Current Practices for Meeting

the Needs of Exceptional

Learners
Chapter 2

Hallahan, Kauffman, & Pullen: Exceptional Learners: An Introduction to Special Education, Twelfth Edition
2012, 2009, 2006 Pearson Education, Inc.
All rights reserved.

Topics

Evaluation & Identification

Intent of Special Education Law
Placement Issues

Least Restrictive Environment

Inclusion

Teachers Role in Special Education

Integration of People with Disabilities
Standards-Based Reform

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Inclusion In Schools

Full Inclusion

All students with disabilities attend

general education classrooms in their
neighborhood schools for the entire
day and general education teachers
have the primary responsibility for all
students with disabilities
Least restrictive environment
Continuum of alternative placements
(CAP)

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Providing Special
Education

Levels of integration

How and how much the student

differs from average students
Resources available in the school and
community

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Continuum of Placement
Options

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Reasons for Increase in

Disabilities

Children living in poverty, poor nutrition

Babies born to teenage mothers
Babies born to mothers with poor
prenatal care, nutrition
Babies born with low birth weight
Environmental hazards
Children subjected to abuse
Cuts in social programs and services

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Inclusion In Schools
(contd)

Arguments for Inclusion

Labeling people may be harmful

Special education pull-out programs have
been ineffective
People with disabilities should be viewed
as a minority group

Disability rights movement

Handicapism

Ethics are more important than empirical

evidence

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Inclusion In Schools
(contd)
Arguments Against Inclusion

Educators and parents are largely satisfied with

the continuum of placements
General educators are unable or unwilling to teach
students with disabilities
Unwillingness to consider empirical evidence is
professionally irresponsible
Available empirical evidence does not support full
inclusion
In the absence of data supporting full inclusion,
the continuum should be preserved

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Inclusion In Schools (contd)

Differentiated Instruction
Prereferral Teams (PRTs)

Groups of professionals who work with general

education teachers to help identify alternative
strategies for students before a referral for
special education evaluation is made

Response to Intervention (RTI)

Usually provides for three standardized levels

of intervention for students having problems,
with closely monitored progress before a
referral is made

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Inclusion In Schools (contd)

Models of Collaboration

Collaborative consultation
Cooperative teaching and other team
arrangements
Curricula and instructional strategies

Cooperative learning
Peer-mediated instruction
Peer tutoring
Peer confederates
Partial participation

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Inclusion In Schools (contd)

Models of Collaboration

(contd)

Accommodations and adaptations

Modifications
Accommodations
Adaptations
Tiered assignments

Training general education

teachers to accommodate diversity

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Assessments of Progress

Progress Monitoring
Outcome Measures
Testing Accommodations
The Context of NCLB

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Early Intervention
Arguments For Early Intervention

The sooner intervention begins, the further

a child is likely to progress
Early support may prevent or reduce
development of further disabilities
Early intervention can help families cope
and get needed services

Individualized Family Service Plan (IFSP)

Home-based Programs

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Early Intervention (contd)

Child-directed vs. Adult-directed

Programs
Inclusive Education

Most preschoolers with disabilities receive

their education in programs designed to
serve diverse groups of learners

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Teachers Roles

Relationship between general and

special education

Radical reformers recommend that

special education be eliminated as a
separate, identifiable part of education.

No clear distinction between at risk

students and those with disabilities
Controversy about inclusion of students with
disabilities in general education classrooms

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Expectations for All

Educators

Maximum effort to
accommodate
individual needs
Evaluate academic
abilities and
disabilities
Refer for evaluation
Participate in
eligibility
conferences

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Participate in writing
individualized
education programs
Communicate with
parents or guardians
Participate in due
process hearings
Collaborate with
other professionals
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Expectations for Special

Educators

Academic instruction of students

with learning problems
Management of serious behavior
problems
Evaluating technological advances
Knowledge of special education
law

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Transition to Adulthood and

Employment

Transition services include:

Outcome-oriented activities that promote

movement from school to postsecondary
education
Vocational training
Integrated employment
Continuing adult education
Adult services
Independent living
Community participation

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Transition to Adulthood and

Employment (contd)

Making Transition Fit Level of Need

Low-incidence disabilities
High-incidence disabilities

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Discipline of Students with

Disabilities

Controversy over zero tolerance

Supports for desired behavior
Manifestation determination
Positive behavioral intervention plans
Functional behavioral assessment (FBA)
Positive behavioral supports (PBS)
Positive behavioral intervention and support
(PBIS)
Interim alternative educational setting (IAES)

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