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

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Instructor’s ManualforIncluding Students with SpecialNeeds:A Practical Guide for Classroom TeachersEighth EditionMarilyn Friend, PhDUniversity of North Carolina at GreensboroWilliam D. Bursuck, PhDUniversity of North Carolina at GreensboroPrepared byRaye Lakey,MEdLakey Associates

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iiiPrefaceWelcome to theeighthedition of the Instructor’s Resource ManualforIncluding Students withSpecial Needs: A Practical Guide for Classroom Teachers.This manualis intended to serveas auseful teaching tool and resource as you prepare for your classes.Please modify the questionsandactivities to fit your teaching.Considerthis manual as a starting pointfor your courseplanning.The accompanying PowerPoint slide seriesand chapter-by-chapter test bankserve asimilar purpose—providing modifiableresourcestopromoteeffective teaching and learning.Instructor’sResourceManualTheInstructor’s Resource Manualis designed with the following featuresfor each chapter:chapter-at-a-glance,chapteroutline, learning objectives, key terms and concepts,activities anddiscussionquestions,web-basedcontentresources, andadditional readings.Appendix A includesready-to-copyhandouts that accompanyspecifiedactivities and discussionquestionsdiscussion questions and activitiessuggested in the chapter-by-chapter sections of theinstructor’s manual.Appendix B presents ready-to-copy information about the INCLUDE strategy (used throughoutthe textbook) as well as handouts to accompany specifiedactivities anddiscussion questions.PowerPoint SlidesPowerPoint slidesare designed to cover key contentfromthe text,presentinginformation thestudents needto remember about important concepts. A separate PowerPoint file has beencreated for each chapter.Think of these slides as a starting point and modify them as needed tomeet your teaching and learning setting.Test BankA test bank file accompanies this instructor’sresourcemanual and provides sets of questions thatcover the content of the text. The chapter-by-chapterdesign includes multiple-choice, true/false,short-answer, andessay questions. The answer keyforall tests ispresented at the end of the testbank file.

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ivTable of ContentsChapter1: The Foundation for Educating Students with Special Needs1Chapter 2: Special Education Procedures and Services7Chapter 3: Building Partnerships through Collaboration12Chapter 4: Assessing Student Needs18Chapter 5: Planning Instruction by Analyzing Classroom and Student Needs23Chapter 6: Students with Low-Incidence Disabilities29Chapter 7: Students with High-Incidence Disabilities35Chapter 8: Students with Special Needs Other Than Disabilities41Chapter 9:AdjustingInstruction48Chapter 10: Strategies for Independent Learning54Chapter 11: Evaluating Student Learning59Chapter 12: Responding to Student Behavior64APPENDIX A71APPENDIX B89

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1Chapter1: The Foundation for Educating Students with Special NeedsChapter-At-A-GlanceMain TopicsInstructor’s ResourcesMediaResourcesWhatisspecialeducation?Key Terms & ConceptsoSpecial education componentsoSpecially designed instruction (SDI))oRelated servicesoSupplementary aids and servicesoIDEAoLeast restrictive environment (LRE)Activities:1, 2, 3, 5, 11oWrightslawhttp://www.wrightslaw.com/oIDEAhttps://sites.ed.gov/ideaWhatinfluenceshaveshapedspecialeducation?Key Terms & ConceptsoCivil rights movementoBrown v. Board of EducationoParent advocacy groupsoSection504 of Vocational RehabActoAmericans with Disabilities ActoElementary and Secondary Ed. ActoEvery Student Succeeds ActActivities:1, 2, 3, 9, 11oWrightslawhttp://www.wrightslaw.com/oDisability Social Historyhttp://www.disabilityhistory.org/oADAhttp://www.adabasics.org/oUS Dept of Ed_IDEA, 504http://www2.ed.gov/about/offices/list/ocr/504faq.htmlWhatare thekeythemes ofcontemporaryspecialeducationpractice?Key Terms & ConceptsoResponse to intervention (RtI)oPositive behavior supports (PBS)oMulti-tiered systems of support (MTSS)oDisproportionate representationoAccess to general education curriculumoAssessment and high expectationsoProfessional accountabilityoEvidence-based practiceoInclusiveness and inclusive practicesoCollaboration to meet student needsActivities:1, 2, 4, 6, 7, 8, 10, 11, 15oResponse to Interventionhttp://www.rtinetwork.org/learn/what/whatisrtioPositive behavior supportshttp://www.pbis.org/oMultitiered systems of supporthttps://www.edweek.org/ew/articles/2016/12/14/what-are-multitiered-systems-of-supports.htmlWhoreceivesspecialeducation andotherspecialservices?Key Terms & Conceptso13 categories of disability in IDEAoHigh and low incidence disabilitiesoGifted and talented studentsoStudents protected by Section 504oStudents at riskActivities:1, 2, 4, 7, 11, 12, 13, 14oOffice of Special Ed Resourceshttp://www2.ed.gov/about/offices/list/osers/osep/index.html

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2Instructor’s Overview and OutlineChapter 1 introduces students to information fundamental to developing an understanding of the field ofspecial education and persons with disabilities or special needs. Students begin thinking about their ownroles in meeting the academic and social/emotional needs of studentsin general education. Information inthe chapter includes the basic vocabulary associated with special education; the development of specialeducation through legislation and litigation, including theprovisionsof IDEA; and the discussion aboutthe continued development of inclusive practices. The chapter also includes a brief survey of the federaldisability categories and descriptions of other students with special needs, primarily to introduce thevocabulary and concepts usedrepeatedly throughout the text.A.What is special education?1.Special education componentsa.Specially designed instructionb.Related servicesc.Supplementary aids and services2.Federal special education lawa.Core principles of IDEAb.Additional provisions of IDEAB.Whatiinfluenceshave shaped special education?1.Thecontextfor thedevelopment ofspecialeducation2.Parent advocacy3.The civil rights movement4.Precedent-setting court cases5.Current civil rights legislationa.Section 504b.Americans with Disabilities Act6.Current general education legislationC.Whatare the key themes ofcontemporary special education practice?1.Prevention of the need for special educationa.Response to interventionb.Positive behavior supportsc.Multi-tiered system of supportd.Disproportionate representation2.High expectations and accountabilitya.Curriculum accessb.Assessment of students with disabilitiesc.Professional accountability3.Evidence-based practice4.Inclusivenessa.Understanding inclusive practicesb.The effectiveness of inclusive practicesc.Putting the pieces togetherD.Who receives special education and other special services?1.Categories of disability in federal lawa.Learning disabilityb.Speech or language impairmentc.Intellectual disability

