I. CREATING INCLUSIVE CULTURES ............................................................................36 1. WHAT STAKEHOLDERS CAN DO......................................................................37 2. SPECIAL EDUCATION VS. MAINSTREAMING VS. INCLUSIVE EDUCATION ............................................................................................................39
FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION II. PRODUCING INCLUSIVE POLICIES ............................................................................41 III. EVOLVING INCLUSIVE PRACTICES ...........................................................................43 1.
2020 04-ED-00044-0 978-621-04-0277-3 Professional - Foundation, Theories & Concepts CHAPTER 4 COMPONENTS OF SPECIAL AND INCLUSIVE EDUCATION ..........................................54 I. CHILD FIND THROUGH A PRE-REFERRAL PROCESS ...........................................55 A. PRE-REFERRAL PROCESS ...................................................................................55 B. PRE-REFERRAL STRATEGIES............................................................................56 II. ASSESSMENT .................................................................................................................. 57 A. ASSESSMENT PURPOSES ....................................................................................58 B. METHODS OF ASSESSMENT ..............................................................................58 C. ASSESSMENT PRINCIPLES .................................................................................60 III. PLACEMENT .................................................................................................................... 61 IV. ACCOMMODATIONS AND CURRICULAR MODIFICATIONS.................................63 A. ACCOMMODATIONS .............................................................................................63 B. MODIFICATIONS ...................................................................................................66 V. PARENT INVOLVEMENT ..............................................................................................67 A. HOME-SCHOOL COMMUNICATION .................................................................68 B. OTHER WAYS TO INVOLVE PARENTS .............................................................70 REVIEW .....................................................................................................................................71 REFLECT ....................................................................................................................................72 PRACTICE ..................................................................................................................................73 UNIVERSAL DESIGN FOR LEARNING .............................................................43 2. DIFFERENTIATED INSTRUCTION ....................................................................47 REVIEW .....................................................................................................................................51 REFLECT ....................................................................................................................................52 PRACTICE ..................................................................................................................................52 CHAPTER 5 TYPICAL AND ATYPICAL DEVELOPMENT AMONG CHILDREN.................................75 I. CHILD DEVELOPMENT AND ITS IMPORTANCE ....................................................75 II. CHILD DEVELOPMENT THEORIES............................................................................75 A. PSYCHOSOCIAL DEVELOPMENT THEORY OF ERIK ERIKSON .................76 B. COGNITIVE DEVELOPMENTAL THEORY OF JEAN PIAGET.......................76 C. SOCIOCULTURAL THEORY OF LEV VYGOTSKY............................................77 D. SOCIAL LEARNING THEORY OF ALBERT BANDURA..................................77 III. TYPICAL AND ATYPICAL DEVELOPMENT..............................................................77 IV. DOMAINS OF DEVELOPMENT....................................................................................78 V. STAGES IN CHILD DEVELOPMENT ...........................................................................78 REVIEW .....................................................................................................................................83 REFLECT ....................................................................................................................................84 PRACTICE ..................................................................................................................................85 CHAPTER 6 LEARNERS WITH ADDITIONAL NEEDS ...........................................................................87 I. LEARNERS WHO ARE GIFTED AND TALENTED...................................................87 A. DEFINITION ........................................................................................................... 87 B. IDENTIFICATION ..................................................................................................88 C. LEARNING CHARACTERISTICS ........................................................................88 D. GENERAL EDUCATIONAL ADAPTATIONS .....................................................89 II. LEARNERS WITH DIFFICULTY SEEING...................................................................90 A. DEFINITION ...........................................................................................................90 B. IDENTIFICATION ..................................................................................................90 C. LEARNING CHARACTERISTICS ........................................................................90 D. GENERAL EDUCATIONAL ADAPTATIONS .....................................................91 III. LEARNERS WITH DIFFICULTY HEARING ..............................................................91 A. DEFINITION ........................................................................................................... 91 B. IDENTIFICATION .................................................................................................. 92 C. LEARNING CHARACTERISTICS ........................................................................92 D. GENERAL EDUCATIONAL ADAPTATIONS .....................................................93 IV. LEARNERS WITH DIFFICULTY COMMUNICATING..............................................93 A. DEFINITION: TYPES OF COMMUNICATION IMPAIRMENTS AND DISORDERS .............................................................................................................94 B. IDENTIFICATION ..................................................................................................97 C. LEARNING CHARACTERISTICS ........................................................................99 D. GENERAL EDUCATIONAL ADAPTATIONS ...................................................100 V. LEARNERS WITH DIFFICULTY MOVING/WALKING..........................................101 A. DEFINITION .........................................................................................................101 B. IDENTIFICATION ................................................................................................103 C. LEARNING CHARACTERISTICS ......................................................................104 D. GENERAL EDUCATIONAL ADAPTATIONS ...................................................105 VI. LEARNERS WITH DIFFICULTY REMEMBERING AND FOCUSING..................106 A. DEFINITION .........................................................................................................106 1. L D....................................................................................................................107 2. ADHD ..............................................................................................................109 B. IDENTIFICATION ................................................................................................ 