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

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

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    iii Preface W elcome to the eigh th edition of the Instructor’s Resource Ma nual for Including Students with Special Needs: A Practical Guide for Classroom Teachers . T his manual is intended to serve as a useful teaching tool and resource as you prepare for your classes. Please modify the questions and activities to fit your teachi ng. Consider this manual as a starting point for your course planning . The accompanying PowerPoint slide series and chapter - by - chapter test bank serve a similar purpose — providing modifiable resources to promote effective teaching and learning. Instru ctor’s Resource M anual T h e Instructor’s Resource Manual is designed with the following features for each chapter : chapter - at - a - glance, chapter outline, learning objectives, key terms and concepts, a ctivities and discussion question s, w eb - based content resources, and additional readings. Appendix A includes ready - to - copy handouts that accompany specified activities and discussion questions discussion questions and activities suggested in the chapter - by - chapter sections of the instructor ’s manual. Appendix B presents ready - to - copy information about the INCLUDE strategy (used throughout the textbook) as well as handouts to accompany specified activities and discussion questions. PowerPoint Slides PowerPoint slides are designed to co ver key content from the text , present ing information the student s need to remember about important concepts. A separate PowerPoint file has been created for each chapter . Think of these slides as a starting point and modify them as needed to meet your tea ching and learning setting. Test Bank A test bank file accompanies this instructor’s resource manual and provides sets of questions that cover the content of the text. The chapter - by - chapter design includes multiple - choice , true/false, short - answer, and essay questions. The answer key for all tests is presented at the end of the test bank file.

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    iv Table of Contents Chapter1: The Foundation for Educating Students with Special Needs 1 Chapter 2: Special Education Procedures and Services 7 Ch ap ter 3: Building Partnerships t hrough Collaboration 1 2 Chapter 4: Assessing Student Needs 1 8 Chapter 5: Planning Instruction by Analyzing Classroom and Student Needs 2 3 Chapter 6: Students with Low - Incidence Disabilities 2 9 Chapter 7: St udents with High - Incidence Disabilities 35 Chapter 8: Students with Special Needs Other Than Disabilities 4 1 Chapter 9: Adjusting Instruction 4 8 Chapter 10: Strategies for Independent Learning 5 4 Chapter 11: Evaluating Student Learni ng 59 Chapter 12: Responding to Student Behavior 6 4 APPENDIX A 71 APPENDIX B 89

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    1 Chapter 1: The Foundation for Educating Students with Special Needs Chapter - At - A - Glance Main Topics Instructor’s Resources Media Resources What i s s pecial e ducation? Key Terms & Concepts o Special education components o Specially designed instruction (SDI)) o Related services o Supplementary aids and services o IDEA o Least restrictive environment (LRE) Activities : 1, 2, 3, 5, 11 o Wrightslaw http://www.wrightslaw.com/ o IDEA https://sites.ed.gov/idea What i nfluences h ave s haped s pecial e ducation? Key Terms & Concepts o Civil rights movement o Brown v. Board of Ed ucation o Parent advocacy groups o Section 504 of Vocational Rehab Act o Americans with Disabilities Act o Elementary and Secondary Ed. Act o Every Student Succeeds Act Activities : 1, 2, 3, 9, 11 o Wrightslaw http://www.wright slaw.com/ o Disability Social History http://www.disabilityhistory.org/ o ADA http://www.adabasics.org/ o US Dept of Ed_IDEA, 504 http://www2.ed.gov/about/offices /list/ocr/504faq.html What a re the k ey t hemes of c ontemporary s pecial e ducation p ractice? Key Terms & Concepts o Response to intervention (RtI) o Positive behavior supports (PBS) o Multi - tiered s ystems of support (MTSS) o Disproportionate representation o Access to general education curriculum o Assessment and high expectations o Professional accountability o Evidence - based practice o Inclusiveness and inclusive practices o Collaboration to meet student needs A ctivities : 1, 2, 4, 6, 7, 8, 10, 11, 15 o Response to Intervention http://www.rtinetwork.org/learn/ what/whatisrti o Positive behavior supports http://www.pbis. org/ o Multitiered systems of support https://www.edweek.org/ew/articl es/2016/12/14/what - are - multitiered - systems - of - supports.html Who r eceives s pec ial e ducation and o ther s pecial s ervices? Key Terms & Concepts o 13 categories of disability in IDEA o High and low incidence disabilities o Gifted and talented students o Students protected by Section 504 o Students at risk Activities : 1, 2, 4, 7, 11, 12, 13, 14 o O ffice of Special Ed Resources http://www2.ed.gov/about/offices /list/osers/osep/index.html

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

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

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

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

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    6 http://www.disabilityhistory.org  The U.S. Department of Education’s website http://www2.ed.gov/about/offices/list/ocr/504faq.html has an excellent FAQ about Section 504 and how it applies to the education of students with disabilities.  The Rt I Action Network provides an overvi ew of Rt I and an in - depth look at getting started with Rt I. It addresses diversity and disproportionality and behavior supports. http://www.rtinetwork.org/learn/what/whatisrti  The Office of Sp ecial Education Programs has a site just for Positive Behavioral Interventions and Supports: http://www.pbis.org/  Article about multitiered systems of support: https://www.edweek.org/ew/articles/2016/12/14/what - are - multitiered - systems - of - supports.html  The place to start for an overview of all issues related to special education from birth to age 21 is the Office of Special Education from the U.S. Department of Education : http://www2.ed.gov/about/offices/list/osers/osep/index.html Additional Readings Giangreco, M. (2010) One - to - One Para professionals for Students with Disabilities in Inclusive Classrooms: Is Conventional Wisdom Wrong? Intellectual and Developmental Disabilities , 48 (1), 1 - 13. Klein, S., & Kemp, J. (2004). Reflections from a different journey: What adults with disabilities wish all parents knew . New York: McGraw - Hill. Lauchlan, F., & Boyle, C. (2007). Is the use of labels in special education helpful? Support for Learning, 22, 36 – 42. Lynch, E. W., & Hanson, M. J. (Eds.). (2011). Developing cross - cultural competence: A guide for working with children and their families (4th ed.). Baltimore: Paul H. Brookes. McLeskey, J., & Waldron, N. L. (2011). Educational programs for elementary students with learning disabilities: Can they be both effective and inclusive ? Learning Disabil ities 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 – 6 9. 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. (2 009). Numbers that count: Exploring special education and paraprofessional service delivery in inclusion - oriented schools. Journal of Special Education, 43 (2), 81 – 93. Villa, R., Thousand, J., Nevin, A. & Liston, A. (2005). Successful Inclusive Practices in Middle and Secondary Schools. American Secondary Education, 33 (3), 33 - 50. Welner, K. (2006). Legal rights: The overrepresentation of culturally and linguistically diverse students in special education. Teaching Exceptional Children, 38 (6), 60 – 62. Zigmond, N., Kloo, A., & Volonino, V. (2009). What, where and how? Special education in the climate of full inclusion. Exceptionality, 17, 189 – 204.

