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

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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

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3
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,

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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

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5
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.

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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:

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8
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

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9
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

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