HDP 4280

Introduction to Special Education and Adaptive Instruction

Dr. Anne Jordan

Course Overview

It is currently the case that, in Ontario, regular education classrooms are the placement of choice for students with disabilities. This movement toward inclusive schooling has occurred for a variety of reasons, some legal, some educational and some moral and philosophical. The presence of students with disabilities in regular education classrooms means that teachers need to be prepared as effective practitioners for all of their students, whatever diverse needs they bring. Teachers who are effective at including students with special needs in their classrooms share certain characteristics. These teachers:

In this course, we will consider special education from the perspective of the regular classroom teacher; that is, as the person responsible for creating the opportunity to learn for all students in the class. We think that special education is not "special" from this perspective, but that teachers who encounter students who challenge their skills in creating learning opportunities should be able to access resource personnel with specialized expertise on an as-needed basis. Therefore, we will not be considering how to identify characteristics of disability, or how to interpret psycho-diagnostic tests. Instead we will consider how to use the tools of teaching to meet diverse needs, how to collaborate with others to develop instructional plans for individual students, and how to meet the provincial requirements for inclusion of students in teaching, programming and assessment.

Course Expectations.

Upon completing the course, students will be able to :

Curriculum design.

Learner profiles

Objectives for the learner profile will be demonstrated by a case study to be contributed to the candidate’s portfolio in Year 2.

Topics

This course will be offered as modules within the larger program, with the topics listed below scheduled to complement other parts of the program. For example, learning about instructional accommodations and modifications for students with learning difficulties, and learning how to design an Individual Educational Plan, both parts of Ministry requirements for students with disabilities, will take place in conjunction with the Curriculum and Instruction component of the program. Because the assessment of students with special needs is seen as an integral part of guiding instruction, assessment will be considered in the context of larger assessment issues such as Authentic Assessment, and fulfilling Ministry requirements for standards-based assessment. Topics such as dealing with challenging behaviors, designing co-operative and peer group activities that serve a wide range of learning needs, and legal, policy and social perspectives will be co-taught in conjunction with other modules and with the practicum component, so that they are integrated with broader teaching skills and practices.

Topics:

  1. Issues in disability and inclusion.
  2. An overview of special education, society’s evolving attitudes to people with disabilities, and disability rights and the inclusive schools movement.

  3. Legal and policy requirements in special education.
  4. Recent legislation for special education in Ontario, current requirements, policies and practices. Ethical concerns will also be considered.

  5. Classroom management as preventive discipline.
  6. Three levels of intervention for students with challenging behaviors, with emphasis on prevention.

  7. Effective instructional delivery:.
  8. Designing instructional adaptations including accommodations and modifications, and I.E.P.s to meet the needs of diverse learners.

  9. Assessment for instruction.
  10. The adaptation of the assessment process for students with diverse needs; implications for instructional design and monitoring; expectations and standards, and standards-based educational reform.

  11. Collaborative skills.

Needed interpersonal and professional skills to work effectively with parents, other professionals and co-workers such as the resource teacher, the school team and teaching assistant.

Evaluation

Module units

Portfolio unit

The case study of the student with special needs will contribute 60% of the course grade, 30% based on evidence of Standards of Practice #1, 2 and 3, and 30% on your reflection of the readings for the course.

 

Assigned reading

Friend, M., Bursuck, W., & Hutchinson, N. (1998) Including students with special needs: A practical guide for classroom teachers. Canadian Edition: Scarborough: Prentice Hall. (Allyn & Bacon)

Additional readings

Issues in disability

Smith, P. (1999) Drawing new maps: A radical cartography of developmental disabilities. Review of Educational Research, 69,(2), 117-144

Stanovich, P. & Jordan, A. (1994). Integrated Education: A resource guide for including students with special needs in the regular classroom. Toronto, FWTAO

Stanovich, K.E. & Stanovich, P.J. (1996). Rethinking the concept of learning disabilities: The demise of aptitude/achievement discrepancy. In D.R. Olson & N. Torrance (Eds.) The handbook of education and human development. (pp. 117-147). Oxford: Blackwell.