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    7 Chapter 2: Special Education Procedures and Services Chapter - At - A - Glance Main Topics Instructor’s Resources Media Resources Who are the professionals in special education? Key Terms & Concepts o Inclusion facilitator o I tinerant teacher o Transition specialist o J ob coach o I ntervention specialist o Related service providers o S elf - determination Activities: 1, 2 o American Ac ademy of Special Education Professionals : http://www.aasep.org How do you decide whether a student need might be a disability? Key Terms & Concepts o Universal screening o Unmet needs o Chronic patterns o Simple intervention s Activities: 9 o Beach Center on Disability : http://www.beachcenter.org/default.asp x?JScript=1 How do students obtain special services? Key Terms & Concepts o Prereferral team o Intervention a ssistance team o Response to intervention o Tier 1 and tier 2 interventions o Multi - tiered systems of support o Multidisciplinary team o Parent s’ rights in special ed o Components of assessment o Individualized education program o Annual reviews o Three - year reevaluations o D ue process; mediation A ctivities: 3, 4, 5, 6, 7 o Center for Parent Information & Resources : The Short - and - Sweet IEP Overview http://www.parentcenterhub.org/iep - overview/ o Understood for Learning an d Attention Issues: Due Process Rights https://www.understood.org/en/school - learning/your - childs - rights/dispute - reso lution/due - process - rights - what - you - need - to - know What is an individualized education program? Key Terms & Concepts o Present level of performance o Annual goals o S hort - term objectives o S ervices and modifications o Behavior intervention plan o Transition plan Acti vities: 8, 10 o Center for Parent Information & Resources : All About the IEP http://www.parentcenterhub.org schoola ge/iep What services do students with disabilities receive? Key Terms & Concepts o Special edu cation o Related services o Supplementary aids and services o Placement o E ducational environment o Resource programs/rooms Activities: 11 o Center for Parent Information and Resources: Placement, Short - and - Sweet http://www.parentcenterhub.org/reposit ory/placement - overview/

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    8 Instructor’s Overview and Outline C hapter 2 provides information about the range of professionals who are involved in the special education of students with disabiliti es. The chapter details procedures general education teachers follow when they suspect one of their students may have a disability. It explains how students obtain special services, what types of special services students might need, and how a student’s in dividualized education program is developed and monitored . The chapter also discusses the crucial role of parents , their rights, and due process pr o cedures fo r resolving disagreements between parents and school profes sionals about their child’s special ser vices. A. Who are the professionals in special education? 1. General education teachers 2. Special education teachers 3. Related service providers and other specialists 4. Parents and students B. How do you decide whether a student need might be a disability? 1. Analyze unm et needs a. What are specific examples of unmet needs? b. Is there a chronic pattern negatively affecting learning? c. Are the unmet needs becoming more serious as time passes ? d. Is the student’s learning or behavior significantly different from that of classmates? e. D o you discover that you cannot find a pattern? 2. Communicate your observations and try your own interventions a. Contact the parents b. Contact colleagues c. Try simple interventions d. Document the unmet need e. Reflect on your understanding of and responses to the studen t C. How do students obtain special services? 1. Initial consideration of student problems a. Prereferral team b. Response to intervention c. Multi - tiered systems of support 2. The special education referral and assessment process a. Parents’ rights b. Components of assessment 3. D ecision making for special services 4. Monitoring special education services a. Annual reviews b. Three - year reevaluations c. Additional reviews d. Due process D. What is an Individualized Education Program? 1. Required components of an IEP a. Present level of performance b. Annual goals and short - term objectives c. Extent of p articipation in general education d. Services and modifications needed

