ch 11 bs draft - napa valley college · ... inc. upper saddle river, new jersey 07458 ... copyright...

8/31/2017

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Beirne-Smith et al.Mental Retardation, Seventh Edition

Copyright ©2006 Pearson Education, Inc.Upper Saddle River, New Jersey 07458

All rights reserved.

discuss the key fundamental provisions of the Individuals with Disabilities Education Improvement Act (IDEA)

explain the educational environment options available under the IDEA for students with intellectual disabilities

describe educational assessment and program planning procedures

discuss key elements or educational programming for elementary-age learners with mental retardation, with special attention to curricular and instructional issues

discuss key elements of educational programming for secondary-age learners with mental retardation, with special attention to curricular and instructional issues







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Free, Appropriate Public Education Appropriate Evaluation Individualized Education Program (IEP) Least Restrictive Environment Parent and Student Participation in Decision

Making Procedural Safeguards







Education for All Handicapped Children Act of 1975

Amendments continue to allow for

the history of special education




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Regular Class (General Education) 1 2 3

Resource Room (Pull-Out) students remain in the general education classroom




Separate Class (Self-Contained)

designed for children who cannot keep up

such placement can be debilitating




Separate Facilities

sole purpose is to serve students with disabilities. It is possible to control for all the variables 1 2

presents an unrealistic picture of the world... Such gains can be substantial-and as a result…




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Separate Residential Facilities

For students who have educational and social…

Very low pupil/staff ratios…

No opportunity to interact with peers…

Many of these individuals demand close attention




Home/Hospital Environments

usually considered more temporary settings

itinerant or general education teachers




Mainstreaming

Placing students with disabilities in the general ed…

Most utilized resource rooms

The special educator assumed primary responsibility




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Inclusion

students with disabilities are welcomed...

general educator assumes primary responsibility for…

placement is made even if the student requires a different curriculum




Diluting or eliminating hard-won services for students (without analysis of what will happen)

Satisfaction?

Untested…

Resources, supports and services…




special education techniques are not “special,”

separate classes…

the social benefits…

placement in alternative settings…




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Teachers must be philosophically...

Teachers must have time to plan...

Teaching practices that meet the needs of all students...

General education teachers must collaborate...

Short-term, intensive instruction from a special education teacher needs to be available…

- Joint Committee on Teacher Planning for Students with Disabilities (1995)







To provide data for determining eligibility…

To determine the student’s present level of…

To evaluate the outcomes of…

To identify the supports needed…

To evaluate the effects of those supports




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evaluate referral information…

test selection and administration

the resulting data should be analyzed…




an overall picture of the student’s present level…

pinpoint the specific strengths and weaknesses...

clarify the logical next steps in the student’s future




Norm-referenced a student’s performance is compared to… 1. 2.

useful in obtaining information for…

limited in providing the type of information…




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Criterion-referenced or curriculum-referenced

measure a student’s mastery

useful for program planning purposes

the student’s performance is measured…

Curriculum-referenced assessment is one type of…




the parents of the student; at least one general education teacher of the student… at least one special education teacher of the student; a representative of the school system who

understands… an individual who can interpret the instructional

implications of the evaluation results; other individuals, at the discretion of the parent…




Rationale Students with disabilities have a wide variety of needs…

Roles Collect and analyze assessment information Translate assessment data into... Develop plans to address how the educational services… Design programs that enable successful inclusion… Evaluate progress under these plans and make improvements

on at least an annual basis AAMR, 1992, p. 116




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a written plan of action that specifies…

purpose of the IEP




Statement of measurable annual goals, 1.

Statement of the special education and related services

Explanation of the extent to which the student will not participate...

Statement of any individual modifications...




Projected date for the beginning of the services

Statement of how the student’s progress...

Statement of transition service needs. This component is required for each student with a disability

by age... It serves...

Statement of needed transition services.




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Goals 1.

Behavioral Objectives 1. 2. 3.




Measure learner progress on a daily basis

Use the results of the evaluation…

Test what is taught

Progress (or lack of progress) signals the teacher…

Often, the simplest procedures provide the teacher…







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External Locus of Control

students must acquire skills that are...

instruction should teach the students to…




Expectancy for failure

set reasonable, achievable goals and objectives...

structure the instructional program for success...

reward effort and improvement...

teach students to use overt or covert self-talk to...




