| |
| |
| |
| Legal and Policy Issues | |
| |
| |
| |
| The Foundation of Inclusive Practices | |
| |
| |
| Chapter Preview | |
| |
| |
| Focus | |
| |
| |
| The Law | |
| |
| |
| Approaches | |
| |
| |
| Special Education and Considerations of Inclusion | |
| |
| |
| Early History | |
| |
| |
| Legal History | |
| |
| |
| Section 504, ADA, and IDEA Compared | |
| |
| |
| General Principles of the IDEA | |
| |
| |
| Overview of the Process of Special Education | |
| |
| |
| Children Enrolled in Special Education | |
| |
| |
| New Challenges and Thoughts | |
| |
| |
| School Reform and Inclusion | |
| |
| |
| The Inclusion Debate | |
| |
| |
| Accountability-No Child Left Behind | |
| |
| |
| Conclusion | |
| |
| |
| View from the Courts | |
| |
| |
| Recommended Readings | |
| |
| |
| Relevant Federal Regulations | |
| |
| |
| Selected Websites | |
| |
| |
| Questions for Thought | |
| |
| |
| References | |
| |
| |
| |
| Parents as Partners | |
| |
| |
| Chapter Preview | |
| |
| |
| Focus | |
| |
| |
| Rationale | |
| |
| |
| Legal Issues | |
| |
| |
| Approaches | |
| |
| |
| The Role of Parents | |
| |
| |
| Legal Issues in Working with Parents | |
| |
| |
| Persons Acting as Parents | |
| |
| |
| Surrogate Parents | |
| |
| |
| Parental Procedural Safeguards | |
| |
| |
| Procedural Safeguards Notice | |
| |
| |
| The Importance of Good Communications with Parents | |
| |
| |
| Methods and Frequency | |
| |
| |
| Educators' Attitudes and Communication Skills | |
| |
| |
| Cultural Considerations | |
| |
| |
| Parent Services | |
| |
| |
| Parent Training and Information Centers and Community Parent Resource Centers | |
| |
| |
| School Choice and Its Implications | |
| |
| |
| Conclusion | |
| |
| |
| View from the Courts | |
| |
| |
| Recommended Readings | |
| |
| |
| Relevant Federal Regulations | |
| |
| |
| Selected Websites | |
| |
| |
| Questions for Thought | |
| |
| |
| References | |
| |
| |
| |
| Identification and Evaluation of Students | |
| |
| |
| Chapter Preview | |
| |
| |
| Focus | |
| |
| |
| Legal Issues | |
| |
| |
| Rationale | |
| |
| |
| Approaches | |
| |
| |
| Child Find | |
| |
| |
| Educational Evaluations | |
| |
| |
| Evaluations for Eligibility Determination | |
| |
| |
| Noncategorical Evaluation and Eligibility Determination | |
| |
| |
| Eligibility Determination | |
| |
| |
| Medical Evaluations | |
| |
| |
| Legal Issues | |
| |
| |
| The Right to an Independent Educational Evaluation | |
| |
| |
| Bias in the Identification Process | |
| |
| |
| Poverty | |
| |
| |
| Limited English Proficiency | |
| |
| |
| Expanding Prereferral Approaches | |
| |
| |
| Problem-Solving and General Education Interventions | |
| |
| |
| General Educators' Involvement | |
| |
| |
| No Child Left Behind and Special Education Eligibility | |
| |
| |
| NCLB and Students with Disabilities | |
| |
| |
| Conclusion | |
| |
| |
| View from the Courts | |
| |
| |
| Recommended Readings | |
| |
| |
| Relevant Federal Regulations | |
| |
| |
| Selected Websites | |
| |
| |
| Questions for Thought | |
| |
| |
| References | |
| |
| |
| |
| Individualized Education Program (IEP) | |
| |
| |
| Chapter Preview | |
| |
| |
| Focus | |
| |
| |
| Legal Issues | |
| |
| |
| Rationale | |
| |
| |
| Approaches | |
| |
| |
| The IEP: Key to the IDEA | |
| |
| |
| IEP Development | |
| |
| |
| When the IEP Is Required | |
| |
| |
| Appropriate Programming | |
| |
| |
| Participants in the IEP Meeting | |