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    9 e. Behavior intervention plan f. Date of initiation and frequency and duration of service and anticipated modifications g. Strategies for evaluation h. Tran sition plan 2. The value of IEPs E. What services do students with disabilities receive? 1. Special education and other services 2. Student placement and educational environments a. Regular (g eneral education ) classes b. Resource programs c. Separate classes d. Separate schools e. Residential facilities f. Home and hospital settings Learning Outcomes 1. Analyze the roles and responsibilities of the individuals who may participate in educating students with disabilities . 2. Apply to your planned teaching role the steps teachers should take i n deciding whether an identified student need might indicate the presence of a disability. 3. Describe the process through which a student may become eligible to receive special education services, including the role that parents play throughout that process. 4. Name the components of individualized education programs (IEPs) and provide examples of them. 5. Outline the types of services that students with disabilities may receive and the settings in w hich they may receive them. Key Terms and Concepts Adaptive phys ical educator Annual goals Annual review Bilingual special educator Due process Inclusion facilitator Individualized education program (IEP) Intervention assistance team Intervention specialist Itinerant teacher Job coach Mediation Mobility specialist Mult idisciplinary team (MDT) Occupational therapist Paraprofessionals Physical therapist Placement Prereferral team Related service s Residential facilities Resource programs , resource room s Resource teacher Response to Intervention (RtI) Self - determination Sho rt - term objectives Supplementary aids and services Three - year reevaluation Tier 1, 2, or 3 interventions Transition plan Transition specialist Universal screening Activities and Discussion Questions 1. Why do some schools use the term intervention specialis t rather than special 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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    10 2. Provide Handout 2 - 1 to students. Below are ways yo u might use this handout.  Activity One : Ask students to complete the matrix about the IEP team (professionals in special education) as homework. At the next class meeti ng, divide students into small groups and assign one IEP team member role to each group. Provide groups with poster paper and colored markers. The task is to provide a visual representation of the assigned team member. When the task is complete, each group explains their visual to the class. Facilitate a discussion re: how the visuals do or d o not support their learning.  Activity Two : Divide students in to small groups, assigning one IEP team member role to each group. They might talk to students preparing in those disciplines or talk to practicing professionals. They might supplement their in formation with articles from the appropriate professional literature /web sites . One suggested product from this assignment is a one - page profile of each profession using a standard format. Duplicate these profiles for all students to add to their files on special education. 3. Discuss with student s the importance of prereferral procedures and RtI procedures. Discuss a common complaint among general education teachers that this process can feel like a hurdle to slow down getting assist ance for students who nee d it. Ask them to generate pros and cons of the process, including how they would respond to the complaint just noted. 4. Guest spe aker: If a local school uses a Response to Intervention (RtI) model, invite a member of the special education staff to descri be the proce ss as it is used in the school . If possible, ask the guest speaker to show examples of Tier 1, 2 and 3 interventions (or wha tever tiered system used ) and describe how different staff members are involved. 5. S ome preK – 12 students referred for sc reening or assessment are determined not to be eligible for special education. However, general education teachers sometimes worry that these students “should be” in special education because they need assistance. This topic — the responsibility of general e ducation teachers for meeting the needs of students who are not eligible for services yet who have special needs — lends itself to class discussion and builds the theme that general education teachers have significant responsibilities for all of their studen ts. 6. Ask students to share their perceptions about why IDEA contains so many protections for parent s/families related to the process of identifying students and planning and delivering their special education services . Have students search the web for hist orical perspective s that explain why the protect ions were included in the law. As an alternative, invite a representative from the local chapter of the Arc or another longtime advocacy group to describe changes that have occurred over the past three decade s. Ask students to research Arc online ( https://www.thearc.org/ ) before the speaker visits your class. 7. Guest speaker: Ask a hearing officer or local special education director with due process hearing ex perience to explain the m ediation process and hearings . It is especially important for such a guest speaker to stress the role of general education teachers in providing appropriate accommodations to students with disabilities in their classes. 8. Ask students to bring to class IEP forms from local school districts. Small groups of students could compare and contrast forms and identify each required part of the IEP. [ If your state uses standard IEP forms, students may go online and find sample IEP forms from various stat es or districts.] Students may also rate the forms according to their ease of understanding for general education teachers, for parents, for students. Note whether the forms are available in different languages.

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    11 9. Handout 2 - 2 could be used as a large - group or small - group activity to give students the experience of completing paperwork to receive input and assistance for a student who might have a dis ability or other special need. The form could also be compared to actual forms from local school districts. 10. Guest speaker: If possible, invite a parent (and student) to share his/her experiences participating in IEP meeting s . Local schools, parent advisory committees, the Arc , or other support agencies may be able to provide access to guest speakers. 11. Arrange a class debate on the proposition that the intent of the Least Restrictive Environment (LRE) is or should be to do away with diverse placement environments in favor of having all children in the general education classroom at all times (with supports and se rvices provided only in that setting). Web - Based Content Resources • Beach Center on Disability (affiliated with the University of Kansas) provides many resources for working effectively with families : http://www.be achcenter.org • Annual Reports to Congress : The reports provide statistics about students with disabilities and how they receive services. http://www.ed.gov/about/reports/annual/osep/ind ex.html • IDEA is the US Department of Education’s web site about IDEA : https://sites.ed.gov/idea/  LD Online : http://www.ldonline.org/ (Search the site for a series of ar ticles about Response to Intervention .)  National Center on Response to Intervention : http://www.rti4success.org/  Intervention Central (resources about RTI): h ttp://www.interventioncentral.org/  RTI Action Network ( resources for early childhood, elementary , middle school and high school): http://www.rtinetwork.org/ Additional Readings Bradley, R., D anielson, L., & Doo little, J. (2007). Responsiveness to intervention: 1997 to 2007. Teaching Exceptional Children, 39 (5), 8 – 12. NOTE: This issue of Teaching Exceptional Children (volume 39, issue 5) is a special issue dedicated to the topic of Responsiveness to Interventio n (RTI or RtI). Byrd, E. S. (2011). Educating and involving parents in the Response to Intervention process. Teaching Exceptional Children, 43 (3), 32 – 39. Horner, R., Cazrr, E., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The Use of Single - Subject Research to Identify Evidence - Based Practice in Special Education . Exceptional Children, 71 (2), 165 - 179. Madaus, J. W. (2005). Navigating the college transition maze: A guide for students with learning disabilities. Teaching Exceptional Children, 37 (3), 32 – 37. Mason, C. Y., McGahee - Kovac, M., & Johnson, L. (2004). How to help students lead their IEP meetings. Teaching Exceptional Children, 36 (3), 18 – 25. VanDerHayden, A., Witt, J., & Gilber tson, D. (2007). A multi - year evaluation of the effects of a Response to Intervention (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 Clearing House , 83, 207 – 210. Wood, W. M., Karvonen, M., Test, D. W., Browder, D., & Al gozzine, B. (2004). Promoting student self - 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 within Response to Interventi on. Teaching Exceptional Children, 42 (4), 54 – 61.

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    12 Chapter 3: Building Partnerships through Collaboration Chapter - At - A - Glance Instructor’s Overview and Outline Chapter 3 introduces students to their active role s in the collaborative relationships they can form with special education teachers, related services personnel, oth er colleagues, a nd parents. The chapter associates the quality of the se working relationships ( among professionals and between professionals and parents ) with students’ success at school and the effectiveness of their instructional programs. The chapter ex plores various forms of co - teaching and teachers’ diverse layers of collaboration . Main Topics Instructor’s Resources Media Resources What are the basics of collaboration? Key Terms & Concepts o Collaboration o Char acteristics of collaboration o Prerequisites for collaboration o Parity o Emergent o Effective communication Activity: 1 , 10 o Assoc for Middle Level Education: Building Teacher Collaboration School - wide https://www.amle.org/BrowsebyTo pic/WhatsNew/WNDet/TabId/270/ ArtMID/888/ArticleID/446/Buildin g - Teacher - Collaboration - School - wide.aspx What applications of collaboratio n foster inclusion? Key Terms & Concepts o Shared problem solving o Co - teaching o One teach, one observe o Station teaching o Parallel teaching o Alternative teaching o One teach, one assist o Teaming ; teams o Consultation o Frame of reference Activities: 2, 3, 4, 5, 6, 10, 14 o Co - Teaching Connection : http://coteach.com/?page_id=105 o New Conversations : Communication Skills for Success at Home and Work : http://www.newconversations.n et/ How can you work effectively with parents? Key Terms & Concepts o F amily perspectives o Family - centered practice s o Collaborating with parents o Home - school communication o Parent conferences Activities: 7, 8, 10, 12, 13 o Parents Helping Parents : http://www.php.com o Virtual Lab School, Working with Families of Children with Special Needs : https://www.virtuallabschool.org/pr eschool/family - enga gement/lesson - 4 How can you work effectively with paraprofessionals ? Key Terms & Concepts o Teacher - paraprofessional relationship o Teacher - paraprofessional collaboration Activities: 9, 10 , 11 o The National Resource Center for Paraprofessionals (NRCP) : www.nrcpara.org