Swanson, J.M., McBurnett, K., Wigal, T., Pfiffer, L.J., Lerner, M.A., Williams, L., Christian, D.L., Tamm, L., Wilcutt, E., Crowley, K., Clevenger, W., Khouzam, N., Woo, C., Crinella, F.M. & Fisher, T. (1993). Effect of stimulant medication on children with behavior disorders: A review of reviews. Exceptional Children, 60, 154-162

Walker, H.M. Volvin, G., & Ramsey, E. (1995). Anti-social behavior in schools: Strategies and best practices. Pacific Grove, CA: Brooks Cole.

Issues in inclusion

Fuchs, D. & Fuchs, L.S. (1994) Inclusive schools movement and the radicalization of special education reform. Exceptional Children, 60, 294-309.

Kauffman, J.M. (1999). How we prevent the prevention of emotional and behavioral disorders. Exceptional Children, 65, 448-468.

Lipsky, D.K. & Gartner, A. (1996). Inclusion, school restructuring, and the remaking of the American society. Harvard Educational Review, 66(4), 762-796.

Vaughn, S., Moody, S.W., & Schumm, J.S. (1998) Broken promises: Reading instruction in the resource room. Exceptional Children, 64, 221-225.

Ontario Policy, legislation and practices

Ontario Ministry of Education and Training Curriculum guides.

Ontario Ministry of Education, Resource Manual for Individual Educational Plans.

Ontario Ministry of Education, Resource Manual for the Special Education Grant Intensive Support Amount (ISA)

Grossman, A., & Jordan, A. (1998) Special education in Ontario: Are we selling our children short? School Business Affairs. 64(8), 29-35.

Effective instruction in inclusive classrooms

Boudah, D.J., Deshler, D.D., Shumaker, J.B., Lenz, B.K. & Cook, B. (1997). Student-centered or content-centred? A case study of middle school teachers’ lesson planning and instruction in inclusive classrooms. Teacher Education and Special Education, 20,189-203.

Logan, K.R., Bakeman, R. & Keefe, E.B. (1997). Effects of instructional variables on engaged behavior of students with disabilities in general education classrooms. Exceptional Children, 63(4), 481-497.

Englert, C.S., Tarrant, K.L. & Mariage, T.V. (1992). Defining and redefining instructional practices in special education: Perspectives on good teaching. Teacher Education and Special Education, 15(2), 62-86.

Giangreco, M.F., Dennis, R., Cloninger, C., Edelman, S. & Schattman, R. (1993). "I’ve counted Jon": Transformational experiences of teachers educating students with disabilities. Exceptional Children, 59, 359-372.

Jordan, A., Lindsay, L. & Stanovich, P. (1997). Classroom teachers’ instructional interactions with students who are exceptional, at-risk and typically achieving. Remedial and Special Education, 18(2), 82-93.

Assessment

McDonnell, L.M., McLaughlin, M.J., & Morison, P. (Eds) (1997). Educating one and all: Students with disabilities and standards-based reform. Washington, D.C.:National Academy Press.

McLaughlin, M.J., Nolet, V., Rhim, L. M. & Henderson, K. (1999) Integrating standards: Including all students. Teaching Exceptional Students, 31(3), 66-71.

Popham, W.J. (1999). Classroom Assessment: What teachers need to know. (2nd ed.) Needham Heights, N.J.: Allyn & Bacon.

Reschly, D. J. (1996). Functional assessment and special education decision making. In W. Stainback & S. Stainback (Eds.), Controversial issues confronting special education: Divergent perspectives (2nd Ed., Chapter 9, pp. 115-128). Boston: Allyn & Bacon.

Salvia, J. & Ysseldyke, J.E., (1998) Assessment. (7th Edition.) Boston: Houghton Mifflin. Chapter 30. Outcome-based accountability assessment. (pp.740-755).

Thurlow, M.L., Elliott, J.L. & Ysseldyke, J.E. (1998) Testing students with disabilities: Practical strategies for complying with district and State requirements. Thousand Oaks, Cal,: Corwin Press.

Collaborative skills

Friend, M & Cook, L. (1996). Interactions: Collaborative skills for school professionals. (2nd edition) White Plains, N.Y.:Longmans.

Jordan, A. (1994). The resource teacher: Skills in classroom consultation. London: Routledge

Walther-Thomas, C., Korinek, L., McLaughlin, V.L. & Williams. (2000). Collaboration for inclusive education. Needham Heights: Allyn & Bacon