Kimberly Barnett #2

SPED 5360
Guided Notes- Chapter 2 Planning and Promise of Special Education
SPED 5360
1. Explain the Process of Special Education:
Pre referral Process: this is when teachers and parents who suspect a child may have a
disability, will first do a prereferall intervention. The intervention assistance team will try and
solve the issue by providing student with modifications to curriculum in GE. RTI might be tried
as well to see if early interventions improve the students academic performance. If the student
does not show improvement then the child is referred to get an evaluation done.
Multifactored Evaluation: Parent signs consent to allow testing on child. The child will
undergo an extensive evaluation (i.e., vision checks, intelligence, social interaction etc). The
evaluation requires using many types of assessments (i.e., observation, parent interview, formal
tests etc). Information gathered during the assessment should provide enough information
about the childs disability, all related services the child might need, as well as information about
how the student participate when in the general education classroom (i.e., GE curriculum).
Eligibility Determination: The results of the childs evaluation are looked at to determine if
they have one of the thirteen disabilities stated in IDEA. The parents are active participants in
both reviewing the evaluation results as well as the eligibility determination. The childs
disability must not be a result of problems associated with not receiving enough instruction in
reading, math, or not being proficient in English.
Program Planning Individual Education Program: After the child meets the eligibility
requirements, an IEP is developed. The IEP is individualized and provides necessary
accommodations and modifications based on the childs needs. If the child needs special
instruction and/or any additional services, then the child must receive those, regardless of the
price.
Placement in Least Restrictive Environment: After the IEP is developed, the student is
placed in the least restrictive environment possible first (GE). If the IEP team feels like the child
should be taken out of the GE classroom for any reason, this reason must be clearly explained. P
placement should not be determined based on the childs specific disability.
Special Education and Related Services: After the child is placed, then the childs IEP will
be put into effect. The child will be allowed to participate in GE curriculum and any
extracurricular activities, as much as possible. The child will also be expected to take any state or
district assessments-with accommodations if appropriate.
Progress Monitoring, Annual Review, and Reevaluation: The childs progress will be
reviewed to determine if the child is making progress towards the goals stated in the IEP. Parents
must be informed of progress or lack of progress. If the child is not meeting the goals, then the
IEP might be changed. IEP will be reviewed at least every year. MFE will be conducted every 3
years. If the IEP determines that the childs disability is not affecting their educational
performance and/or the childs disability is no longer present, then special education services can
be ended. If it is determined that the child is still struggling, then special educations services will
continue.

2. Outline the Individual Education Program (IEP):

(a) IEP team:
Parents
At least one special education teacher and one regular education teacher
A representative of whichever education agency involved
Someone to identify any possible instructional consequences that can arise based
on the evaluation results
Related service personnel (if applicable)
The child (if appropriate)
(b) IEP components:
Statement explaining how the childs disability affects their ability to be involved
in GE and whether they will not be able to make progress in GE as a result of
disability.
Goals, which include both academic and functional, that are measurable and the
child can achieve. The goals must address the specific needs of the child that will
help them be able to become involved in GE, as well as help facilitate progress, not
just in academics, but any other domain that is affected due to the disability.
A detailed description of how each goal will be measured, how progress will be
measured, and progress will be documented using periodic reports (i.e., report
card).
A statement that describes which peer reviewed/evidence based services,
accommodations, modifications, and related services will be provided for the
student.
An explanation of the reasons why a child will not be able to join the GE
classroom (if applicable).
A statement that identifies any accommodations the student may need in order for
the child to take any state wide or district wide assessments. There must be a
description of why the child has to have the accommodation, as well as
determining whether the accommodation is appropriate.
A detailed account of when the services/accommodations will begin and end, as
well how often services will be provided, under which locations, and for how long.
Children 16+ years old: Explanation of how the child will be supported during the
transitional period between school to adulthood. This includes- appropriate,
measurable, post school goals that will assist the child in any training, education,
employment skills, or life skills the child needs to learn in order to succeed as an
adult. Any services (i.e., courses of study) that will be needed to help the child
reach their goals. The child must informed of their rights to these services no later
than 1 year before they reach adulthood (whichever age that is depending on the
state).
(c) IEP functions & format:
Functions: The IEP is designed as a guide that helps teachers and families identify
the childs individualized needs and specific goals, as well as provide an avenue to
determine realistic ways to help the child achieve those goals. The IEP shows