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

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    14 D. How can you work effectively with paraprofessionals? 1. Understanding your working rel ationship with paraprofessionals 2. Collaborating with paraprofessionals 3. The complexity of working with paraprofessionals Learning Outcomes 1. Explain the technical meaning of the term collaboration, analyze the role of collaboration in providing services to st udents with disabilities, and clarify how it is influencing the roles and responsibilities that you have as a general education teacher. 2. Describe common collaboration - based applications for students with disabilities and other special needs, including shar ed problem solving, co - teaching, teaming, and consulting, and consider your role in each of them. 3. Identify ways you can work effectively with parents to successfully educate students with special needs, even if their views about their child differ from you rs. 4. Explain your responsibilities in working with paraprofessionals and explore ways you can enhance collaboration with them. Key Terms and Concepts Alternative teaching Collaboration Consultation Co - teaching Effective communication Emergent Family - cent ered practices Family perspectives Frame of reference Home - school communication One teach, one assist One teach, one observe Parallel teaching Paraprofessionals Parity Parent conferences Shared problem solving Station teaching Teaming Teams Activities an d Discussion Questions 1. Give students three minutes to jot down memories of one situation that involved collaboration with fellow students or colleagues. Then ask students to form pairs, briefly describe the setting of their collaborative experience, and ra te their experience on the basis of each characteristic of collaboration (voluntary, based on parity, shared goal, shared responsibility for decisions, shared accountability for outcomes, shared resources, and emergent quality). Ask volunteers to share the ir experience and identify the characteristic/s of collaboration that might have made their situation more productive. 2. To help students understand how essential shared problem solving is for professional educators, have them analyze how it might occur dur ing the prereferral or intervention assistance team process described in Chapter 2 . Alternatively, they could apply the problem - solving steps to an initial eligibility and IEP meeting . If the class includes experienced teachers, they could follow the probl em - solving steps regarding a rea l student with a real problem. With preservice teachers, they could use the process to address a problem occurring with a roommate, a classmate, or with a student in a field experience. 3. Although students frequently indicate that they understand the concept of brainstorming in problem solving, many times they have difficulty comple ting a brainstorming activity. If they are problem solving about a student who does not complete assignments , for example, they are likely to gener ate only solutions that are practical and logical, not playful and creative . Ask students to brainstorm in small groups to identify solutions for one of the dilemmas described in the opening vignettes (they

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    16 can include Chapters 1 and 2). Give points for nu mber of ideas, quality of ideas, and extra points for creativity of ideas. 4. To illustrate the challenges and opportunities of co - teaching, have students form pair s to develop a lesson plan that is to be co - taught. Have them identify which of the models of co - teaching they are using . They should also present each te acher’s role (including student assessment). Have each pair of teachers present a five - minute segmen t of the lesson to classmates , then have whole - class discuss ion of what was easy and difficult a bout this co - planning and co - teaching experience . Students should consider the impact of personal style, teacher flexibility, and teacher philosophy on long - term co - teaching relationships. An alternative is to have students work in pairs to redesign a less on for co - teaching using a lesson plan they’ve already written (and perhaps taught). 5. Guest speakers: Co - teaching is a topic that may be best described by demonstration . If possible, invite experienced co - teachers to class to discuss their experiences, par ticularly the needed adjustments each teacher must make when sharing a classroom with a colleagu e. Alternatively, have students observe a co - taught class in a school setting . Have them consider the statement: “Co - teaching is like a professional marriage . Y ou have to work at it and you have to be flexible and willing to give up control.” 6. Poll the students to determine which method of co - teaching presented in the textbook they most prefer. Create T - charts for each method, and have students quickly list/brain storm pros and cons of each. Did one get more “pros” or more “cons”? Discuss possible reasons for preferences . 7. Handout 3 - 1 can be used to extend students’ understanding of parent reactions to their children’s disabilities and their expectations for teache rs who work with them. Students could use this set of questions to interview parents about their responses to their children’s special needs and experiences with schools . Students could use the questions to conduct parent interviews and then write brief re ports or give oral reports about their interviews . Have several students speak to parents whose children are now adults . This can provide a basis for looking at the ways in which special education services have evolved over the past several decades. 8. Stag e a mock parent conference in class . The individual acting as the parent should express concerns about the child’s education, should ask questions about the teacher’s instructional approaches, and should otherwise raise issues and expect th e teacher to res pond . Have students observing take notes on what is said and also on the demeanor and nonverbal signals given by both participants . Then have the student serving as the teacher explain his or her approach and feelings during the interaction . Have the other students in class provide feedback about their observations. Discuss how each person might prepare for the conference and how follow - up might be handled. 9. Handout 3 - 2, Working with Paraprofessionals, includes suggestions for classroom teachers for effect ively in teracting with support staff . It could be used to encourage student thinking about why problems sometimes occur between parapro fessionals and teachers . These problems include teachers who ask too much of the paraprofessionals, paraprofessionals who are asked to provide virtually all the instruction to stud ents in inclusive settings, paraprofessionals who fail to follow teacher directions , and paraprofessionals asked to do too many menial duties . Emphasize the importance of developing strong working relationships with paraprofessionals based on understanding the parameters 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 their professional i nteractions. It can be used as a culminating activity for the chapter in which groups of