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3d.Emotional disturbancee.Autismf.Hearing impairmentg.Visual impairmenth.Deaf-blindnessi.Orthopedic impairmentj.Traumatic brain injuryk.Other health impairmentl.Multiple disabilitiesm.Developmental delay2.Categories versus understanding student needs3.Other students with special needsa.Students who are gifted or talentedb.Students protected by Section 504c.Students at riskLearning Outcomes1.Explain fundamental terms and concepts that describe special education, including those in federallaw.2.Explore significant factors that have shaped contemporary special education services.3.Analyze key themes that characterize today’s educational priorities forstudents with disabilities,including prevention, high expectations and accountability, evidence-based practices, andinclusiveness.4.Describe the categories of disabilities addressed in federal law and note other special needs yourstudents may have.KeyTerms and ConceptsAccommodationsAmericans with Disabilities Act (ADA)Brown v. Board of EducationCivil rightsDisproportionate representationDue processElementary and Secondary EducationAct(ESEA)Every Student Succeeds Act (ESSA)Evidence-based practiceFree appropriate public education (FAPE)Functional curriculumHigh-incidence disabilitiesInclusive practicesIndividualized education program (IEP)Individuals with Disabilities EducationAct(IDEA)Least restrictive environment (LRE)Low-incidencedisabilitiesMainstreamingModificationsMulti-tiered system of support (MTSS)Nondiscriminatory evaluationPositive behavior supports (PBS)Related servicesResponse to intervention (RtI)Section 504of Vocational RehabilitationActSpecial educationSpecially designed instruction(SDI)Supplementary aids and servicesZero reject/child findActivities and Discussion Questions1.Have students reflect on their own experiences with individuals with disabilitiesusing questions suchas these:What have been your experiences with people with disabilities whenyou were in elementaryschool?Injunior high or middle school? In high school?

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4Does someone inyour family have a disability?How have your experiences with people with disabilities influenced your understanding of themand your expectations for working with students withdisabilities in your classroom?How is the topic of individuals with disabilities related to larger issues of diversity in schools andsociety?2.Ask students to read the stories ofLucas,Monika, and Aaronat the beginning of Chapter 1.Using athink-pair-share strategy, invite your students to thinkindividuallyabout the students’ stories andidentify questions they can add to the questions at the end of each student’s story. Then, ask studentsto share some or all of the questions they’ve identified with a partner, and finally, askseveralpairstoshare with the whole class. The students’ questions can form the basis for further study anddiscussion.3.Over the course of aweek, 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 writtenas a summary of what they read orsaw.In small groups and then as a large group, students can discuss how individuals with disabilitiesare portrayed in the popular media and how this might influence their own thinking about their rolesand responsibilities for working with students withdisabilities in their classrooms.4.Ifthey have access, either through fieldplacements or their jobs, ask them to interview a specialeducation teacher or professional who works with students with disabilities (e.g., speech/languagepathologist, occupational therapist, physical therapist, guidance counselor). Questions might focus onthe professional’s current responsibilities,how they have changed over time, how attitudes andexpectations have changed over time, and what they find challenging and rewarding.5.Assign students to small groups (4or 5in a group) and tell them to select an academic topic from anygrade level.Have them create a T-chart and brainstorm ideas and list as many modificationsastheycan imagine for assignments related to the topic on one side, and as many accommodations as theycan 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 relatedto inclusive practices.Also, ask them to describe how inclusive practices areimplemented in theirschools.If the conversation becomes one-sided (either positively or negatively), ask some of thestudents to take a “counterpoint,” describingan alternative point of view.Continuethe discussion bycomparing the conceptual information presented in the chapterto students’ own experiences.If yourclass consists only of preservice teachers without classroom experience, a panel of experiencededucators could provide the stimulus forthe discussion.7.Arrange a class debate on the pros and cons of inclusion of students with disabilities.Ask students tocite resourcesfortheir points.8.Have students work in small groups to discuss why they think RtI and PBS have become suchimportant aspects of contemporary education. Some radical reformers believe that special educationshould 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 andthen share with the whole class.9.Guest Speaker: Invite a staff member from your school’s civil rights office (or similar office oncampus)to discuss campus accessibility and ADA compliance. If possible, tour the campus with thestaff member to identify ways accessibility is created for people with different types of disabilities.

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5You may also invite a staff member from your disabilities services office (or similar office oncampus) to discuss ways accommodations areprovided for college students.10.Ask students how they feel about the trend toward more professional accountability. What have theyheard [other] teachers say aboutteacher responsibility for student achievement gains?What dostudents think about teacherperformance evaluationsrelying in part on the achievement gains of theirstudents? 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 inspecial education.Students mayadd terms and definitions orpersonal connections from their readingsand class discussions. Instructors may also wanttoadd state-specific terminology.12.Using Figure 1.4 “IDEA Disability Categories” in Chapter 1, have studentslocate thetermsanddescriptionsused 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 challengescreated for people with disabilities, families, and professionals when different terms and definitionsare 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 thepurposeof labeling? Have theclassgenerate 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 byexperienced teachers in schools developing policies and practices that are more inclusive. Studentsmay work individually or in pairs/small groups to locate journal articles, web sites and otherresources that address thequestion topics.15.The checklist included as Handout 1-3 represents a broad view of the componentspresent in inclusiveschools.With experienced teachers, the handout can serve as the basis for an assignment to writeabout the status of inclusive practices in their schools.For preservice teachers, the handout could be astimulus for journal writing about how schools can become more accepting of all students, includingthose with disabilities.Web-Based Content ResourcesParent Center HubParent information, resources, centers who serve families of children with disabilitieshttp://www.parentcenterhub.orgBuilding the Legacy: IDEA 2004is 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. CEUsare 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 Advocacywebsite is a law firm that specializes in special educationlaw and provides a library of information and court case law.http://www.wrightslaw.com/TheDisability Social History Projectis an interesting site that offers a personal perspective on historical eventsand persons with disabilities. It offers a timeline, list of famous persons who were/are disabled,a list of links toadditional social history sites,podcasts and curriculum resources.

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6http://www.disabilityhistory.orgThe U.S. Department of Education’s websitehttp://www2.ed.gov/about/offices/list/ocr/504faq.htmlhas anexcellent FAQ about Section 504 and how it applies to the education of students with disabilities.TheRtI Action Networkprovides an overview of RtI and an in-depthlook at getting started with RtI. Itaddresses 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 OfficeofSpecial Education from the U.S. Department of Education:http://www2.ed.gov/about/offices/list/osers/osep/index.htmlAdditional ReadingsGiangreco, M. (2010) One-to-One Paraprofessionals for Students with Disabilities in Inclusive Classrooms: IsConventional Wisdom Wrong?Intellectual and Developmental Disabilities,48(1), 1-13.Klein, S., & Kemp, J. (2004).Reflections from a different journey: What adults with disabilitieswish all parentsknew. 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 guidefor working withchildren 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 paraprofessionalservice 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 inMiddle and SecondarySchools.American Secondary Education, 33(3), 33-50.Welner, K. (2006). Legal rights: The overrepresentation of culturally and linguistically diverse students in specialeducation.Teaching Exceptional Children, 38(6), 60–62.Zigmond,N., Kloo, A., & Volonino, V. (2009). What, where and how? Special education in the climate of fullinclusion.Exceptionality, 17,189–204.