| |
| |
| IEP Team Decision Making | |
| |
| |
| Elements of an IEP | |
| |
| |
| IEP Development in a Nutshell | |
| |
| |
| Other IEP Issues | |
| |
| |
| Inclusion Inherent in IEP Process | |
| |
| |
| Cost of FAPE | |
| |
| |
| School District Responsibility and Accountability | |
| |
| |
| Transfer Students | |
| |
| |
| IEP Development Through Technology | |
| |
| |
| IEP Pilot Programs | |
| |
| |
| Improving Communication in IEP Development | |
| |
| |
| Conclusion | |
| |
| |
| View from the Courts | |
| |
| |
| Recommended Readings | |
| |
| |
| Relevant Federal Regulations | |
| |
| |
| Selected Websites | |
| |
| |
| Questions for Thought | |
| |
| |
| References | |
| |
| |
| |
| Placement | |
| |
| |
| Chapter Preview | |
| |
| |
| Focus | |
| |
| |
| Legal Issues | |
| |
| |
| Rationale | |
| |
| |
| Approaches | |
| |
| |
| Placement Issues | |
| |
| |
| Legal Issues | |
| |
| |
| What Is Placement? | |
| |
| |
| Related Services | |
| |
| |
| Extended School Year Services | |
| |
| |
| Costs and Parental Responsibilities | |
| |
| |
| Placement in the Least Restrictive Environment | |
| |
| |
| Meaning of Inclusion | |
| |
| |
| Nonacademic LRE Settings | |
| |
| |
| The Philosophy of Inclusion | |
| |
| |
| Decision Making for Inclusive Programming | |
| |
| |
| Accessibility | |
| |
| |
| Approaches to Resolving Placement Concerns | |
| |
| |
| Inclusive Classroom Considerations | |
| |
| |
| Supplementary Aids and Services | |
| |
| |
| Other Inclusion Considerations | |
| |
| |
| Staff Readiness and Understanding | |
| |
| |
| Community Readiness | |
| |
| |
| Private School Placement | |
| |
| |
| By Public Schools | |
| |
| |
| By Parents | |
| |
| |
| Conclusion | |
| |
| |
| View from the Courts | |
| |
| |
| Recommended Readings | |
| |
| |
| Relevant Federal Regulations | |
| |
| |
| Selected Websites | |
| |
| |
| Questions for Thought | |
| |
| |
| References | |
| |
| |
| |
| Student Relationships | |
| |
| |
| Chapter Preview | |
| |
| |
| Focus | |
| |
| |
| Rationale | |
| |
| |
| Approaches | |
| |
| |
| Peer Interactions | |
| |
| |
| Controversy | |
| |
| |
| Current Realities | |
| |
| |
| The Inclusive Model | |
| |
| |
| Setting the Tone | |
| |
| |
| Questions of Fairness | |
| |
| |
| Peer Tutoring | |
| |
| |
| Traditional Peer-Tutoring | |
| |
| |
| Peer-Assisted Learning Strategies (PALS) | |
| |
| |
| A Secondary Peer-Tutoring Example | |
| |
| |
| Cooperative Learning Activities | |
| |
| |
| Collaborative Problem-Solving | |
| |
| |
| Universal Design Materials | |
| |
| |
| Attitude Change Programs | |
| |
| |
| Friendship Circles | |
| |
| |
| Peer-Support Programs | |
| |
| |
| Conclusion | |
| |
| |
| View from the Courts | |
| |
| |
| Recommended Readings | |
| |
| |
| Relevant Federal Regulations | |
| |
| |
| Selected Websites | |
| |
| |
| Questions for Thought | |
| |
| |
| References | |
| |
| |
| |
| Infant and Toddler and Preschool Programs | |
| |
| |
| Chapter Preview | |
| |
| |
| Focus | |
| |
| |
| Legal History | |
| |
| |
| Part B | |
| |
| |
| Part C | |
| |
| |
| Rationale | |
| |
| |
| Approaches | |
| |
| |
| Emerging Early Childhood and Preschool Programs | |
| |
| |
| Children at Risk | |
| |
| |
| Homeless Children | |
| |
| |
| Is Early Intervention Education Effective? | |
| |
| |
| Legal History | |
| |
| |
| Legal Aspects of Federal Programs | |
| |
| |
| Part C of the IDEA | |
| |
| |
| Part B of IDEA | |
| |