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    17 students discuss the various dilemmas and provide suggestions for how to respond . Alternatively, it could be introduced early in the chapter and referred to as the sit uations described become pertinent. 11. If your students have opportunities to visit schools, ask them to shadow and interview one or more paraprofessionals to learn about the roles and responsibilities. Topics for the interview might include Virtual Lab Scho ol , Working with Families of Children with Special Needs: training, supervision, responsibilities, participation in meetings, professional development, certi fication, or other requirements . 12. Home - School Communication: Ask students to create a Welcome to Sc hool newsletter for parents. If students spend time in a classroom as part of the course, they might create a weekly or monthly newsletter for parents . 13. Home - School Communication: Ask students to create a web site for parents (as if they were a classroom teacher). The site might include the weekly schedule at - a - glance, recommended curriculum resources, web sites, classroom activities, and upcoming school events . 14. Discuss the role of consultation in education. How many of the students indicate that consult ing is a role they would enjoy? What pros and cons can they imagine with that role? Have them generate examples in which consultation can be effective. I f they have specific examples from their own experience or observations, ask them to share . Web - Based Content Resources • Association for Middle Level Education: Building Teacher Collaboration School - wide: https: //www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/446/Building - Teacher - Collaboration - School - wide.aspx • New Conversations ( fostering collaboration by providing free materials): http:/ /www.newconversations.net/ • The Co - Teaching Connection ( lesson plan ideas and other co - teaching resources ): http://coteach.com • The National Resource Center for Paraprofessionals (NRCP) : http://www.nrcpara.org • Parents Helping Parents http://www.php.com • Virtual Lab School: Working with Families of Children with Special Needs : https://www.virtuallabschool.org/preschool/family - engagement/lesson - 4 Additional Readings Broer, S. M., Doyle, M. B., & Giangreco, M. F. (2005). Perspectives of students with intellectual disabilities about their experiences with paraprofess ional 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 Teache r: Perceptions of Mentoring Support. School of 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 Exceptional C hildren, 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: Finding s from a statewide survey. Remedial and Special Education, 33, 287 - 297.

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    18 Friend, M. (2008). Co - teach! A handbook for creating and sustain ing effective classroom partnerships in inclusive schools. Greensboro, NC: Marilyn Friend, Inc. Friend, M., & Cook, L. ( 201 2 ). Interactions: Collaboration skills for school professionals (7 th ed.). Upper Saddle River, NJ: Pearson Education. Friend, M., Cook, L., Hurley - Chamberlain, D., & Shamberger, C. (2010). Co - teaching: An illustration of the complexity of collaboration in special education. Journal of Educational and Psychological Consultation, 20, 9 – 27. Hammeken, P. A. (2009). The paraprofessional’s essential guide to inclusive education (3rd ed.). Thousand Oaks, CA: Corwin Press. Huberman, M., Navo, M., & Parrish, T. ( 2012). Effective practices in high performing districts serving students in special education. Journal of Special Education Leadership, 25 (2), 59 - 71. Lynch, E. W., & Hanson, M. J. (Eds.). (2011). Developing cross - cultural competence: A guide for working w ith children and their families (4th ed.). Baltimore: Paul H. Brookes. Pewewardy, C. D., & Fitzpatrick, M. (2009). Working with American Indian Students and Families: Disabilities, issues, and interventions. Intervention in School and Clinic: Working with Families for Diverse backgrounds, 45 (2), 91 - 98. Ploessl, D. M., Rock, M. L., Schoenfeld, N., & Blanks, B. (2010). On the same page: Practical techniques to enhance co - teaching interactions. Intervention in School and Clinic, 45, 158 – 168.

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    19 Chapter 4: As sessing Student Needs Chapter - At - A - Glance Instructor’s Overview and Outline Chapter 4 details the valuable role of general education teachers in the assessment process and demonstrates how the t eacher’s assessments contri bute information in six important decision - making areas for students with special needs. Authors discuss information sources such as high - stakes achievement tests, standardized achievement tests, and psychological tests and their utility in decision making for students. Often students with special needs require testing accommodations and modifications Main Topics Instructor’s Resources Media Resources How do your student assessments contribute to special education decisions? Key Terms & Concepts o Assessment o Screening o Diagnosis o Program placement o Curriculum plac ement o Instructional evaluation o Program evaluation Activities : 1, 2 o Project IDEAL: Types of assessment http://www.projectidealonline.org/v /definition - type - assessment/ How are standardized achievement tests and psychological tests used in decision making for students with special needs? Key Terms & Concepts o High - stakes tests o Criterio n referenced o Standardized achievement tests o Norm referenced o Psychological tests Activities: 3, 4, 5 , 7 , 12 o National Council on Measurement in Education (NCME) : http://www.ncme.org o U.S. Office of Special Education Programs (tool kit of ideas): https://osepideasthatwork.org/federa l - resources - stakeholders/tool - kits/tool - kit - teaching - and - assessing - students - disabilities How can I provide accommodations and modifications for stude nts with disabilities on standardized tests? Key Terms & Concepts o Testing accommodations o Alternate assessments Activities: 4 , 6 o Great Schools: Accommodations, modifications, and alternate assessments : https://www.greatschools.org/gk/art icles/accommodations - iep/ What are curriculum - based assessments and how can I use them to make special education decisions? Key Terms & Concepts o Curriculum - based assessment o Curriculum - based measure ment o Probes of basic academic skills o Story grammar o CBA in content areas o Prerequisite skills o Independent learning skills o Peer comparison o Fluency o Accuracy o Progress monitoring Activities: 8, 9, 10, 11, 12 o Education.com: Curriculum - based assessment : https:// www.education.com/referenc e/article/curriculum - based - assessment/ o Intervention Central: Curriculum based measurement warehouse : http://www.intervent ioncentral.org/ curriculum - based - measurement - reading - math - assesment - tests

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    20 or alternate assessments. The chapter introduces curriculum - based assessment strategies that can be used at all level s to assist in making day - to - day decision s about instructional strategies and facilitate progress monitoring . These assessments include probes of basic academic skills (reading, math, written expression) , as well as content - area measures of course prerequisite skills, independent learning skills, and student self - evaluations. A. How do your student assessments contribute to special education decisions? 1. Screening 2. Diagnosis 3. Program placement 4. Curriculum placement 5. Instructional evaluation 6. Program evaluation B. How are standardized achievement tests and p sychological tests used in decision making for students with special needs? 1. High - stakes achievement tests 2. Standardized achievement tests a. Group - administered tests b. Individually administered tests 3. Psychological tests C. How can I provide accommodations and modi fications for students with disabilities on standardized tests? 1. Testing accommodations 2. Alternate Assessments D. What are curriculum - based assessments and how can I use them to make special education decisions ? 1. Probes of basic academic skills a. Probes of readin g skills b. Probes of written expression c. Probes of math skills 2. Curriculum - based assessment s in content areas a. Assessments of prerequisite skills b. Measures of independent learning skills 3. Using curriculum - based probes to make special education decisions a. Peer comp arison in screening b. Fluency and accuracy in diagnosis c. Skill mastery and curriculum placement d. Monitoring student progress and instructional evaluation Learning Outcomes 1. Explain how general education teachers can contribute significantly to the assessment p rocess . 2. Describe the uses of high - stakes, standardized achievement, and psychological tests in making education decisions for students with special needs . 3. Provide accommodations and modifications for students with disabilities on standardized tests. 4. Define curriculum - based assessment ; explain its benefits; construct types in basic academic skills, content - area knowledge, and independent learning skills; and use to make decisions involving special education.