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7Chapter 2: Special Education Procedures and ServicesChapter-At-A-GlanceMain TopicsInstructor’s ResourcesMediaResourcesWho are theprofessionals inspecial education?Key Terms & ConceptsoInclusion facilitatoroItinerant teacheroTransition specialistoJob coachoIntervention specialistoRelated service providersoSelf-determinationActivities:1, 2oAmerican Academy of SpecialEducation Professionals:http://www.aasep.orgHow do you decidewhether a student needmight be a disability?Key Terms & ConceptsoUniversal screeningoUnmet needsoChronic patternsoSimple interventionsActivities: 9oBeach Center on Disability:http://www.beachcenter.org/default.aspx?JScript=1How do studentsobtain specialservices?Key Terms & ConceptsoPrereferral teamoIntervention assistance teamoResponse to interventionoTier 1 and tier 2 interventionsoMulti-tiered systems of supportoMultidisciplinary teamoParents’rightsin special edoComponents of assessmentoIndividualized education programoAnnual reviewsoThree-year reevaluationsoDue process; mediationActivities:3, 4, 5, 6, 7oCenter for Parent Information&Resources: The Short-and-Sweet IEPOverviewhttp://www.parentcenterhub.org/iep-overview/oUnderstood for Learning and AttentionIssues: Due Process Rightshttps://www.understood.org/en/school-learning/your-childs-rights/dispute-resolution/due-process-rights-what-you-need-to-knowWhat is anindividualizededucation program?Key Terms & ConceptsoPresent level of performanceoAnnual goalsoShort-term objectivesoServices and modificationsoBehavior intervention planoTransition planActivities:8, 10oCenter for Parent Information&Resources:All About the IEPhttp://www.parentcenterhub.orgschoolage/iepWhat services dostudents withdisabilities receive?Key Terms & ConceptsoSpecial educationoRelated servicesoSupplementary aids and servicesoPlacementoEducational environmentoResource programs/roomsActivities: 11oCenter for Parent Information andResources:Placement, Short-and-Sweethttp://www.parentcenterhub.org/repository/placement-overview/

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8Instructor’s Overview and OutlineChapter2providesinformation aboutthe range of professionals who are involved inthe special educationofstudents with disabilities.The chapter details procedures general education teachers follow when theysuspect one of their students may have a disability.Itexplainshow students obtain special services, whattypes of special services students might need, and how a student’s individualized education program isdeveloped and monitored.The chapter alsodiscussesthe crucial roleofparents, their rights, and dueprocess procedures forresolvingdisagreements between parents and school professionals abouttheirchild’sspecial services.A.Who are the professionals in special education?1.General education teachers2.Special education teachers3.Related service providers andotherspecialists4.Parents and studentsB.How doyou decide whether a student need might be a disability?1.Analyze unmet needsa.What are specific examples of unmet needs?b.Is there a chronic pattern negatively affecting learning?c.Are the unmet needs becoming more seriousastimepasses?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 interventionsa.Contact the parentsb.Contact colleaguesc.Try simple interventionsd.Document the unmet neede.Reflect on your understanding of and responses to the studentC.How do students obtain special services?1.Initial consideration of student problemsa.Prereferralteamb.Response to interventionc.Multi-tiered systems of support2.The special education referral and assessmentprocessa.Parents’ rightsb.Components of assessment3.Decision making for special services4.Monitoring special education servicesa.Annual reviewsb.Three-year reevaluationsc.Additional reviewsd.Due processD.What is an Individualized Education Program?1.Required components of an IEPa.Present level of performanceb.Annualgoals and short-term objectivesc.Extent of participation in general educationd.Services and modifications needed

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9e.Behavior intervention planf.Date of initiation and frequency and duration of service and anticipated modificationsg.Strategies for evaluationh.Transition plan2.The value of IEPsE.What services do students with disabilities receive?1.Special education andotherservices2.Student placement and educational environmentsa.Regular (general education)classesb.Resource programsc.Separateclassesd.Separate schoolse.Residential facilitiesf.Home and hospital settingsLearningOutcomes1.Analyzetherolesand responsibilities of the individuals who may participate in educating studentswith disabilities.2.Apply to your planned teaching role the steps teachers should take in deciding whether an identifiedstudent need might indicate the presence of a disability.3.Describe the process through which a student may become eligible to receive special educationservices, 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 inwhich theymay receive them.Key Terms and ConceptsAdaptive physical educatorAnnual goalsAnnual reviewBilingual special educatorDue processInclusion facilitatorIndividualized education program (IEP)Intervention assistance teamIntervention specialistItinerant teacherJob coachMediationMobility specialistMultidisciplinary team (MDT)Occupational therapistParaprofessionalsPhysical therapistPlacementPrereferral teamRelated servicesResidential facilitiesResourceprograms, resource roomsResource teacherResponse to Intervention (RtI)Self-determinationShort-term objectivesSupplementary aids and servicesThree-year reevaluationTier 1, 2, or 3 interventionsTransition planTransition specialistUniversal screeningActivities and Discussion Questions1.Why do some schools use the termintervention specialistrather thanspecial education teacher?What does this say about the history of the field of special education? Have small group or whole-group discussions about the pros and cons of chosen terminology.

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102.Provide Handout 2-1 to students. Below are ways you might use this handout.Activity One: Ask students to complete the matrixabout the IEP team (professionals in specialeducation)as homework. At the next class meeting, divide students intosmall groups and assignone IEP teammemberroleto 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 iscomplete, each group explains their visual to the class. Facilitate a discussion re: how the visualsdoordonot support their learning.Activity Two: Divide students intosmall groups, assigningone IEPteam memberroleto eachgroup. They might talk to studentspreparing in those disciplinesortalk topracticingprofessionals. Theymightsupplement their information with articles from the appropriateprofessional literature/web sites. One suggested product from this assignment is a one-pageprofile of each profession using a standard format. Duplicate these profiles for all students to addto their files onspecial education.3.Discuss with students the importance of prereferralproceduresandRtI procedures.Discuss acommon complaint among general education teachers that this process can feel like a hurdle to slowdown 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 schooluses a Response to Intervention (RtI) model, invite a member of thespecial education staff to describe the process as it is used in the school.If possible, ask the guestspeaker to show examples of Tier 1, 2 and 3 interventions (or whatever tiered system used) anddescribe how different staff members are involved.5.Some preK–12 students referred for screening or assessment are determined nottobeeligible forspecial education.However, general education teachers sometimes worry that these students “shouldbe” in special educationbecause they need assistance.This topic—the responsibility of generaleducation teachers for meeting the needs of students who are not eligible for services yet who havespecial needs—lends itself to class discussion and builds the theme that general education teachershave significant responsibilities for alloftheir students.6.Ask students to share their perceptions about why IDEA contains so many protections forparents/families related to theprocess ofidentifying studentsand planning and delivering their specialeducation services. Have students search the web forhistorical perspectives that explainwhy theprotections were included in the law.As an alternative, invite a representative from the local chapterof the Arc or another longtimeadvocacy grouptodescribechanges that have occurred over the pastthree decades.Ask students to research Arc online (https://www.thearc.org/)before the speaker visitsyour class.7.Guest speaker: Ask a hearing officer or local special education director with due process hearingexperience toexplainthe mediation process and hearings.It is especially important for such a guestspeaker to stress the role of general education teachers in providing appropriate accommodations tostudents with disabilities in their classes.8.Ask students to bringto class IEP forms from local school districts. Small groups of students couldcompare and contrast forms and identifyeach required part of the IEP.[If your state uses standardIEP 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 educationteachers, for parents, for students. Note whether the forms are available in different languages.