| |
| Elementary Centers | |
| |
| |
| Conclusion | |
| |
| |
| View from the Courts | |
| |
| |
| Recommended Readings | |
| |
| |
| Relevant Federal Regulations | |
| |
| |
| Selected Websites | |
| |
| |
| Questions for Thought | |
| |
| |
| References | |
| |
| |
| |
| Secondary School Considerations | |
| |
| |
| Chapter Preview | |
| |
| |
| Focus | |
| |
| |
| Legal Issues | |
| |
| |
| Rationale | |
| |
| |
| Types of Secondary Programs | |
| |
| |
| Approaches | |
| |
| |
| Coping with Secondary School | |
| |
| |
| Legal Issues | |
| |
| |
| Age of Majority | |
| |
| |
| Extended Opportunities | |
| |
| |
| Transition in the IEP | |
| |
| |
| Secondary IEP Planning Issues | |
| |
| |
| Self-Determination | |
| |
| |
| Career and Vocational Education | |
| |
| |
| Employment Data | |
| |
| |
| Vocational Assessment and Planning | |
| |
| |
| Improving Vocational Programs | |
| |
| |
| Sources of Help with Career and Vocational Needs | |
| |
| |
| Post-High School Education Planning | |
| |
| |
| Sex Education | |
| |
| |
| Driver Education | |
| |
| |
| Drop-out Reduction | |
| |
| |
| The Question of Diplomas, Grades, Honor Rolls, and Transcripts | |
| |
| |
| Diplomas | |
| |
| |
| Grades | |
| |
| |
| Honor Rolls | |
| |
| |
| Transcripts | |
| |
| |
| Nonacademic Considerations | |
| |
| |
| Socialization | |
| |
| |
| Extracurricular Activities | |
| |
| |
| Eligibility for Activities | |
| |
| |
| Competitive Athletics | |
| |
| |
| Importance of Inclusion in Placement | |
| |
| |
| Secondary Inclusion Considerations | |
| |
| |
| A Secondary Inclusion Reform Model | |
| |
| |
| The Principal's Role | |
| |
| |
| Conclusion | |
| |
| |
| View from the Courts | |
| |
| |
| Recommended Readings | |
| |
| |
| Relevant Federal Regulations | |
| |
| |
| Selected Websites | |
| |
| |
| Questions for Thought | |
| |
| |
| References | |
| |
| |
| |
| Discipline | |
| |
| |
| Chapter Preview | |
| |
| |
| Focus | |
| |
| |
| Legal Issues | |
| |
| |
| Rationale | |
| |
| |
| Approaches | |
| |
| |
| Legal History Under the Act | |
| |
| |
| Legal Requirements | |
| |
| |
| IEP Process Alternative | |
| |
| |
| Behavioral Intervention Plans | |
| |
| |
| Short Fixed-Term Suspensions | |
| |
| |
| Accumulated Suspensions | |
| |
| |
| Partial Day and In-School Suspensions | |
| |
| |
| Expulsion and Long-Term Suspensions | |
| |
| |
| Interim Alternative Educational Setting | |
| |
| |
| Placement in the IAES by a Hearing Officer or Administrative Law Judge (ALJ) for Disruptive Behavior | |
| |
| |
| Court Injunction | |
| |
| |
| Home-Bound | |
| |
| |
| Manifestation Determination | |
| |
| |
| Notice and Parent Requests for Due Process Hearing | |
| |
| |
| "Stay-Put" (Status Quo) and IAES | |
| |
| |
| Non-eligible Student Discipline Protections | |
| |
| |
| Referral to Law Enforcement | |
| |
| |
| Functional Behavioral Assessment and Behavior Intervention Plans | |
| |
| |
| The Continuing Dilemma | |
| |
| |
| The New Positive, Preventive Approach | |
| |
| |
| Approaches to Resolving Problems | |
| |
| |
| Preventive Measures | |
| |
| |
| Cultural Awareness | |
| |
| |
| What the Future Holds | |
| |
| |
| The IEP Process | |
| |
| |
| Conclusion | |
| |
| |
| View from the Courts | |
| |
| |
| Recommended Readings | |
| |
| |
| Relevant Federal Regulations | |
| |
| |
| Selected Websites | |
| |
| |
| Questions for Thought | |
| |
| |
| References | |
| |
| |
| |