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    21 Key Terms and Concepts Accommodation Accuracy Alt ernate assessments Assessment Criterion referenced Curriculum - based assessment Curriculum - based measurement Curriculum placement Diagnosis Fluency High - stakes tests Independent learning skills Individually administered diagnostic tests Instructional evalua tion Modification Norm referenced Peer comparison Prerequisite skills Probes Program evaluation Program placement Progress monitoring Psychological tests Screening Standardized achievement tests Story grammar Activities and Discussion Questions 1. Invite an experienced general education teacher to talk about contributing various types of assessment information that is used in decision making for students with disabilities. Ask your students to prepare questions about the teacher’s contributions in these six decision - making areas: screening, diagnosis, curriculum placement, program placement, instructional evaluation, and program evaluation. 2. Divide students into six groups and assign each group one of the areas in which teacher assessments contribute to decis ion making for students with special needs. Each group will create a scenario in which they, as the teacher, provide information at a prereferral or IEP meeting. Stud ents should make up information as realistic as possible to share about a specific student . The information they contrive should be based on their assigned area (screening, diagnosis, curriculum placement, program placement, instructional evaluation, or program evaluation). They may choose the type of disability the student has or is suspected of having. Ask volunteers to role play their scenarios for the class. 3. Guest speakers:  Invite a school psychologist or other person who is qualified to give individual ly administered diagnostic tests to speak to your class. Ask the person to bring examp les of the tests he/she uses and discuss how they are administered and scored.  Invite classroom teachers and special education teachers to talk with your class about how they are involved in assessing students with and without disabilities. If possible, ask t hem to share examples of probes and other assessments they have developed and used. 4. If students are placed in sch ools while taking your course, ask them to meet with a school psychologist, special education teacher or other professional to learn about tha t professional’s role in giving individually administered achievement tests and alternate assessments. 5. If your state uses high - stakes testing (possibly Common Core State Standards ), examine sample tests and scoring rubrics (if available). Examine your sta te’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 accommodati ons are documented for testing. 6. Ask students to engage in a dis cussion with one or two general education teachers to discuss accommodations they make for students during classroom assessments and during standardized tests.

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    22 7. Usin g “ Strategies for Fair Assessment of Diverse Students ” in the Inst ructional Edge 4.2 f eatur e , engage students in a problem - solving brainstorming process to address some (or all) of the 10 problems identified. After the brainstorm session, examine the recommendations provided in the text and compare with th e ideas the stude nts generated. 8. To illu strate how probes of basic skills can be used to help make instructional decisions, distribute Handout 4 - 1, a see - say probe for letter sounds. After you have reviewed procedures for giving the probe, select one student to administer the probe for you. Ha ve a student role play being a student whom the teacher suspects is not learning letter sounds. Have the rest of the students score his or her performance at their seats. Have the student control the performance so that he or she get s ten correct, or a s core of ten let ter sounds correct per minute. After the probe has been a dministered and scored , use Handout 4 - 2, which represents the performance of two first grade classrooms on the identical see - say probe. Discuss your performance with respect to the o ther students in both classrooms. Questions to consider include: How well does this student fit into the achievement groupings in these classes ? What kinds of support might be needed for this student ? How may the support need to differ in each of these cl asses ? Should you refer this student for further assessment ? What should you do before you refer this student ? What additional kinds of information (standardized or curriculum - based) might be helpful? Have students research norms online to use in your disc ussion, as well. 9. Since having students read orally is the main way for teachers to monitor the acquisition of key word identification skills, particularly in the primary grades, the issue of whether to use oral reading is an important topic to discuss wit h your students (i.e., how can you deal with the potential embarrassment felt by poor readers. and the impatience and frustration of more fluent readers?). 10. High school teachers in your class may not see the connection between academic skill probes and hig h school teaching. Explain that the probes of prerequisite skills, measures of student independent skills, and student self - evaluations are intended specifically for high school teachers. P erformance on basic academic skills is also relevant for high sch ool teachers; students who are unable to read, write, and do math accurately and fluently have great difficulty meeting the content demands of their high school classes. Finally, discuss how probes could be used to assess high school content in a variety of areas such as history, geography, earth science, or biology. Assign students to design sample probes that could be used at the high school level and share them with the class. 11. If students are placed in schools while taking your course, have your stud ents practice selecting and using CBA reading probes to gather information to make instructional decisions for a child in a classroom. If students do not have access to a classroom, the scenarios included in Chapter 4 could be used instead. The Curriculum - Based Measurement Warehouse website provides links to a variety of resources appropriate for this assignment. 12. Have students identify one or more instructional outcomes for a unit or lesson. Then, in pairs or small groups, identify multiple means of assess ing students. Students may find useful resources at the National Center on Unive rsal Design for Learning http://www.udlcenter.org/ Web - Based Content Resources • Education.com: Curriculum - based assessment https://www.education.com/reference/article/curriculum - based - assessment/ • Great Schools: Accommodations, modifications, and alternate assessments https://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 stat e and national testing policies) http://cehd.umn.edu/nceo/ • National Council on Measurement in Education (NCME): links to other releva nt measurement - related websites http://www.ncme.org/ • National Assessment Governing Board: NAEP Frameworks (how NAEP assessments are built) http://www.nagb.org • Intervention Central: Free resources for teachers, schools, districts to help implement RtI and attain CCSSs . http://www.interventioncentral.org/home • National Center on Universal Design for Learning (UDL) provides information about UDL, an extensive resource library, examples, online modules and more. http://ww w.udlcenter.org/ • Project IDEAL: Types of assessment http://www.projectidealonline.org/v/definition - type - assessment/ • U.S. Office of Special Education Programs (tool kit of id eas): https://osepideasthatwork.org/federal - resources - stakeholders/tool - kits/tool - kit - teaching - and - assessing - student s - disabilities Additional Readings Christ, T., J., & Silberglitt, B. (2007). Estimates of the standard error of measurement for curriculum - based measures of oral reading fluency. School Psychology Review, 36, 130 – 146. Feldman, E., Kim, J., & Elliott, S. (2011) The Effects of Accommodations on Adolescents’ Self - Efficacy and Test Performance. Journal of Special Education, 45 (2), 77 - 88. Foegen, A., Jiban, C., & Deno, S. (2007). Progress monitoring measures in mathematics: A review of the literature. Journal of Special Education, 41, 121 – 139. Goldstein, J. & Behuniak, P. (2012) Can Assessment Drive Instruction? Understanding the Impact of One State's Alternate Assessment. Research and Practice for Persons with Severe Disabilities , 37 (3), 199 - 209. Jenkins, J., & Terjeson, K. J. (2011). Monitoring reading growth: Goal setting, measurement frequency, and methods 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 Exceptional Children, 43 (5), 8 – 19. Lovett, B. J. (2010). Extended time testing accommodations for students with disabilities: Answers to five fun damental 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 - designed literature - based assessments. Intervention in School and Clinic, 45, 211 – 220. Newton, P. E. (2007). Clarifying the pu rposes 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 need comprehensive evaluations as part of the process. Psychology in the Schools, 43, 883 – 888. Tindal, G., McDonald, M., Tedesco, M., Glasgow, A., Almond, P., Crawford, L., & Hollenbeck, K. (2003) Alternate Assessments in Reading and Math: Development and Validation for Students with Significant Disabilities . Exceptional Children, 69 (4), 481 - 494.