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119.Handout 2-2 could be used as a large-groupor small-group activity to give students the experience ofcompleting paperwork to receive input and assistance for a student who might have a disability orother 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 inIEP meetings.Local schools, parent advisory committees, the Arc,or other support agencies may beable to provide access to guest speakers.11.Arrange aclass debate on the proposition that the intent of the Least Restrictive Environment (LRE)is or should be to do away withdiverse placement environmentsin favor of having all children in thegeneral 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 workingeffectively with families:http://www.beachcenter.org•Annual Reports to Congress:The reports provide statistics about students with disabilities and how they receiveservices.http://www.ed.gov/about/reports/annual/osep/index.html•IDEAis 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 aseries 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 ReadingsBradley, R.,Danielson, L., & Doolittle, J. (2007). Responsiveness to intervention: 1997 to 2007.TeachingExceptional Children, 39(5), 8–12.NOTE: This issue ofTeaching Exceptional Children(volume 39, issue5)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 ExceptionalChildren, 43(3), 32–39.Horner, R., Cazrr, E., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005).The Use of Single-Subject Research toIdentify Evidence-Based Practice in Special Education.Exceptional Children, 71(2), 165-179.Madaus, J. W. (2005). Navigating the college transition maze: A guide for studentswith 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.TeachingExceptional Children, 36(3), 18–25.VanDerHayden, A., Witt, J., & Gilbertson, D. (2007).A multi-year evaluation of the effects of a Response toIntervention (RTI) model on identification of children for special education.Journal of School Psychology,45(2), 225-256.Weishaar, P. M. (2010). Twelve ways to incorporate strengths-based planning into the IEP process.The ClearingHouse,83,207–210.Wood, W. M., Karvonen, M., Test, D. W., Browder, D., & Algozzine, B. (2004). Promotingstudentself-determination skills in IEP planning.Teaching Exceptional Children, 36(3), 8–16.Ysseldyke, J., Burns, M. K., Scholin, S. E., & Parker, D. C. (2010). Instructionally valid assessment withinResponse to Intervention.Teaching Exceptional Children, 42(4), 54–61.

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12Chapter 3: Building Partnerships through CollaborationChapter-At-A-GlanceInstructor’s Overview and OutlineChapter 3 introduces students to their active rolesinthecollaborative relationships they can form withspecial education teachers, related services personnel, other colleagues, and parents. The chapterassociatesthe quality of theseworking relationships(among professionals and between professionals andparents)withstudents’ success at school andthe effectiveness oftheir instructional programs.The chapterexploresvarious forms of co-teaching andteachers’diverse layersofcollaboration.Main TopicsInstructor’s ResourcesMedia ResourcesWhat are the basics ofcollaboration?Key Terms & ConceptsoCollaborationoCharacteristics of collaborationoPrerequisites for collaborationoParityoEmergentoEffective communicationActivity:1, 10oAssoc for Middle Level Education:Building Teacher CollaborationSchool-widehttps://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/446/Building-Teacher-Collaboration-School-wide.aspxWhat applications ofcollaboration fosterinclusion?Key Terms & ConceptsoShared problem solvingoCo-teachingoOne teach, one observeoStation teachingoParallel teachingoAlternative teachingoOne teach, one assistoTeaming; teamsoConsultationoFrame of referenceActivities: 2,3, 4, 5,6, 10,14oCo-Teaching Connection:http://coteach.com/?page_id=105oNew Conversations:Communication Skills for Successat Home and Work:http://www.newconversations.net/How can you workeffectively with parents?Key Terms & ConceptsoFamilyperspectivesoFamily-centered practicesoCollaborating with parentsoHome-school communicationoParent conferencesActivities: 7, 8, 10, 12, 13oParents Helping Parents:http://www.php.comoVirtual Lab School,Working withFamilies of Children with SpecialNeeds:https://www.virtuallabschool.org/preschool/family-engagement/lesson-4How can you workeffectively withparaprofessionals?Key Terms & ConceptsoTeacher-paraprofessionalrelationshipoTeacher-paraprofessionalcollaborationActivities:9, 10, 11oThe National Resource Center forParaprofessionals (NRCP):www.nrcpara.org

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13A.What are the basics of collaboration?1.Characteristics of collaborationa.Collaboration is voluntaryb.Collaboration is based on parityc.Collaboration requires a shared goald.Collaboration includes shared responsibility for key decisionse.Collaboration includes shared accountability for outcomesf.Collaboration is based on shared resourcesg.Collaboration is emergent2.Prerequisites for collaborationa.Reflecting on your personal belief systemb.Refining your interaction skillsc.Contributing to a supportive environmentB.Whatapplications of collaborationfoster inclusion?1.Shared problem solvinga.Discover a shared needb.Identify the problemc.Propose solutionsd.Evaluate idease.Plan specificsf.Implementthe solutiong.Evaluate outcomesh.Response to intervention, multi-tiered systems of support,and shared problem solving2.Co-teachinga.One teach, one observeb.Station teachingc.Parallel teachingd.Alternative teachinge.Teamingf.One teach, one assistg.Co-teaching pragmatics3.Working on a teama.Team participant rolesb.Team goals4.Consultation5.The complexity of professional collaborationC.How can you work effectively with parents?1.Understanding the perspective of family members2.Parents’ reactions to their child’s disabilitya.Family-centered practices3.Collaborating with parentsa.Home-school communicationb.Parent conferencesc.Parent educationd.Parent involvemente.The complexity of parent collaboration

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14D.How can you work effectively with paraprofessionals?1.Understanding your working relationship with paraprofessionals2.Collaborating with paraprofessionals3.The complexity of working with paraprofessionalsLearningOutcomes1.Explain the technical meaning of the term collaboration, analyze the role of collaboration in providingservices to students with disabilities, and clarify how it is influencing the roles and responsibilitiesthat you have as a general education teacher.2.Describe common collaboration-based applications for students with disabilities and other specialneeds, including shared problem solving, co-teaching, teaming, and consulting, and consider your rolein each of them.3.Identify ways you can work effectively with parents to successfully educate students with specialneeds, even if their views about their child differ from yours.4.Explain your responsibilities in working withparaprofessionals andexplore ways you can enhancecollaboration with them.Key Terms and ConceptsAlternative teachingCollaborationConsultationCo-teachingEffective communicationEmergentFamily-centered practicesFamily perspectivesFrame of referenceHome-school communicationOne teach, one assistOne teach, one observeParallel teachingParaprofessionalsParityParent conferencesShared problem solvingStation teachingTeamingTeamsActivities and Discussion Questions1.Give students three minutes to jot down memories of one situation that involved collaboration withfellow students or colleagues. Then ask students to form pairs, briefly describe the setting of theircollaborative experience, and rate their experience on the basis of each characteristic of collaboration(voluntary, based on parity, shared goal, shared responsibility for decisions, shared accountability foroutcomes, shared resources, and emergent quality). Ask volunteers to share their experience andidentifythe characteristic/s of collaborationthatmight have made their situationmore productive.2.To help students understand how essential shared problem solving is for professional educators, havethem analyze how it might occur during the prereferral or intervention assistance team processdescribed in Chapter 2.Alternatively, they could apply the problem-solving steps to an initialeligibility and IEP meeting.If the class includes experienced teachers, they could follow the problem-solving steps regarding a real student with a real problem.With preservice teachers, they could usethe process to address a problem occurring with a roommate, a classmate, or with astudentin a fieldexperience.3.Although students frequently indicatethat they understand the concept of brainstorming in problemsolving, many times they have difficulty completing a brainstorming activity.Ifthey areproblemsolving about a student who does not completeassignments, for example, they are likely to generateonly solutions that are practical and logical, not playfuland creative.Askstudentstobrainstorm insmall groups to identify solutions for one of the dilemmas described in the opening vignettes(they