| Staff Relationships and Staffing Patterns | |
| |
| |
| Chapter Preview | |
| |
| |
| Focus | |
| |
| |
| Rationale | |
| |
| |
| Approaches | |
| |
| |
| Staffing Concerns Inherent in the IDEA | |
| |
| |
| Challenges in Staffing Relationships | |
| |
| |
| What Research Shows | |
| |
| |
| Principal's Role | |
| |
| |
| The Educational Leader as Agent of Change | |
| |
| |
| Personnel Functions and Change | |
| |
| |
| Celebrate Success | |
| |
| |
| Interstate School Leaders Licensure Consortium (ISLLC) | |
| |
| |
| Collaborative Roles | |
| |
| |
| Barriers to Collaboration | |
| |
| |
| Examples of Collaboration | |
| |
| |
| The Multidisciplinary Team | |
| |
| |
| New Roles for Educators | |
| |
| |
| Paraeducators | |
| |
| |
| "Highly Qualified" Staff | |
| |
| |
| Conclusion | |
| |
| |
| View from the Courts | |
| |
| |
| Recommended Readings | |
| |
| |
| Relevant Federal Regulations | |
| |
| |
| Selected Websites | |
| |
| |
| Questions for Thought | |
| |
| |
| References | |
| |
| |
| |
| Dispute Resolution-Due Process Hearings, Mediation, and Complaints | |
| |
| |
| Chapter Preview | |
| |
| |
| Focus | |
| |
| |
| Legal Issues | |
| |
| |
| Approaches | |
| |
| |
| Alternatives in Resolving Disputes | |
| |
| |
| Mediation-Formal | |
| |
| |
| State Complaint Process-Formal | |
| |
| |
| The Shadow of Due Process Hearings | |
| |
| |
| A Last Resort | |
| |
| |
| Required Process Leading to a Due Process Hearing | |
| |
| |
| Conduct of a Hearing | |
| |
| |
| Appeals | |
| |
| |
| Attorney Fees | |
| |
| |
| "Stay Put" (Status Quo) | |
| |
| |
| Preparation for the Hearing | |
| |
| |
| School District's Defense | |
| |
| |
| Conclusion | |
| |
| |
| View from the Courts | |
| |
| |
| Recommended Readings | |
| |
| |
| Relevant Federal Regulations | |
| |
| |
| Selected Websites | |
| |
| |
| Questions for Thought | |
| |
| |
| References | |
| |
| |
| |
| Exceptionality in Children and Adolescents | |
| |
| |
| |
| High-Incidence Disabilities | |
| |
| |
| Chapter Preview | |
| |
| |
| Focus | |
| |
| |
| Inclusion Strategies | |
| |
| |
| Emotional Disturbance/Behavioral Disorders (E/BD) | |
| |
| |
| Federal Definition of E/BD | |
| |
| |
| Referral and Initial Assessment | |
| |
| |
| Characteristics of E/BD | |
| |
| |
| Instruction | |
| |
| |
| Behavior Management | |
| |
| |
| Inclusion Strategies | |
| |
| |
| Mental Disabilities or Retardation | |
| |
| |
| Federal Definition of Mental Disabilities | |
| |
| |
| Referral and Initial Assessment | |
| |
| |
| Characteristics of Mental Disabilities | |
| |
| |
| Instruction | |
| |
| |
| Related Services | |
| |
| |
| Inclusion Strategies | |
| |
| |
| Learning Disabilities | |
| |
| |
| Federal Definition | |
| |
| |
| Referral and Initial Assessment | |
| |
| |
| Instruction | |
| |
| |
| Related Services | |
| |
| |
| Inclusion Strategies | |
| |
| |
| Speech and Language Impairments | |
| |
| |
| Federal Definition | |
| |
| |
| Referral and Initial Assessment | |
| |
| |
| Characteristics of Speech and Language Impairments | |
| |
| |
| Instruction and Related Services | |
| |
| |
| Inclusion Strategies | |
| |
| |
| Conclusion | |
| |
| |
| View from the Courts | |
| |
| |
| Recommended Readings | |
| |
| |
| Relevant Federal Regulations | |
| |
| |
| Selected Websites | |
| |
| |
| Questions for Thought | |
| |
| |
| References | |
| |
| |
| |
| Low-Incidence Disabilities | |
| |
| |
| Chapter Preview | |
| |
| |
| Focus | |
| |