110 1. L D....................................................................................................................111 2. ADHD ..............................................................................................................111 C. LEARNING CHARACTERISTICS ......................................................................112
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CONTENTS
Contents
PREFACE ...................................................................................................................................vii
CHAPTER 1 UNDERSTANDING DIVERSITY............................................................................................... 1 I. DE F I N I T ION ....................................................................................................................... 1 II. LODEN’S DIVERSITY WHEEL .......................................................................................3 A. HOW TO USE THE DIVERSITY WHEEL .................................................................4 B. THE DIVERSITY WHEEL ...........................................................................................5 III. ABILITY (AND DISABILITY) AS A DIMENSION OF DIVERSITY ...........................6 IV. THE DILEMMA OF DIVERSITY ..................................................................................... 7 REVIEW .......................................................................................................................................8 REFLECT ......................................................................................................................................9 PRACTICE ..................................................................................................................................10 CHAPTER 2 ADDRESSING DIVERSITY THROUGH THE YEARS: SPECIAL AND INCLUSIVE EDUCATION....................................................................13 I. MODELS OF DISABILITY .............................................................................................. 14 A. THE MORAL/RELIGIOUS MODEL .....................................................................16 B. THE BIOMEDICAL/INDIVIDUAL MODEL........................................................ 17 C. THE FUNCTIONAL/REHABILITATION MODEL.............................................18 D. THE SOCIAL MODEL ............................................................................................19 E. RIGHTS-BASED MODEL AND TWIN TRACK APPROACH............................22 II. WHAT IS SPECIAL NEEDS EDUCATION? .................................................................22 III. WHY INCLUSION?..........................................................................................................24 IV. THE 2030 AGENDA.........................................................................................................26 REVIEW .....................................................................................................................................28 REFLECT ....................................................................................................................................29 PRACTICE ..................................................................................................................................31 CHAPTER 3 MAKING SCHOOLS INCLUSIVE ...........................................................................................34 A UNIFYING FRAMEWORK ..................................................................................................34 I. CREATING INCLUSIVE CULTURES ............................................................................36 1. WHAT STAKEHOLDERS CAN DO......................................................................37 2. SPECIAL EDUCATION VS. MAINSTREAMING VS. INCLUSIVE EDUCATION ............................................................................................................39 II. PRODUCING INCLUSIVE POLICIES ............................................................................41 III. EVOLVING INCLUSIVE PRACTICES ...........................................................................43 1. UNIVERSAL DESIGN FOR LEARNING .............................................................43 2. DIFFERENTIATED INSTRUCTION ....................................................................47 REVIEW .....................................................................................................................................51 REFLECT ....................................................................................................................................52 PRACTICE ..................................................................................................................................52 CHAPTER 4 COMPONENTS OF SPECIAL AND INCLUSIVE EDUCATION ..........................................54 I. CHILD FIND THROUGH A PRE-REFERRAL PROCESS ...........................................55 A. PRE-REFERRAL PROCESS ...................................................................................55 B. PRE-REFERRAL STRATEGIES............................................................................56 II. ASSESSMENT .................................................................................................................. 57 A. ASSESSMENT PURPOSES ....................................................................................58 B. METHODS OF ASSESSMENT ..............................................................................58 C. ASSESSMENT PRINCIPLES .................................................................................60 III. PLACEMENT .................................................................................................................... 61 IV. ACCOMMODATIONS AND CURRICULAR MODIFICATIONS.................................63 A. ACCOMMODATIONS .............................................................................................63 B. MODIFICATIONS ...................................................................................................66 V. PARENT INVOLVEMENT ..............................................................................................67 A. HOME-SCHOOL COMMUNICATION .................................................................68 B. OTHER WAYS TO INVOLVE PARENTS .............................................................70 REVIEW .....................................................................................................................................71
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