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16can include Chapters 1 and 2). Give points for number of ideas, quality of ideas, and extra points forcreativity of ideas.4.To illustrate the challenges and opportunities of co-teaching, have studentsformpairsto develop alessonplanthat isto beco-taught.Havethemidentify whichofthe models ofco-teaching they areusing. They should also present each teacher’s role(including student assessment). Have each pair ofteachers present afive-minute segment of the lesson to classmates, then have whole-classdiscussionofwhat was easy and difficult about this co-planning and co-teachingexperience.Students shouldconsider the impact of personal style, teacher flexibility, and teacher philosophy on long-term co-teaching relationships. An alternative is tohavestudentswork in pairs to redesign a lessonfor co-teaching using a lessonplan they’ve already written (and perhaps taught).5.Guest speakers: Co-teaching is a topic thatmay bebest described bydemonstration.If possible, inviteexperienced co-teachers to class to discuss their experiences, particularly the needed adjustments eachteacher must make when sharing a classroom witha colleague. Alternatively, have studentsobserve aco-taught class in a school setting.Have them consider the statement:“Co-teaching is like aprofessional marriage.You have to work at it and you have to be flexible and willing to give upcontrol.”6.Poll the students to determine which method of co-teaching presented in the textbook they mostprefer. Create T-charts for each method, and have students quickly list/brainstorm pros and cons ofeach. Did one get more “pros” or more “cons”? Discuss possible reasons forpreferences.7.Handout 3-1 can be used to extend students’ understanding of parent reactions to their children’sdisabilities and their expectations for teacherswho workwith them. Students could use this set ofquestions to interview parents about their responses to their children’s special needs and experienceswith schools.Students could use the questions to conduct parent interviews and then write briefreports or give oral reports about their interviews.Haveseveral students speak to parents whosechildren are now adults.This can provide a basis for looking at the ways in which special educationservices have evolved over the past several decades.8.Stage a mock parent conference in class.The individual acting as the parent should express concernsabout the child’s education, should ask questions about the teacher’s instructional approaches, andshould otherwise raise issues and expect the teacher to respond.Have students observing take noteson what is said and also on the demeanor and nonverbal signals given by both participants.Then havethe studentserving as the teacher explainhis or her approach and feelings during the interaction.Have the otherstudents in class provide feedback about their observations. Discuss how each personmight prepare for the conference and how follow-up might be handled.9.Handout 3-2, Working with Paraprofessionals, includes suggestions for classroom teachers foreffectively interacting withsupport staff.It could be used to encourage student thinking about whyproblems sometimes occur between paraprofessionals andteachers.These problems include teacherswho ask too much of the paraprofessionals, paraprofessionals whoare asked to provide virtually allthe instruction to students in inclusive settings,paraprofessionals whofailto follow teacherdirections, and paraprofessionals asked to do too many menial duties.Emphasize the importance ofdeveloping strong workingrelationships with paraprofessionals based on understanding theparameters of that role and resolving small problems before they become serious issues.10.Handout 3-3 includes sample dilemmas that general education teachers might face in theirprofessional interactions. It can be used as a culminating activity for the chapter in which groups of

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17students discuss the various dilemmas and provide suggestions for how to respond.Alternatively, itcould be introduced early in the chapter and referred toas the situations described becomepertinent.11.If your students have opportunities to visit schools, ask them to shadow and interview one or moreparaprofessionals to learn about the roles and responsibilities. Topicsfor the interview might includeVirtual Lab School,Working with Familiesof Children with Special Needs:training, supervision,responsibilities, participation in meetings, professional development, certification, or otherrequirements.12.Home-School Communication: Ask students to create a Welcome to School newsletter for parents. Ifstudents spend time in a classroom as part of the course, they might create a weekly or monthlynewsletter for parents.13.Home-School Communication: Ask students to create a web site for parents (as if they were aclassroomteacher). The site might includethe weekly schedule at-a-glance,recommended curriculumresources, web sites,classroom activities, and upcoming school events.14.Discuss the role of consultation in education. How many of the students indicate thatconsultingis arole they would enjoy? What pros and cons can they imagine with that role? Have them generateexamplesin which consultation can be effective. If they have specific examples from their ownexperience orobservations, ask them to share.Web-BasedContent 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 freematerials):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 Parentshttp://www.php.com•Virtual LabSchool: Working with Families of Children with Special Needs:https://www.virtuallabschool.org/preschool/family-engagement/lesson-4Additional ReadingsBroer, S. M., Doyle, M. B., & Giangreco, M. F. (2005). Perspectives of students with intellectual disabilities abouttheir experiences with paraprofessional support.Exceptional Children, 71,415–430.Causton-Theoharis, J. (2009).The paraprofessional’s handbook for effective support in inclusive classrooms.Baltimore: Paul H. Brookes.Clark, S. & Byrnes, D. (2012). Through the Eyes of the Novice Teacher:Perceptions of Mentoring Support. Schoolof Teacher Education and Leadership Perceptions of Mentoring Support.Teacher Development, 16(1)43-54.Dabkowski, D. M. (2004). Encouraging active parent participation in IEP team meetings.Teaching ExceptionalChildren, 36(3), 34–39.Doyle, M. B. (2008).The paraprofessional’s guide to the inclusive classroom: Working as a team(3rd ed.).Baltimore: Paul H. Brookes.Fisher, M. & Pleasants, S. (2012). Roles, responsibilities, and concerns of paraeducators: Findings from a statewidesurvey.Remedial and Special Education, 33,287-297.

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18Friend, M. (2008).Co-teach! Ahandbookfor creating and sustainingeffective classroom partnerships in inclusiveschools.Greensboro, NC: Marilyn Friend, Inc.Friend, M., & Cook, L. (2012).Interactions: Collaboration skills for school professionals(7th ed.). Upper SaddleRiver, NJ: Pearson Education.Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-teaching: An illustration of thecomplexity of collaborationin 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 inspecial 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 withchildren and their families(4th ed.). Baltimore: Paul H. Brookes.Pewewardy, C. D., & Fitzpatrick, M. (2009). Working with American IndianStudents andFamilies: Disabilities,issues, and interventions.Intervention in School and Clinic: Working withFamilies for Diversebackgrounds, 45(2), 91-98.Ploessl, D. M., Rock, M. L., Schoenfeld, N., & Blanks, B. (2010). On the same page: Practical techniques toenhance co-teaching interactions.Intervention in School and Clinic, 45,158–168.

