SPLED525:
Lesson 1: Introduction to Inclusive Settings and Collaboration
Introduction
To complete this lesson, please do the following things:
- Read the textbook (Chapters 1 and 2).
- Read all content provided in this lesson.
- Complete all associated activities, including self-checks and DISQUS discussions.
- Read the General Discussion Forum daily. This discussion forum is also located in the main menu.
- Complete and submit Lesson 1 Quizzes 1 and 2.
Lesson 1 Objectives
At the end of this lesson, you should be able to do the following things specified in our textbook:
- Understand the major tenets that have led to the federal laws protecting educational services for students with disabilities.
- Understand the importance of partnerships and procedures in effective collaboration for inclusive classrooms.
- Identify the disabilities categories served under IDEA (the Individuals With Disabilities Education Act).
- Describe the continuum of services available to students with special needs and the least restrictive environment concept.
- Compare and contrast the issues surrounding inclusive instruction for students with disabilities.
- List and describe the six major steps involved in effective interpersonal communication.
- Identify the benefits of co-teaching and potential barriers to successful co-teaching.
- Describe strategies for facilitating collaboration among educators.
Acronym Activity
As you begin this course, you may already be feeling somewhat overwhelmed by the number of acronyms used to describe various components of special education and other related services. The following is a list of some of the common acronyms. You can complete it after this lesson and see if you improved your acronym language for special education.
Legal Proceedings and Legislation Timeline
One of the most influential laws in education was passed in 1975, Public Law 94-142. The impact of that law commonly referred to as the IDEA –Individuals with Disabilities Education Act is still as strong today as it was when it was first passed. IDEA has been amended many times further strengthening the protections afforded to students with disabilities. The law guaranteed that students with disabilities would receive a free and appropriate education in the least restrictive environment. Without this law, schools were not required to provide students with disabilities educational services. This often led to led to students with disabilities being placed in institutional settings and not public schools.
IDEA specifically identifies schools must provide appropriate educations services for students with autism, deafness and hearing impairments, visual impairments, intellectual disabilities, physical disabilities, other health impairments, emotional and behavioral disorders, speech and/or language disorders, traumatic brain injury, specific learning disabilities. These categories have undergone slight revisions with each amendment of IDEA. In addition to these categories, IDEA also provides education protections to students who are culturally or linguistically diverse, students at risk for failure, and gifted and talented students.
Protections for individuals with disabilities did not stop with IDEA, but continued with other court federal laws such as Section 504 and the Americans with Disabilities Act (ADA). The common theme across all of the court rulings and federal laws is the protections provided for individuals with disabilities in education as well as after education.
Read Chapter 1 up to the Models of Service Delivery section and review the interactive timeline on legal cases (adapted from the textbook) before you continue reading.
Open the timeline in full-screen mode.
Types of Services Offered in Special Education
A major tent of IDEA was for educators to provide a range of services for students with disabilities that included a variety of options tailored to the specific needs of the students. This service delivery model could include full time placement in the general education classroom to specialized residential programs. The key point of IDEA was that the full range of services had to be considered with a focus on including the student in the general education classroom to the maximum extent possible.
The focus on the general education classroom is often referred to as inclusion. In the instance of “full inclusion” the student is receiving 100% of their education support in the general education classroom. The idea of “full inclusion” as led to a great deal of disagreement in and outside of the field of special education. There are valid points from both perspectives. This section will focus on the continuum of services and the potential advantages and disadvantages.
In Chapter 1 of your e-text, watch the video on examples of the types of services offered in special education. Select one of the types of student services and discuss your thoughts or ideas about how you provide those services to students with disabilities and the challenges that may exist. Make sure you are logged in with your Disqus user ID and post below.
Least Restrictive Environment
The least restrictive environment (LRE) is a major point of emphasis in the types of services offered to students and one of the most important principles of IDEA. In the LRE, students with disabilities receive education in a setting close to the general education program that provides the necessary supports to meet their unique needs.
In Chapter 1 of your e-text, watch the video on the least restrictive environment and discuss the challenges that you face in meeting the conditions of the LRE in your current or future classroom.