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    24 Chapter 5: Planning Instruction by Analyzing Classroom and Student Needs Chapter - At - A - Glance Main Topics Instructor’s Resources Media Resources How can t he IN CLUDE strategy help you make instructional adjustments for students with special needs? Key Terms & Concepts o INCLUDE strategy o Universal design o Differentiated instruction o Classroom management o Flexible grouping o Instructional materi als o Instructional methods o Accommodations o Bypass , compensatory strategies o Modifications Activities: 1, 2 o Universal Design for Learning: ww w.cast.org/our - work/about - udl.html#.Wq3EhZPwbUI o INCLUDE Strategy (mind map) : https://www.goconqr.com/p/6484144 - INCLUDE - strategy - mind_maps How is an inclusive classroom man aged? Key Terms & Concepts o Physical organization o Classroom r outines o C lassroom c limate o Behavior management o Classroom rules o Academic learning time o Transition time o Sponges Activities: 1, 3, 4 o Behavior Advisor : http://www.behavioradvisor.com/ o Positive Behavioral Interventions and Supports : http://www.pbis.org/ How can you group all your students for instruction in inclusive classrooms? Key Terms & Concepts o Whole - class ( la rge - group ) o Small group o Same - skill group (homogeneous) o Mixed skill group (heterogeneous) o One - to - one instruction Activity : 5 o Center for Research on Learning and Teaching http://www.crlt.umich.edu/blog/using - student - groups - inclusive - practices How can you evaluate instructional materials for inclusive classrooms? Key Terms & Concepts o Alignment o Basic skills textbooks o Content - area textbooks o Critical word factor o Manipu latives and models o Instructional software o Drill - and - practice programs o Tutorials o Simulations o Personalized learning systems o Assistive technology o National Library of Virtual Manipulatives : http://nlvm.usu.e du o Assistive technology: http://www.closingthegap.com/ o Assistive Technology: http://www.wati.org/ o Direct instruction: http://www.ad ihome.org

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    25 Instructor’s Overview and Outline Chapter 5 introduces a specific strategy called INCLUDE. This strategy is a decision - making process to help teachers make adjustments in instruction for students with special needs. The chapter also gives students a structure for analyzing classroom demands in the areas of classroom management, classroom grouping, instructional materials, and instructional methods. The text provides procedu ral guidelines and examples to help teachers make decisions in these areas. A. How can the INCLUDE strategy help you make instructional adjustments for students with special needs? 1. Step 1: Identify classroom demands a. Classroom management b. Classroom grouping c. I nstructional materials d. Instructional methods 2. Step 2: Note student learning strengths and needs a. Academics b. Social - emotional development c. Physical development 3. Step 3: Check for potential paths to student success 4. Step 4: Look for potential problem areas 5. Step 5: Use information to brainstorm ways to adjust instruction a. Accommodations , adjustments, and intensive instruction b. Instructional or curricular m odifications 6. Step 6: Decide which adjustments to make 7. Step 7: Evaluate student progress B. How is an inclusive class room managed? 1. Physical organization 2. Routines for classroom business 3. Classroom climate 4. Behavior management 5. Use of time a. Using instructional time b. Managing transition time C. How can you group all your students for instruction in inclusive classrooms? 1. Whole - cla ss or large - group instruction 2. Small - group instruction Activities: 6, 7 How can you analyze instructional methods in relation to student needs? Key Terms & Concepts o Direct instruction o Indirect instruction o Inquiry learning o Problem - based learning o Scaffolding o Independent practice Activity : 8 o National Institute for Direct Instruction https://www.nifdi.org/

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    26 3. One - to - one instruction D. How can you evaluate instruction al materials for inclusive classrooms? 1. Alignment of materials to l earning outcomes 2. Textbooks a. Check the content covered in the text to see whether it stresses “big ideas” rather than facts in isolation b. Check to see whether support is provided for student comprehension c. Check to see that important background knowledge is activated d. Check for quality of writing 3. Manipulatives and models 4. Technology E. How c an you analyze instructional methods in relation to student needs? 1. Elements of direct instruction 2. Indirect methods of instruction 3. Scaffolding 4. Independent student practice a. Learning centers b. Homework 5. Evaluation of student performance Learning Outcomes 1. Descr ibe how to apply the steps of the INCLUD E decision - making process to adjust instruction for students with disabilities and other special needs in your classroom . 2. Analyze key elements of a classroom environment and th e major compo nents of classroom organiza tion and explain 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 the impact they may have on students with special needs . 4. Analyze classroom materials and instructional methods with respect to their potential impact on students with disabilities . Key Terms and Concepts Academic learning time Accommodations Alignment Assistive technology (AT) Basic skills textbooks Behavior management Bypass or compensat ory strategies Classroom climate Classroom routines Classroom rules Differentiated instruction Direct instruction Drill - and - practice programs Evidence - based practices Flexible grouping INCLUDE strategy Indirect instruction Inquiry learning Instructional ma terials Instructional methods Instructional or curricular modifications Manipulatives and m odels Mixed - skill groupings One - to - one instruction Personalized learning systems Physical organization Problem - based learning Same - skill groupings Scaffolding Simula tions Sponges Transition time Tutorials Universal design