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19Chapter 4: Assessing Student NeedsChapter-At-A-GlanceInstructor’s Overview and OutlineChapter 4detailsthe valuable roleof general educationteachersinthe assessment process anddemonstrates how the teacher’s assessments contributeinformation in six important decision-makingareas for students with special needs.Authors discuss information sources such as high-stakesachievement tests, standardized achievement tests, and psychological tests and their utility in decisionmakingfor students.Often students with special needs requiretesting accommodations and modificationsMain TopicsInstructor’s ResourcesMedia ResourcesHow do your studentassessments contribute tospecial educationdecisions?Key Terms & ConceptsoAssessmentoScreeningoDiagnosisoProgram placementoCurriculum placementoInstructional evaluationoProgram evaluationActivities:1, 2oProject IDEAL: Types ofassessmenthttp://www.projectidealonline.org/v/definition-type-assessment/How arestandardizedachievementtestsandpsychological testsusedin decision making forstudents with specialneeds?Key Terms & ConceptsoHigh-stakes testsoCriterion referencedoStandardized achievement testsoNorm referencedoPsychological testsActivities:3,4,5, 7, 12oNational Council on Measurementin Education (NCME):http://www.ncme.orgoU.S. Office of Special EducationPrograms (tool kit of ideas):https://osepideasthatwork.org/federal-resources-stakeholders/tool-kits/tool-kit-teaching-and-assessing-students-disabilitiesHow can I provideaccommodations andmodifications for studentswith disabilities onstandardized tests?Key Terms & ConceptsoTesting accommodationsoAlternate assessmentsActivities:4,6oGreat Schools: Accommodations,modifications, and alternateassessments:https://www.greatschools.org/gk/articles/accommodations-iep/What are curriculum-based assessments andhow can I use them tomake special educationdecisions?Key Terms & ConceptsoCurriculum-based assessmentoCurriculum-based measurementoProbes of basic academic skillsoStory grammaroCBA in content areasoPrerequisite skillsoIndependent learning skillsoPeer comparisonoFluencyoAccuracyoProgress monitoringActivities:8, 9, 10,11, 12oEducation.com: Curriculum-basedassessment:https://www.education.com/reference/article/curriculum-based-assessment/oIntervention Central: Curriculumbased measurement warehouse:http://www.interventioncentral.org/curriculum-based-measurement-reading-math-assesment-tests

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20or alternate assessments.The chapter introducescurriculum-based assessment strategies that can be usedat alllevelsto assist in makingday-to-day decisions about instructional strategies and facilitate progressmonitoring.These assessments include probes of basic academic skills(reading, math, writtenexpression), 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.Screening2.Diagnosis3.Program placement4.Curriculum placement5.Instructional evaluation6.Program evaluationB.How are standardized achievement tests and psychological tests used in decision making forstudents with special needs?1.High-stakes achievement tests2.Standardized achievement testsa.Group-administered testsb.Individually administered tests3.Psychological testsC.How can I provide accommodations and modifications for students with disabilities onstandardized tests?1.Testing accommodations2.Alternate AssessmentsD.Whatarecurriculum-based assessmentsand how can I use them to make special educationdecisions?1.Probes of basic academic skillsa.Probes of reading skillsb.Probes of written expressionc.Probes of math skills2.Curriculum-based assessmentsin content areasa.Assessments of prerequisite skillsb.Measures of independent learning skills3.Using curriculum-based probes to make special education decisionsa.Peer comparison in screeningb.Fluency and accuracy in diagnosisc.Skill mastery and curriculum placementd.Monitoring student progress and instructional evaluationLearningOutcomes1.Explain how general education teacherscancontributesignificantlytotheassessment process.2.Describetheuses of high-stakes, standardized achievement, and psychological testsin makingeducation decisions for students with special needs.3.Provide accommodations and modifications for students with disabilities on standardized tests.4.Definecurriculum-based assessment; explain its benefits; construct types in basic academic skills,content-area knowledge, and independent learning skills; and use to make decisions involving specialeducation.

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21Key Terms and ConceptsAccommodationAccuracyAlternate assessmentsAssessmentCriterion referencedCurriculum-based assessmentCurriculum-based measurementCurriculum placementDiagnosisFluencyHigh-stakes testsIndependent learning skillsIndividually administered diagnostic testsInstructional evaluationModificationNorm referencedPeer comparisonPrerequisite skillsProbesProgram evaluationProgram placementProgress monitoringPsychological testsScreeningStandardized achievement testsStory grammarActivities and Discussion Questions1.Invite anexperienced general education teacher to talk about contributing various types of assessmentinformation that is used in decision making for students with disabilities. Ask your students to preparequestions about the teacher’s contributions in these sixdecision-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 assessmentscontribute to decision making for students with special needs. Each group will create a scenario inwhich they, as the teacher, provide information at a prereferral or IEP meeting. Students should makeup informationas realistic as possible to share about a specific student.The information they contriveshould be based on their assigned area (screening, diagnosis, curriculum placement, programplacement, instructional evaluation, or program evaluation).They may choose thetype of disabilitythe student has or is suspectedof having. Ask volunteers to role play their scenarios for the class.3.Guest speakers:Invite a school psychologist or other person who is qualified togiveindividually administereddiagnostic teststo speak to your class. Ask the person to bring examplesof the tests he/she usesanddiscuss how they are administered and scored.Invite classroom teachers and special education teachers to talk with your class about how theyare involved in assessing studentswith and without disabilities.If possible, ask them to shareexamples of probes and other assessments they have developed and used.4.If students are placed in schools while taking your course, askthem to meet with a schoolpsychologist, special education teacher or other professional to learn about that professional’s role ingiving individuallyadministeredachievement tests andalternate assessments.5.If your state uses high-stakes testing (possibly Common CoreState Standards),examine sample testsand scoring rubrics (if available). Examine your state’s alternate assessment process, as well.Compare how students participate and how teachers are involved in each process. If possible,examine an IEP document to see how testing accommodations are documented for testing.6.Askstudents to engage in a discussion with one or twogeneral education teachers to discussaccommodations they make for students during classroom assessments and during standardized tests.

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227.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 10problems identified.After the brainstorm session, examine the recommendations provided in the textand compare with the ideas the students generated.8.To illustrate how probes of basic skills can be used to help make instructional decisions, distributeHandout 4-1, a see-say probe for letter sounds. After you have reviewed procedures for giving theprobe, select one student to administer the probe for you.Havea studentrole play being a studentwhom the teacher suspects is not learning letter sounds. Have the rest of the students scorehis or herperformance at their seats.Have the studentcontroltheperformance so thathe or shegetstencorrect, or a score of ten letter sounds correct per minute.After the probe has been administered and scored, use Handout 4-2, which represents theperformance of two first grade classrooms on the identical see-say probe. Discuss your performancewith respect to the other students in both classrooms. Questions to consider include: How well doesthis student fit into the achievement groupings in these classes?What kinds of support might beneeded for this student?How may the support need to differ in each of these classes?Should yourefer this student for further assessment?What should you do before you refer this student?Whatadditional kinds of information (standardized or curriculum-based) might be helpful?Havestudentsresearch 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 wordidentification skills, particularly in the primary grades, the issue of whether to use oral reading is animportant topicto discuss with your students (i.e., how can you deal with the potential embarrassmentfelt 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 andhigh school teaching.Explainthat the probes of prerequisite skills, measures of student independentskills, and student self-evaluations are intended specifically for high school teachers.Performance onbasic 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 highschool classes. Finally, discuss how probes could be used to assess high school contentin avarietyofareas such as history, geography, earth science, or biology.Assignstudents to design sample probesthat could be used at the high school level and share them with the class.11.If students are placed in schools while taking your course, have your students practice selecting andusing CBA reading probes togather information to make instructional decisions for a child in aclassroom. If students do not have access to a classroom, the scenarios included in Chapter 4 could beused instead. The Curriculum-Based Measurement Warehouse website provides links to a variety ofresources appropriate for this assignment.12.Have students identifyone or more instructional outcomes for a unit or lesson. Then, in pairs or smallgroups, identify multiple means of assessing students. Students may find useful resources at theNational Center on Universal Design for Learninghttp://www.udlcenter.org/Web-Based Content Resources•Education.com: Curriculum-based assessmenthttps://www.education.com/reference/article/curriculum-based-assessment/•Great Schools: Accommodations, modifications, and alternate assessmentshttps://www.greatschools.org/gk/articles/accommodations-iep/

