress monitoring measures in mathematics: A review of the literature.
Journal of Special Education, 41, 121–139.
Goldstein, J. & Behuniak, P. (2012) Can Assessment Drive Instruction? Understanding the Impact of One State's
Alternate Assessment. Research and Practice for Persons with Severe Disabilities

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Instructor’s Overview and Outline
Chapter 5 introduces a specific strategy called INCLUDE. This strategy is a decision-making process to
help teachers make adjustments in instruction for students with special needs. The chapter also gives
students a structure for analyzing classroom demands in the areas of classroom management, classroom
grouping, instructional materials, and instructional methods. The text provides procedural guidelines and
examples to help teachers make decisions in these areas.
A. How can the INCLUDE strategy help you make instructional adjustments for students with
special needs?
1. Step 1: Identify classroom demands
a. Classroom management
b. Classroom grouping
c. Instructional materials
d. Instructional methods
2. Step 2: Note student learning strengths and needs
a. Academics
b. Social-emotional development
c. Physical development
3. Step 3: Check for potential paths to student success
4. Step 4: Look for potential problem areas
5. Step 5: Use information to brainstorm ways to adjust instruction
a. Accommodations, adjustments, and intensive instruction
b. Instructional or curricular modifications
6. Step 6: Decide which adjustments to make
7. Step 7: Evaluate student progress
B. How is an inclusive classroom managed?
1. Physical organization
2. Routines for classroom business
3. Classroom climate
4. Behavior management
5.

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3. One-to-one instruction
D. How can you evaluate instructional materials for inclusive classrooms?
1. Alignment of materials to learning outcomes
2. Textbooks
a. Check the content covered in the text to see whether it stresses “big ideas” rather than
facts in isolation
b. Check to see whether support is provided for student comprehension
c. Check to see that important background knowledge is activated
d. Check for quality of writing
3. Manipulatives and models
4. Technology
E. How can you analyze instructional methods in relation to student needs?
1. Elements of direct instruction
2. Indirect methods of instruction
3. Scaffolding
4. Independent student practice
a. Learning centers
b. Homework
5. Evaluation of student performance
Learning Outcomes
1. Describe how to apply the steps of the INCLUDE decision-making process to adjust instruction for
students with disabilities and other special needs in your classroom.
2. Analyze key elements of a classroom environment and the major components of classroom
organiza

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Activities and Discussion Questions
1. Introduce the steps of the INCLUDE strategy using “The INCLUDE Strategy” materials in Appendix
B in the Instructor’s Manual. The first two pages provide directions for the instructor and students,
and the last pages of Appendix B provide case study materials.
After introducing the steps of INCLUDE (Handout 1 in Appendix B), have students complete
Handouts 2 and 3 in Appendix B. Handout 2 deals with student information; Handout 3 implements
Step 1 of the INCLUDE strategy. Students identify classroom demands in terms of classroom
organization, grouping, instructional materials, instructional methods, and student evaluation.
2. Ask students to respond to this statement: “When inclusive classrooms are well structured, the needs
of students with diverse needs can be met, often without individualized accommodations.” From the
text, use Figure 5.2 Overview of Classroom Environments. Break the students into four small groups
and assign each group an effective instructional area (classroom management, classroom grouping,
instructional materials, or instructional methods). If students are placed in classrooms while taking
your course, ask them to identify and list effective practices for their assigned area—practices they
have observed in the classrooms. If students are not currently placed in classrooms, ask each group of
students to think of the best teachers they have ever had and record effective practices they remember
from those classrooms. Have groups share their lists with the whole class. Point out that effective
teaching helps all students, not just students with special needs. Using the lists, ask students to discuss
which practices could benefit the whole class.
3. Have students generate examples of “sponges” they have used or have observed teachers using.
Arrange them in groups by the grade levels/subject areas they are preparing to teach, and have them
add to the list of ideas in the Professional Edge 5.1 feature. In pairs, ask students to discuss when they
might use sponge activities in their teaching.
4. If your students have opportunities to visit schools, ask them to identify classroom routines and
procedures they have observed. You might focus on one or two procedures to start the discussion
(e.g., pencil sharpening, restroom) and then ask students to identify other procedures that are used.
Similarly, ask students to share the routines and procedures they observe in their classrooms. If
students are not in schools while taking your class, ask them to think about routines and procedures
used in the college classes or those they remember from their own elementary and secondary classes.
What is the advantage of using routines and procedures consistently?
5. According to Kauffman (2011) grouping is effective because it makes effective instruction possible;

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of other textbook features discussed in the chapter such as organization and clarity of writing.
8. Problem solving and other higher-level thinking skills should become a standard part of the school
curriculum. Often, indirect instruction is used to stimulate students to problem solve, with the
classroom teacher acting as a facilitator. While students with special needs can learn to problem
solve, they may benefit from direct instruction and need more instructional support to do so. Review
the steps in scaffolding, referring to the example of scaffolding in Chapter 5. Next, break your class
into small groups. Give each group a sample problem such as those offered in Handout 5-1. Have
each group make a list of ways they could teach students to solve the problems using scaffolding.
Web-Based Resources
• INCLUDE Strategy (mind map): https://www.goconqr.com/p/6484144-INCLUDE-strategy-mind_maps
• National Center on Universal Design for Learning (at CAST-Center for Applied Special Technology) provides
information about universal design. www.cast.org/our-work/about-udl.html#.Wq3EhZPwbUI
• Association for Direct Instruction. Visit this website to learn more about direct instruction. This organization
also produces the Journal of Direct Instruction. http://www.adihome.org
• Positive Behavioral Interventions and Supports (PBIS) provides resources for classroom and school-wide
positive behavior supports. http://www.pbis.org/
• Behavior Advisor contains resource information for general classroom management, as well as specific
management strategies. http://www.behavioradvisor.com/
• Center for Research on Learning and Teaching http://www.crlt.umich.edu/blog/using-student-groups-inclusive-
practices
• Closing the Gap This national organization for assistive technology provides a website rich with ideas and
resources for classroom teachers. http://www.closingthegap.com/
• Bookshare offers access to thousands of digital books, textbooks, teacher-recommended reading, periodicals,

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