Effective Inclusive Practices Discussion Activity
Inclusion is auspicious to both Teaches and Parents. The potential to include students with disabilities in the general education classroom is both appealing yet very challenging to students as well as teachers. The success of inclusion depends on the amount of teacher training, sufficient planning time, and resources devoted to the inclusion of students with disabilities. These variables vary widely across states, districts, and schools. In general, researchers have documented that when appropriate resources and supports are provided, educators, parents, and students develop positive attitudes towards inclusion. Without these resources and supports, inclusion poses significant challenges to teachers, students, and parents.
Obviously, one major factor in the overall effectiveness of inclusive practices is the general education teacher. Regardless of what the law says, the importance of preparing general education teachers the necessary supports to meet the needs of students with disabilities is extremely important, but also is very challenging.
After reading the section on Teacher Attitudes Toward Inclusion and watching the video (in your e-text) on the items that need to be present for effective inclusive practices, discuss the following questions:
- Why do you think attitudes toward inclusion have changed so little over the years?
- How might overall attitudes toward inclusion be improved?
- Why do you think elementary-grade teachers report more positive attitudes than secondary-grade teachers?
- Do you think the high-stakes testing and teacher-value-added accountability initiatives will help or hurt attitudes towards inclusion?
Quiz 1
Complete and submit Lesson 1 Quiz 1 by the due date (see syllabus).
Active Listening Strategy for Teachers Discussion Activity
According to our textbook, teachers must learn to use such techniques as "active listening, depersonalizing situations, identifying common goals and solutions, and monitoring progress to achieve those goals." Student progress can be monitored through a technique called summarization, which "makes the entire conversation positive and concrete. A goal statement is made, possible solutions are listed, one is selected for implementation and evaluation, and f ollow-up target dates are set".
Watch the following video on the importance of effective communication with parents.
On pages 27 to 30, the authors of our textbook list general strategies for effective communicating, which include
- using active listening techniques,
- depersonalizing situations,
- finding common goals,
- brainstorming possible solutions,
- summarizing goals and solutions, and
- following up to monitor progress.
The active listening strategy for teachers described in the Research Highlight on page 29 is an effective communication strategy for teachers to use when meeting with parents. The strategy is called LAFF:
L = Listen, empathize, and communicate with respect.
A = Ask questions and ask permission to take notes at the meeting.
F = Focus on the problem or issues and summarize these issues as described by the parent.
F = Find a first step by identifying and agreeing upon appropriate procedures and how they will be implemented.
"Positive partnerships with parents" benefit students' education (p. 45). As our textbook authors discuss, teachers need to be aware of variability in backgrounds and family structures that might present challenges to positive communication. Partnerships with parents and families can include communicating about homework, resolving disagreements, establishing parent advisory groups, and handling disability-related issues (pp. 45–47).
After viewing the videos, reading the section on effective communication, and reading the Research Highlight (An Active Listening Strategy for Teachers, p. 29), post responses to the following questions:
- What mistakes do you think teachers make when conferring with parents?
- Why do you think the LAFF strategy is helpful?
- What does "Don't CRY" add to the LAFF strategy?
Collaboration and Partnerships
An important aspect of providing a continuum of services to students with disabilities is the extent to which a special and general education teacher are able to collaborate. This is often referred to as “Consultation” and takes many different forms depending on the specific needs of the students with disabilities. One of the more common forms of this collaboration between general and special education occurs in a co-teaching structure where a general and special education teacher are paired together in one classroom. Co-teaching presents many challenges, but is especially challenging at the secondary levels.
Watch this video on co-teaching and focus on the importance of a shared relationship to facilitate positive partnerships.
Shared respect and collaboration are essential ingredients for effective co-teaching. A co-teaching classroom offers many advantages for both students and teachers. The success of the inclusive classroom often hinges on the two teachers and their collaboration. View the second video on co-teaching and pay attention to how co-taught classrooms can positively impact student learning through flexible grouping and formative assessment.
If co-teachers are able to collaborate in a positive fashion, their co-taught classroom can take many different structures that will positively impact all students.
Quiz 2
Complete and submit Lesson 1 Quiz 2 by the due date (see syllabus).