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23•National Center on Educational Outcomes (NCEO): State policies (information on the topic of state andnational testing policies)http://cehd.umn.edu/nceo/•National Council on Measurement in Education(NCME):links to other relevant measurement-related websiteshttp://www.ncme.org/•National AssessmentGoverning Board: NAEPFrameworks(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 extensiveresource library, examples, online modules and more.http://www.udlcenter.org/•Project IDEAL: Types of assessmenthttp://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-disabilitiesAdditional ReadingsChrist, T., J., & Silberglitt, B. (2007). Estimates of the standard error of measurement for curriculum-basedmeasures 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 TestPerformance.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.Journalof Special Education, 41,121–139.Goldstein, J. &Behuniak, P. (2012)Can Assessment Drive Instruction? Understanding the Impact of One State'sAlternate Assessment.Research and Practice for Persons with Severe Disabilities,37(3), 199-209.Jenkins, J., & Terjeson, K. J. (2011). Monitoring reading growth: Goal setting, measurement frequency, andmethods of evaluation.Learning Disabilities Research and Practice,26,28–35.Kretlow, A. G., & Blatz, S. L. (2011). The ABC’s of evidence-based practice for teachers.Teaching ExceptionalChildren, 43(5), 8–19.Lovett, B. J. (2010). Extended time testing accommodations for students with disabilities: Answers to fivefundamental questions.Review of Educational Research, 4,611–638.Marston, D., Muyskens, P., Lau, M., & Canter, A. (2003). Problem-solving model for decision making with high-incidence disabilities: The Minneapolis experience.Learning Disabilities Research& Practice, 18, 187–200.Provost, M. C., Lambert, M. A., & Babkie, A. M. (2010). Informal reading inventories: Creating teacher-designedliterature-based assessments. Intervention in School and Clinic, 45, 211–220.Newton, P. E. (2007). Clarifying the purposes of educational assessment.Assessment in Education: Principles,Purposes & Practice, 14,149–170.Ofiesh, N. (2006). Response to intervention and the identification of specific learning disabilities: Why we needcomprehensive evaluations as part ofthe process.Psychology in the Schools, 43,883–888.Tindal, G., McDonald, M., Tedesco, M., Glasgow, A., Almond, P., Crawford, L., & Hollenbeck, K. (2003)AlternateAssessments in Readingand Math: Development and Validation for StudentswithSignificant Disabilities.Exceptional Children, 69(4), 481-494.

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24Chapter 5: Planning Instruction by Analyzing Classroom and Student NeedsChapter-At-A-GlanceMain TopicsInstructor’s ResourcesMediaResourcesHow can the INCLUDEstrategy help you makeinstructional adjustmentsfor students with specialneeds?Key Terms & ConceptsoINCLUDEstrategyoUniversal designoDifferentiated instructionoClassroom managementoFlexible groupingoInstructional materialsoInstructional methodsoAccommodationsoBypass,compensatory strategiesoModificationsActivities:1,2oUniversal Design for Learning:www.cast.org/our-work/about-udl.html#.Wq3EhZPwbUIoINCLUDE Strategy (mind map):https://www.goconqr.com/p/6484144-INCLUDE-strategy-mind_mapsHow isan inclusiveclassroommanaged?Key Terms & ConceptsoPhysical organizationoClassroom routinesoClassroom climateoBehavior managementoClassroom rulesoAcademic learning timeoTransition timeoSpongesActivities:1,3, 4oBehavior Advisor:http://www.behavioradvisor.com/oPositive Behavioral Interventions andSupports:http://www.pbis.org/How can you group all yourstudents for instruction ininclusive classrooms?Key Terms & ConceptsoWhole-class (large-group)oSmall groupoSame-skill group (homogeneous)oMixed skill group(heterogeneous)oOne-to-one instructionActivity:5oCenter for Research on Learning andTeachinghttp://www.crlt.umich.edu/blog/using-student-groups-inclusive-practicesHow can you evaluateinstructional materials forinclusive classrooms?Key Terms & ConceptsoAlignmentoBasic skillstextbooksoContent-area textbooksoCritical word factoroManipulatives and modelsoInstructional softwareoDrill-and-practice programsoTutorialsoSimulationsoPersonalized learning systemsoAssistive technologyoNational Library of VirtualManipulatives:http://nlvm.usu.eduoAssistive technology:http://www.closingthegap.com/oAssistive Technology:http://www.wati.org/oDirect instruction:http://www.adihome.org

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25Instructor’s Overview and OutlineChapter 5introducesa specific strategy called INCLUDE. This strategyis a decision-making process tohelp teachers make adjustments ininstruction for students with special needs.The chapter also givesstudents a structure for analyzing classroomdemands in the areas of classroom management, classroomgrouping, instructional materials, and instructional methods.The text provides procedural guidelinesandexamplesto help teachers make decisions in these areas.A.How can the INCLUDE strategy help you make instructional adjustments for students withspecial needs?1.Step 1: Identify classroom demandsa.Classroom managementb.Classroom groupingc.Instructional materialsd.Instructional methods2.Step 2: Note student learning strengths and needsa.Academicsb.Social-emotional developmentc.Physical development3.Step 3: Check for potentialpaths tostudent success4.Step 4: Look for potential problem areas5.Step 5:Use information to brainstorm ways toadjustinstructiona.Accommodations, adjustments, and intensive instructionb.Instructional or curricular modifications6.Step 6:Decide which adjustments to make7.Step 7: Evaluate student progressB.How is an inclusive classroom managed?1.Physical organization2.Routines for classroom business3.Classroom climate4.Behavior management5.Use of timea.Using instructional timeb.Managing transition timeC.How can you group all your students for instruction in inclusive classrooms?1.Whole-class or large-group instruction2.Small-group instructionActivities:6, 7How can you analyzeinstructional methods inrelation to student needs?Key Terms & ConceptsoDirect instructionoIndirect instructionoInquiry learningoProblem-based learningoScaffoldingoIndependent practiceActivity:8oNational Institute forDirectInstructionhttps://www.nifdi.org/