Outer-directedness

reward more self-directed behaviors…




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Acquiring a Wide Variety of Adaptive Behaviors

Learning When and Where to Use the Skills

Generalizing Adaptive Behaviors…

Maintaining the Performance of New Behaviors/Skills

Selecting Functional Behaviors




skill clusters or activities needed to function in a variety of settings

skill clusters or activities needed in the near future

skill clusters or activities preferred by the student

skill clusters that are critical, essential, or of high priority to this student (or family) in terms of adult areas of functioning

skill clusters that are critical to the student’s health and safety




activities that promote increased independence and interdependence in inclusive community settings

activities that contribute to the student’s happiness, acceptance by others, and personal life satisfaction

avoid activities that can only be taught with great difficulty

avoid activities that have questionable future value or are age-inappropriate

(AAMR, 1992, pp. 130–131)

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Collaborative teaming an ongoing process whereby educators with

different areas of expertise voluntarily work together 1. Purpose…

Collaborative consultation an interactive process that enables people with

diverse expertise to generate creative solutions to mutually defined problems




Parity all members are accorded equal status:…

Reciprocity allowing all parties to have equal access to

information and the opportunity to participate in problem identification, discussion, decision making and all final outcomes




collaboration-consultation peer support systems teacher assistance teams co-teaching




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A comprehensive curriculum Responds to the needs of the individual student Accommodates the concurrent needs 1 2.

Develops from a realistic appraisal of potential adult outcomes of individual students.

Remains sensitive to graduation goals and specific diploma track requirements

Polloway et al. (2001), p. 165




general education curriculum without…

general education curriculum with…

special education curriculum with...

special education curriculum with…




Tutorial assistance Teaching learning strategies Cooperative teaching

General Educator & Special Educator




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basic skills remedial approach Focuses on… May overlook…

social skills remedial model Focuses on??? Few proven approaches




Effective, efficient classroom management

sense of “positiveness”

appropriate instructional match The degree to which teaching goals and teacher

expectations for student performance and success are... Clearly presented lessons follow…




Availability of instructional support

Efficient use of instructional time

High opportunity to learn

Active monitoring of student progress and understanding

Appropriate evaluation of student performance

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students with mental retardation at the secondary level

The curricular challenge at the secondary level is…




Planning for postschool adjustment

Comprehensive transition planning 1. 2. 3 4.




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the acquisition of important knowledge and skills

the linkage to essential supports and services in the community




Needs Assessment Published instruments are available Student input is paramount

Goal Development Important to consider all adult domains…

Domains: 1. 5. 10. 2. 6. 11. 3. 7. 12. 4. 8. 13.

9.







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adequate program objectives

provision of counseling services

a distinct stage for developing specific general job and vocational skills




A continuing career profile of the student’s…

To engage each student in…

The development of entry-level vocational skills…

To provide job placement and follow-up services…




Rehabilitation counseling…

Job availability in the community…

Jobs should be analyzed to determine…

A thorough vocational evaluation completed to…

Students should be trained on the basis of…




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Based on their interests, and projected job availability.

Following training, students should be placed…

Worker and employer should receive...

Program evaluation should be conducted




coursework at the secondary level designed to… composed of seven occupational areas: 1 2 3 4 5 6 7.

modifications for students with intellectual disabilities




cooperative education

student internship programs

youth apprenticeship programs

school-based enterprises

job shadowing activities Beirne-Smith et al.Mental Retardation, Seventh Edition



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School-to-Work Opportunities Act (1994)

intended to…

provides a variety of school- and work-based learning opportunities…




Individual Placement model …

Mobile Work Crew model Individuals work in groups that travel from one work site to

another. The supervisor is usually an employee of a supported employment agency.

Enclave model …

Entrepreneurial model …




Written tests Aptitude Tests Interest Inventories

Observation of work samples Interviews

The interviewer should attempt to verify the interviewee’s statements through the use of follow-up and parent interviews, or rating scales, with special attention given to any discrepancies in the data from the various sources.




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Make as many personal contacts with local employers as possible.

Use local clubs to advertise your program, as well as to secure information concerning placement sites.

Become more selective in the use of job sites as the program grows.

Consider employers an integral part of the program. Use them at different levels of the program—for example, the prevocational as well as the vocational level.




Obtain information from such resources as 1. 2. 3. 4. 5.

Program personnel should review the budget







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School-identified students with mental retardation are served in a variety of settings.

The most common placement is in a special education setting outside the general education classroom.

Relatively few students are in general education classrooms for the greater part of their instructional day.

The number of students served in separate facilities remains low; however, this practice does still occur.

The use of various placement options varies greatly from state to state.




Obtaining useful assessment information for the purpose of program planning is critically important.

Comprehensive assessment is essential to the development and ultimate implementation of appropriate special education programs.

IDEA clearly specifies the membership of the IEP team.

Required components have changed as a result of the recent amendments.




Key elements of effective instruction should be characteristic of interventions.

Educational programs for students with mental retardation involve a number of interrelated and mutually influencing factors.

Curricular considerations in planning educational programs for students with mental retardation are very important.

Ten instructional variables should be considered in designing effective programs.




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Secondary students with mental retardation are likely to be found in a number of educational settings.

Transition planning for the post-school needs of students with disabilities has been targeted as a top national priority.

A variety of assessment techniques yield information that can be useful for transition planning.

Vocational preparation for secondary students involves vocational assessment, vocational training, vocational placement and follow-up, and educational programming issues.




ch 11 bs draft - napa valley college · ... inc. upper saddle river, new jersey 07458 ... copyright...

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