where the child is currently (i.e., what is the child struggling with, what needs they
have etc), shows where the child should be (i.e., what skills should the child
know how to do), an explanation of how the child will achieve their goals (i.e.,
what services will they receive) and lastly provides an explanation of what meeting
those goals will look like (i.e., how will teachers and families know the child
learned to display socially appropriate behaviors). The IEP is essentially a blue
print outline of what the child needs, how to meet those needs, and how to
determine if the child is benefitting from services. The IEP holds educators and
schools accountable for ensuring that they are providing the child with effective
services needed child to meet the goals stated in IEP. The school and educators are
evaluated based on whether the students are meeting their goals stated on IEP. The
schools must legally be able to document that an effective IEP was made to meet
the childs unique needs, and was designed to help the child meet those goals
stated in IEP.
Formats: Varies from school district to school district. Schools should not use any
predetermined IEP formats/designs because it takes away from the IEP being
individualized. IEPs should not be too long, detailed, or complicated (i.e., IEP
goals should not be specific to the curriculum of what the child is going to learn.).
IEPs have to be individualized to meet the unique needs of each student, no IEP
should be the same, use the same accommodations/modifications/strategies etc
Annual goals are written every year and are based off of what areas of the students
functioning is being compromised as a result of having the disability. Annual goals
are goals that the IEP team believe the child can accomplish/achieve within a year
of services being provided. All goals must be measurable in order to assist in
determining whether the child has met the goal or not.

3. What does the Least Restrictive Environment mean?

Least Restrictive Environment: Children with disabilities should be provided with as many
opportunities to be educated with children who do not have disabilities (i.e., in the GE
classroom). The child should only be removed from the GE classroom and be placed in special
education classrooms and/or separate schools, if it is determined that the childs educational
needs cannot be met in GE classroom, even with the use of accommodations, modifications,
and/or services. The child should not be removed from the GE classroom (LRE) unless stated in
IEP.
4. Define & differentiate the continuum of placements to provide special education services:
Continuum of alternative placements: Schools must provide a wide range of services and
placement options that specific to each childs unique and individual needs. Placements range
from GE classroom (least restrictive) to homebound or hospitals (most restrictive).
General education classroom: General education teacher provides student with
instruction that is prescribed.
GE classroom + consultation: The general education teacher and the special education
teacher communicate and the GE teacher will consult with SE teacher, while providing a

prescribed program to the student.

GE classroom + supplementary instruction and/or services: The student is taught the
prescribed program by GE teacher and is also provided with instruction/services from
the SE teacher in the classroom.
Resource Room: The student is allowed to be in the GE classroom for part of the day,
and then the child goes to the resource room to receive specialized instruction the other
part of the day.
Separate classroom: The student spends most of the school day in a special education
classroom and receives SE services from a SE teacher.
Separate school: The student is not at school, and is instead brought to a facility, to
receive special educations services/programming by a specifically trained professional
(not a sped education teacher).
Residential school: Students live at a facility, and receive special education
services/programming from a trained professional in a 24 hour facility.
Homebound or hospital: the child receives SE services/programming either at home or in
the hospital.

5. Define & differentiate types of Co-Teaching (more than just name them explain each):
Co-Teaching: is when a GE teacher and a SE teacher develop and deliver instruction together
in the GE classroom. The type of co-teaching varies based on factors such as, what the purpose
of the lesson is, the specific objectives and supports needed for the students in the classroom who
have a disability, as well as the teachers familiarity and expertise with the specific content being
taught. There are 5 co-teaching formats;
1. One teaching/one helping: The teachers alternate, one teacher provides instruction while
the other teacher provides students with assistance when needed.
2. Parallel teaching: Students are divided into groups. The teachers split up, one teacher at
one group, the other teacher at the other group, both will be teaching the same material to
their assigned group.
3. Station teaching: If the material being taught is difficult but not sequential, then the
teachers will divide students into two groups. One teacher per group. Each teacher will
teach different material, then they teachers will switch groups and repeat. Teachers are
not teaching the same thing.
4. Alternative teaching: One teacher will work with individual students and/or a small group
of students who need more individualized instruction (i.e., reteach skills, provide
opportunities for additional practice in order to help students master a skill). The other
teacher will instruct the rest of the class.
5. Team teaching: when both teachers plan a lesson and teach the lesson together, utilizing
the strengths/expertise of each teacher.
6. Explain inclusion & provide the advantages/disadvantages of providing services to a
student in an inclusion classroom model.
Inclusion: is when children with disabilities are taught in the general education classroom
alongside peers who do not have a disability.
Advantages:

