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Integration, Inclusion, and Support of Positive Outcomes

Chapter 2

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Topics

• Integration into the larger society• Normalization and deinstitutionalization• Self-determination, universal design, and new

technologies• Integration into schools• Arguments for and against full inclusion• Collaboration and response to intervention• Participation in assessments• Early intervention and transition• Discipline of students with disabilities• Concluding thoughts on trends and issues


Integration Into the Larger Society

• Philosophical and Historical Roots Normalization

• Positives and negatives• How far should it be taken?

Deinstitutionalization• Community-based services• Problems solved by deinstitutionalization

Self-determination Universal design and UDL Use of new technologies


Inclusion In Schools

• Full Inclusion All students with disabilities attend general

education classrooms in their neighborhood schools for the entire day and general education teachers have the primary responsibility for all students with disabilities

Least restrictive environment Continuum of alternative placements (CAP)


Inclusion In Schools (cont’d)

• Arguments for Inclusion Labeling people may be harmful Special education pull-out programs have been

ineffective People with disabilities should be viewed as a

minority group• Disability rights movement• Handicapism

Ethics are more important than empirical evidence


Inclusion In Schools (cont’d)• Arguments Against Inclusion

Educators and parents are largely satisfied with the continuum of placements

General educators are unable or unwilling to teach students with disabilities

Unwillingness to consider empirical evidence is professionally irresponsible

Available empirical evidence does not support full inclusion

In the absence of data supporting full inclusion, the continuum should be preserved



• Differentiated Instruction• Prereferral Teams (PRTs)

Groups of professionals who work with general education teachers to help identify alternative strategies for students before a referral for special education evaluation is made

• Response to Intervention (RTI) Usually provides for three standardized levels of

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



• Models of Collaboration Collaborative consultation Cooperative teaching and other team

arrangements Curricula and instructional strategies

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



• Models of Collaboration (cont’d)

Accommodations and adaptations• Modifications • Accommodations• Adaptations • Tiered assignments

Training general education teachers to accommodate diversity


Assessments of Progress

• Progress Monitoring• Outcome Measures• Testing Accommodations• The Context of NCLB


Early Intervention

• Arguments For Early Intervention The sooner intervention begins, the further a

child is likely to progress Early support may prevent or reduce

development of further disabilities Early intervention can help families cope and get

needed services

• Individualized Family Service Plan (IFSP)• Home-based Programs


Early Intervention (cont’d)

• Child-directed vs. Adult-directed Programs• Inclusive Education

Most preschoolers with disabilities receive their education in programs designed to serve diverse groups of learners


Reasons for Increase in Disabilities

• Children living in poverty, poor nutrition• Babies born to teenage mothers• Babies born to mothers with poor

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


Transition to Adulthood and Employment

• Transition services include: Outcome-oriented activities that promote

movement from school to postsecondary education

Vocational training Integrated employment Continuing adult education Adult services Independent living Community participation


Suggested Curriculum for Career Development at Various Grade Levels

Fig. 2.1Source: Brolin, D. E., & Loyd, R. J. (2004). Career development and transition services: A functionallife-skills approach (4th ed., p. 430). Upper Saddle River, NJ: Prentice Hall. Reprinted with permission.


Transition to Adulthood and Employment (cont’d)

• Making Transition Fit Level of Need Low-incidence disabilities High-incidence disabilities


Transition in Relation to Standards,Opportunities, and Multiple Domains

Fig. 2.2Source: Greene, G., & Kochhar-Bryant, C. A. (2003). Pathways to successful transition for youth with disabilities (p. 447). Upper Saddle River, NJ: Prentice Hall. Reprinted with permission.


Discipline of Students with Disabilities

• Controversy over “zero tolerance”• Supports for desired behavior

Manifestation determination Positive behavioral intervention plans Functional behavioral assessment (FBA) Positive behavioral supports (PBS) Positive behavioral intervention and support

(PBIS) Interim alternative educational setting (IAES)

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