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263.One-to-one instructionD.How can you evaluate instructionalmaterials for inclusive classrooms?1.Alignment of materials to learning outcomes2.Textbooksa.Check the content covered in the text to see whetherit stresses “big ideas” rather thanfacts in isolationb.Check to see whether support is provided for student comprehensionc.Check to see that important background knowledge is activatedd.Check for quality of writing3.Manipulatives and models4.TechnologyE.How can you analyze instructional methods in relation to student needs?1.Elements of direct instruction2.Indirect methods of instruction3.Scaffolding4.Independent student practicea.Learning centersb.Homework5.Evaluation of student performanceLearning Outcomes1.Describe how to apply the steps of the INCLUDEdecision-making processto adjust instruction forstudents with disabilities and other special needs in your classroom.2.Analyzekey elements of a classroom environmentand the major components of classroomorganization andexplain how they can have an impact on students with disabilities.3.Analyze the various ways students can be grouped for instruction in an inclusive classroom and theimpact they may have on students with special needs.4.Analyze classroom materialsand instructional methods with respect to their potential impact onstudents with disabilities.Key Terms and ConceptsAcademic learning timeAccommodationsAlignmentAssistive technology (AT)Basic skills textbooksBehavior managementBypass or compensatory strategiesClassroom climateClassroom routinesClassroom rulesDifferentiated instructionDirect instructionDrill-and-practice programsEvidence-based practicesFlexible groupingINCLUDEstrategyIndirect instructionInquiry learningInstructional materialsInstructional methodsInstructional or curricular modificationsManipulativesand modelsMixed-skill groupingsOne-to-one instructionPersonalized learning systemsPhysical organizationProblem-based learningSame-skill groupingsScaffoldingSimulationsSpongesTransition timeTutorialsUniversal design

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27Activities and Discussion Questions1.Introduce the steps of the INCLUDE strategy using “The INCLUDE Strategy” materials in AppendixB in theInstructor’s Manual. The first two pages provide directions for the instructor and students,and the last pages of Appendix B providecase studymaterials.After introducing the steps of INCLUDE (Handout 1 in Appendix B), havestudentscompleteHandouts2 and 3 in Appendix B.Handout 2 deals with student information;Handout 3 implementsStep 1 of the INCLUDE strategy. Students identify classroom demands in terms of classroomorganization, grouping, instructional materials, instructional methods, and student evaluation.2.Ask students to respond to thisstatement:“When inclusive classrooms are well structured, the needsof students with diverse needs can be met, often without individualized accommodations.”From thetext, useFigure 5.2Overview ofClassroom Environments.Break the students into four small groupsand assign each group an effective instructional area(classroom management, classroom grouping,instructional materials, or instructional methods). If students are placed in classrooms while takingyour course, ask them to identifyand listeffective practicesfor their assigned area—practicestheyhave observed in the classrooms. If students are not currently placed in classrooms, ask each group ofstudentstothink of the best teachers they have ever had and record effective practices they rememberfromthose classrooms.Have groupsshare their lists with the whole class. Point out that effectiveteaching helps all students, not just students with special needs. Using the lists, ask students to discusswhichpracticescould benefit the whole class.3.Havestudents generate examples of “sponges”they haveused or have observed teachers using.Arrange them in groups bythe grade levels/subject areas they are preparing to teach, and have themadd to the list of ideas in theProfessional Edge5.1feature.In pairs, ask students to discuss when theymight use sponge activities in their teaching.4.If your students have opportunities to visit schools, ask them to identifyclassroomroutinesandproceduresthey 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 routinesand proceduresthey observe in their classrooms. Ifstudents are not in schools while taking your class, ask them to think aboutroutines andproceduresused in the college classes or those they remember from their own elementary and secondary classes.What is the advantage of usingroutines and procedures consistently?5.According to Kauffman (2011) grouping is effective because it makes effective instruction possible;grouping in and of itself is not a means of improving education. Ask students to explain whatKauffman means by this statement. Then, have them create a chart with the headings “Whole-Group,”“Small Group,”and “One-to-One” and generate examples of appropriate uses of each.6.Have studentsuse the Guidelines for EvaluatingBasic Skills Materials (Professional Edge5.2)toevaluateatextbookor other curriculum material. Students might work in groups to focus on materialsused at a particular grade level or in a particular discipline. If your state or a local school districtprovides lists of recommended or adopted texts, you may want to use these. Alternately, students maybe able to bring textbook examples from their schools.7.A“considerate” content-area textbook is easier for students to use independently and requires fewerteacher adjustments.Readability formulasare often recommended to teachers as one way of tellingwhether a text is too difficult for a student. Kathy Schrock includes several formulas at her websitehttp://www.schrockguide.net/frys-readability-info.html.Share a commonly used readability formulawith the class or ask students to examine those included at Schrock’s website.Discussthe uses andlimitations of using readability formulas to gauge textbook difficultyand emphasize the importance

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28of other textbook featuresdiscussedin thechapter such as organization and clarity of writing.8.Problem solving and other higher-level thinking skills should become a standard part of the schoolcurriculum. Often,indirect instruction isused to stimulate students to problem solve, with theclassroom teacher acting as a facilitator.Whilestudents with special needs can learn to problemsolve, they maybenefit from direct instruction andneed more instructional support to do so. Reviewthe steps in scaffolding, referring to the example of scaffolding in Chapter 5. Next, break your classinto small groups. Give each group a sample problem such as those offered in Handout 5-1. Haveeach 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) providesinformation 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 organizationalso produces theJournal of Direct Instruction.http://www.adihome.org•Positive Behavioral Interventions and Supports(PBIS) provides resources for classroom and school-widepositive behavior supports.http://www.pbis.org/•Behavior Advisorcontains resource information for general classroom management, as well as specificmanagement strategies.http://www.behavioradvisor.com/•Center for Research on Learning and Teachinghttp://www.crlt.umich.edu/blog/using-student-groups-inclusive-practices•Closing the GapThis national organization for assistive technology provides a website rich with ideas andresources for classroom teachers.http://www.closingthegap.com/•Bookshare offers access to thousands of digital books, textbooks, teacher-recommended reading, periodicals,and assistive technology tools:http://www.Bookshare.org•Wisconsin Assistive Technology Initiativeprovides access to the publicationAssessing Students’ Needs forAssistive Technology(5th ed.) via Free Publications in the Supports area.http://www.wati.org/Additional ReadingsAnderson, K. M. (2007). Tips for teaching: Differentiating instruction to include all students.Preventing SchoolFailure, 51(3), 49–54.Case, R. E., Ndura, E., & Righettini, M. (2011). Balancing linguistic and social needs: Evaluating texts using acritical language approach.Journal of Adolescent and Adult Literacy, 48, 374–391.Cummings, E. O. (2011). Assistive and adaptive technology resources.Knowledge Quest, 39(3), 70–73.Fry, E. (2002). Readability versus leveling.Reading Teacher, 56,286–291.Furtak, E.M., Seidel, T., Iverson, H. & Briggs, D.C. (2012). Experimental and Quasi-experimental Studies ofInquiry-Based Science Teaching: A Meta-Analysis.Review of Educational Research, 82(3), 300-329.Lemov, D. (2010).Teach like a champion: 49 techniques that put students on the path to college.San Francisco:Jossey-Bass.Milkie, M. A., & Warner,C. H. (2011). Classroom learning environments and the mental health of first gradechildren.Journal of Health and Social Behavior, 52,4–22.Østensjø, S., Carlberg, E. B., & Vøllestad, N. (2005). The use and impact of assistive devices and otherenvironmental modifications on everyday activities and care in young children with cerebral palsy.Disability and Rehabilitation, 27, 849–861.

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