Provides an environment where disabilities are seen as a form of diversity everyone

is different. As a result, students with disabilities are accepted, seen as individuals,
and are therefore not denied access to an educations based solely on having a
disability.
Students with disabilities are seen as equals with their peers.
Students with disabilities are provided instruction with peers their own age
Students with disabilities are provided opportunities to build friendships with both
other students with disabilities and students without disabilities
Promotes a sense of belonging.
Disadvantages:
Some parents feel that their child will not have be provided with the individualized
instruction, supports, and services they need.
Many GE teachers are not prepared/trained about how to help a student with a
disabilities in their class.
Classrooms are already overcrowded, many GE teachers feel by having children with
disabilities in their classroom, it will be more work for the GE teacher.
Inclusion is viewed as a something the child must earn.
Full inclusion is based on the belief that ALL students with disabilities be in GE
classrooms, which does not take into account each individual students needs. Some
children, based on various circumstances, would not thrive in an inclusion classroom.
Not based on each childs individual needs: this will ultimately hurt some children
more than help them, if they are placed in GE setting when they need a different
placement.
Students with disabilities may not be provided with the supports needed in GE
classroom, and therefore their academic performance will be compromised.
GE teachers do not have the resources to provide the student who has a disability with
the individualized attention they need, when the GE also has to meet the needs of the
other students in the class.
7. Explain resource & provide the advantages/disadvantages of providing services to a
student in this pull out model.
Resource is when the student is removed from GE classroom and received more
individualized instruction in another classroom with special educations teachers. The
student will be in the GE classroom for part of the day, and then for the rest of the day,
the child will be in the resource room.
Advantages:
The child receives specialized instruction.
The child will receive more attention from special education teachers and
the childs needs will be met faster.
The child can remain in the same school instead of being removed to go to
a more restrictive environment (i.e., separate school).
Disadvantages:
The child has less opportunities to engage with peers who do not have a

disability.
The child might feel like they are different, or that something is wrong
with them.
Other peers may tease child if peers know what the resource room is.

8. Find a peer-reviewed or evidence-based article regarding inclusion or least restrictive as it

relates to your major (early childhood, secondary education, therapeutic recreation, and/or
instructional strategies). ** READ the article and highlight critical/interesting information to
share with class. Attach the complete article with highlights of what you found important or
interesting. Upload the article to TRACS Drop Box.
8. Provide the article citation in APA format and a brief 2-3sentence summary.
A new inclusive sports program was developed for youth with and without disabilities. The study
looked at whether the program changed the perceptions of involving youth with disabilities in an
inclusive sports program. Result revealed that overall, youth with disabilities had increased selfesteem, decreased activity participation, and viewed the new program as beneficial, over youth
with disabilities who were interviewed.
Wilhite, B., Mushett, C. A., Goldenberg, L., & Trader, B. R. (1997). Promoting inclusive sport and
leisure participation: Evaluation of the paralympic day in the schools model. Adapted
Physical Activity Quarterly, 14(2), 131-146.
9. Find and share information regarding inclusion vs. exclusion of children with disabilities
in another country.
Inclusion in Malaysia: Teachers perspectives
*Teachers are not prepared for inclusion*

In Malaysia, inclusion is not a priority. The government is more focused on making

sure that a child with a disability receives any form of education, and not focused on
making sure that the education is inclusive.
Inclusion is a relatively new concept in Malaysia
Inclusion was viewed more as an opportunity versus a right.
95% of teachers believed that children with disabilities would receive better
instruction outside the GE classroom and their education would be compromised in
the GE classroom (Exclusion was favored over inclusion)
Inclusion would result in the student with a disability taking up too much of the
teachers time and attention-therefore negatively impacting other students in
classroom.
Most teachers believed that students with disabilities do not try hard enough.

Bailey, L., Nomanbhoy, A., & Tubpun, T. (2015). Inclusive education: teacher perspectives from

malaysia. International Journal Of Inclusive Education, 19(5), 547-559.