| |
| Inclusion Strategies | |
| |
| |
| Autism | |
| |
| |
| Federal Definition of Autism | |
| |
| |
| Referral and Initial Assessment | |
| |
| |
| Characteristics of Autism | |
| |
| |
| Instruction | |
| |
| |
| Legal Issues | |
| |
| |
| Related Services | |
| |
| |
| Inclusion Strategies | |
| |
| |
| Orthopedic Impairments (Physical Disabilities) | |
| |
| |
| Federal Definition of Orthopedic Impairments | |
| |
| |
| Referral and Initial Assessment | |
| |
| |
| Characteristics of Physical Disabilities | |
| |
| |
| Instruction | |
| |
| |
| Related Services | |
| |
| |
| Inclusion Strategies | |
| |
| |
| Traumatic Brain Injury (TBI) | |
| |
| |
| Federal Definition of TBI | |
| |
| |
| Instruction | |
| |
| |
| Related Services | |
| |
| |
| Inclusion Strategies | |
| |
| |
| Visual Impairments Including Blindness | |
| |
| |
| Federal Definition of Visual Impairment | |
| |
| |
| Characteristics of Visual Impairment | |
| |
| |
| Instruction | |
| |
| |
| Related Services | |
| |
| |
| Inclusion Strategies | |
| |
| |
| Deafness and Hearing Impairment | |
| |
| |
| Federal Definition of Hearing Impairment | |
| |
| |
| Instruction | |
| |
| |
| Related Services | |
| |
| |
| Inclusion Strategies | |
| |
| |
| Multiple Disabilities and Deafness-Blindness | |
| |
| |
| Federal Definition of Multiple Disabilities | |
| |
| |
| Instruction | |
| |
| |
| Inclusion Strategies | |
| |
| |
| Conclusion | |
| |
| |
| View from the Courts | |
| |
| |
| Recommended Readings | |
| |
| |
| Relevant Federal Regulations | |
| |
| |
| Selected Websites | |
| |
| |
| Questions for Thought | |
| |
| |
| References | |
| |
| |
| |
| Other Special Needs | |
| |
| |
| Chapter Preview | |
| |
| |
| Focus | |
| |
| |
| Inclusion Strategies | |
| |
| |
| Students with Disabilities Protected by Section 504 (Including ADHD) | |
| |
| |
| Attention Deficits | |
| |
| |
| Impulsivity | |
| |
| |
| Hyperactivity | |
| |
| |
| Social Problems | |
| |
| |
| Instruction | |
| |
| |
| Medication | |
| |
| |
| Inclusion Strategies | |
| |
| |
| Culturally and Linguistically Diverse Students (CLD) | |
| |
| |
| Instruction and Inclusion Strategies | |
| |
| |
| Special Education and CLD Students | |
| |
| |
| Legal and Educational Issues | |
| |
| |
| Behavioral Disorders and Culture | |
| |
| |
| Learning Disabilities and Culture | |
| |
| |
| Mental Disabilities and Culture | |
| |
| |
| Talented and Gifted Students (TAG) | |
| |
| |
| Underachievement | |
| |
| |
| The Underrepresentation of Minority and Economically Disadvantaged Children in Gifted Education (GE) | |
| |
| |
| Inclusion Strategies | |
| |
| |
| Talented and Gifted Students with Disabilities | |
| |
| |
| Conclusion | |
| |
| |
| View from the Courts | |
| |
| |
| Recommended Readings | |
| |
| |
| Relevant Federal Regulations | |
| |
| |
| Selected Websites | |
| |
| |
| Questions for Thought | |
| |
| |
| References | |
| |
| |
| |
| Examples of Excerpts from PLEP Statements | |
| |
| |
| |
| Examples of Goal Statements | |
| |
| |
| |
| Examples of Monitoring Objectives | |
| |
| |
| |
| Examples of Integrated PLEPs, Goals, and Monitoring Objectives | |
| |
| |
| |
| IEP Model Form | |
| |
| |
| |
| Samples of Different IEP Annual Goals and Objectives as Part of Transition IEPs | |
| |
| |
| |
| Individualized Family Service Plan Model Form | |
| |
| |
| |
| Sample Behavior/Discipline Forms | |
| |
| |
| Name Index | |
| |
| |
| Subject Index | |