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    27 Activities and Discussion Questions 1. I ntroduce t he steps of the INCLUDE strategy using “The INCLUDE Strategy” materials in Appendix B in the Instructor’s Manual. The first two pages provide d irecti ons for the instructor and students, and the last pages of Appendix B provide case study materials . After introducing the steps of INCLUDE (Handout 1 in Appendix B), h ave students complete Handout s 2 and 3 in Appendix B. Handout 2 de als with student inform ation; Handout 3 implements Step 1 of the INCLUDE strategy. S tudents identify classroom demands in terms of classroom organization, grouping, instructional materials, instructional methods, and student evaluation. 2. Ask students to respond to this statement : “W hen inclusive classrooms are well structured, the needs of students with diverse needs can be met, often without individualized accommodations. ” From the text, u se Figure 5. 2 Overview of Classroom Environments. B reak the students into four small groups and assign each group an effective instructional area (classroom management, classroom grouping, instructional materials, or instructional methods) . If students are placed in classrooms while taking your course, ask them to identify and list effective pra ctices for their assigned area — practices they have observed in the classrooms. If students are not currently placed in classrooms, ask each group of students to think of the best teachers they have ever had and record effective practices they r emember from those classrooms. Have group s share their lists with the whole class. Point out that effective teaching helps all students, not just students with special needs. Using the lists, ask students to discuss which practices could benefit the whole class. 3. Have students generate examples of “sponges” they have used or have observed teachers using . Arrange them in groups by the grade levels/subject are as they are preparing to teach, and have them add to the list of ideas in the Professional Edge 5.1 feature. In p airs, ask students to discuss when they might use sponge activities in their teaching. 4. If your students have opportunities to visit s chools, ask them to identify classroom routines and procedures they have observed. You might focus on one or two procedure s to start the discussion (e.g., pencil sharpening, restroom) and then ask students to identify other procedures that are used. Similarly, ask students to share the routines and procedures they observe in their classrooms. If students are not in schools wh ile taking your class, ask them to think about routines and procedures used in the college classes or those they remember from their own elementary and secondary classes. What is the advantage of using routines and procedures consistently ? 5. According to Ka uffman (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 what Kauffman means by this statement. Then, have them create a chart with the hea dings “Whole - Group ,” “Small Group ,” and “One - to - One” and generate examples of appropriate uses of each. 6. Have students use the Guidelines for Evaluating Basic Skills Materials ( Professional Edge 5.2) to evaluate a text book or other curriculum material. Stu dents might work in groups to focus on materials used at a particular grade level or in a particular discipline. If your state or a local school district provides lists of recommended or adopted texts, you may want to use these. Alternately, students may b e able to bring textbo ok examples from their schools. 7. A “con siderate” content - area textbook is easier for students to use independently and requires fewer teacher adjustments. Readability formulas are often recommended to teachers as one way of telling wh ether a text is too difficult for a student. Kathy Schrock includes several formulas at her website http://www.schrockguide.net/frys - readability - info.html . Share a commonly used readabi lity formula with the class or ask students to examine those included at Schrock’s website. Discuss the uses and limitations of using readability formulas to gauge textbook di fficulty and emphasize the importance

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    28 of other textbook features discussed in t he chapter such as organization and clarity of writing . 8. P roblem solving and other higher - level thinking skills should become a standard part of the school curriculum. Often, indirect instruction is used to stimulate students to problem solve, with the class room teacher acting as a facilitator. While students with special needs can learn to problem solve, they may benefit from direct instruction and need more instructional support to do so. Review the steps in scaffolding, referring to the example of scaffold in g in Chapter 5 . Next, break your class into small groups. Give each group a sample problem such as those offered in Handout 5 - 1. Have each group make a list of ways they could teach students to solve the problems using scaffolding. Web - Based Resources • I NCLUDE 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 Tech nology) provides information about universal design. www.cast.org/our - work/about - udl.html#.Wq3EhZPwbUI • Association for Direct Instruction . Visit this website to learn more abou t direct instruction. This organization also produces the Journal of Direct Instruction. http://www.adihome.org • Positive Behavioral Interventions and Supports (PBIS) provides resources for classroom and school - wide p ositive behavior supports. http://www.pbis.org/ • Behavior Advisor contains resource information for general classroom management, as well as specific management strategies. http://www.behavioradvisor.com/ • Center for Research on Learning and Teaching http://www.crlt.umich.edu/blog/using - student - groups - inclusive - practices • Closing the G ap This national organization for assistive technology provides a website rich with ideas and resources for classroom teachers. http://www.closingthegap.com/ • Bookshare offers access to thousands of digital boo ks, textbooks, teacher - recommended reading, periodicals, and assistive technology tools: http://www.Bookshare.org • Wisconsin Assistive Technology Initiative provides access to the publication Assessing Students’ Nee ds for Assistive Technology (5th ed.) via Free Publications in the Supports area. http://www.wati.org/ Additional Readings Anderson, K. M. (2007). Tips for teaching: Differentiating instruction to include all students. Preventing School Failure, 51 (3), 49 – 54. Case, R. E., N dura, E., & Righettini, M. (2011 ). Balancing linguistic and social needs: Evaluating texts using a critical language approach. Journal of Adolescent and Adult Literacy, 48 , 374 – 391. Cummings, E. O. (2 011). 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). Experimen tal and Quasi - experimental St ud ies of Inqui ry - Based Science Teaching: A Me t a - 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 grade children. 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 other enviro nmental modifications on everyday activities and care in young children with cerebral palsy. Disability and Rehabilitation, 27 , 849 – 861.

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