Teaching Students with Moderate to Severe Disabilities An Applied Approach for Inclusive Environments

by Hamill, Lee B.; Everington, Caroline

• ISBN13: 9780130205735
• ISBN10: 0130205737
• Edition: 1st
• Format: Paperback
• Copyright: 2001-10-24
• Publisher: Pearson

Summary

This book educates teachers on how to incorporate applied curriculum strategies into their classrooms so ALL students can participate. A unique aspect is its ability to balance inclusive practice with practical, functional instruction and materials. It provides many actual examples of teaching skills in an applied setting. These scenarios, combined with mini case studies, games, and learning activities offer a keen understanding of how to work with those who have moderate to severe disabilities.A three-part organization covers foundations of curriculum, implementation of the curriculum, and instructional environments.For future preschool, elementary, and secondary level teachers of students with moderate to severe disabilities.

Table of Contents

SECTION I Foundations of Curriculum	1	(102)
Establishing the Context	3	(22)
What You Will Learn in This Chapter	6	(1)
History of Curriculum for Persons with Moderate to Severe Disabilities	7	(3)
Developmental Approaches	7	(1)
Functional and Age-Appropriate Curricula	8	(1)
Community-Based Instruction	9	(1)
Applied Curricula	10	(1)
Our Contemporary Dilemma	10	(1)
History of Services for Persons with Disabilities	10	(4)
Our History	10	(1)
Era of Institutions	11	(1)
Era of Deinstitutionalization	12	(1)
Era of Community Membership	13	(1)
Definitions	14	(7)
Mental Retardation	17	(2)
Developmetal Disability	19	(1)
Autism	19	(1)
TASH Definition of Severe Disabilities	20	(1)
Conceptual Framework of This Text	21	(2)
The General Education Classroom	22	(1)
The School Environment	22	(1)
Community Environments	22	(1)
Summary	23	(1)
Chapter Extenders	23	(2)
Characteristics and Strategies for Support	25	(26)
What You Will Learn in This Chapter	26	(1)
Characteristics Related to Cognition and Learning	27	(4)
Generalization	27	(4)
Motivational and Behavioral Characteristics	31	(7)
Create Success and Minimize Failure	31	(2)
Decrease Dependence on Others	33	(1)
Increase Self-Determination Skills	33	(4)
Provide Support for Psychological and Emotional Issues	37	(1)
Medical and Physical Characteristics	38	(9)
Cerebral Palsy	38	(4)
Visual Impairments	42	(1)
Hearing Impairments	42	(2)
Health Impairments and Medication	44	(3)
Summary	47	(1)
Chapter Extenders	48	(3)
Communication and Technology Supports	51	(30)
Elizabeth A. Lahm
Caroline Everington
What You Will Learn in This Chapter	52	(1)
The Call for Assistive Technology Support	53	(3)
Human Function Model	53	(3)
Areas of Human Function	56	(6)
Existence	56	(1)
Communication	56	(1)
Body Support, Protection, and Positioning	56	(1)
Travel and Mobility	56	(1)
Environmental Interaction	57	(1)
Education and Transition	57	(1)
Sports, Fitness, and Recreation	57	(1)
Applying the Human Function Model	57	(5)
A Systematic Approach to Consideration	62	(1)
A Taxonomy of Available Assistive Technologies	62	(2)
Inclusion of AT in the IEP	63	(1)
Implementing Best Practices in AT Service Delivery: Strategies for Success	64	(2)
Teaming	64	(1)
Training	64	(1)
Technical Support	64	(2)
Technologies Available for the Existence, Communication, and Learning Functions	66	(11)
Existence	66	(1)
Communication	67	(9)
Education and Transition	76	(1)
Summary	77	(1)
Chapter Extenders	78	(3)
The Learning Environment	81	(22)
What You Will Learn in This Chapter	82	(1)
Inclusive Practice	82	(9)
What Is Inclusion?	83	(1)
Characteristics of Inclusive Environments	84	(5)
Factors Important to Implementation	89	(2)
Applied Curriculum and School-to-Work Initiatives	91	(3)
Characteristics of Applied Curriculum	91	(3)
Applied Curriculum Models	94	(4)
Linking Applied Curricula and Inclusive Practice	98	(1)
Linking Inclusive Practice and Applied Curricula with Educational Reform	98	(3)
Summary	101	(1)
Chapter Extenders	101	(2)
SECTION II Implementation of the Curriculum for Students with Moderate to Severe Disabilities	103	(78)
Authentic Assessment in Inclusive Environments	105	(26)
Norm-Referenced and Traditional Forms of Assessment	106	(3)
Intelligence Measures	107	(2)
Authentic Assessment for Planning and Evaluation of Instruction	109	(13)
What Is Authentic Assessment?	109	(1)
Curriculum-Based Assessment	110	(1)
Functional and Environmentally Referenced Assessment	111	(5)
Collaborative, Person-Centered Approaches to Assessment and Planning	116	(3)
Portfolio Assessment	119	(3)
Documenting Instructional Progress	122	(5)
Anecdotal Observations	123	(1)
Teacher-Made Informal Assessments	123	(1)
Performance-Based Assessment	123	(4)
Strategies for Determining Support for Planning and Instructional Progress	127	(1)
Summary	128	(1)
Chapter Extenders	129	(2)
Designing the Instructional Program: The IEP	131	(30)
What You Will Learn in This Chapter Legal Foundations	132	(3)
The Law the and the IEP	132	(2)
Documenting Individualized Special Education Services	134	(1)
Placement: Least Restrictive Environment and the IEP	134	(1)
The IEP Team and the IEP Meeting	135	(6)
The IEP Team	135	(3)
Preparing for the IEP Meeting	138	(1)
Planning Approaches	139	(1)
The IEP Meeting	140	(1)
The IEP Document	141	(9)
The Present Level of Performance	142	(1)
Annual Goals and Short-Term Objectives	143	(2)
Evaluation Criteria and Procedures	145	(1)
Supplementary Aids and Related Services	146	(1)
Location and Schedule for Services	147	(1)
Addressing Other Issues in the IEP	147	(2)
The ITP and the IFSP	149	(1)
Strategies for Implementing the IEP	150	(4)
Developing Integrated Programs	150	(1)
Implementing and Monitoring the IEP	151	(1)
Student and Parent Participation	152	(2)
Student Progress	154	(1)
Summary	154	(1)
Chapter Extenders	154	(7)
Supporting Inclusive Environments Through Collaboration	161	(20)
Thomas B. Pierce
Caroline Everington
What You Will Learn in This Chapter	162	(1)
What Is Collaboration?	162	(1)
Collaborative Models	163	(2)
Team Structures	164	(1)
Meaningful Collaboration	165	(1)
Collaborating with Team Members	165	(6)
Resistance to Collaborative Efforts	171	(1)
Collaboration Strategies	171	(4)
Teacher Assistance Teams	171	(1)
Team Teaching	172	(1)
The Vermont Model	172	(3)
Putting Collaborative Teams into Practice	175	(3)
Make a Schoolwide Commitment to a Team Model	176	(1)
Develop Opportunities for Collaboration	177	(1)
Provide Resources for Training and Support	177	(1)
Acknowledge the Uniqueness of Individual Teams	178	(1)
Summary	178	(1)
Chapter Extenders	178	(3)
SECTION III Instructional Environments	181	(226)
Positive Behavioral Supports in Inclusive Environments	183	(30)
What You Will Learn in This Chapter	184	(1)
Pinpointing the Problem and Analyzing the Context	184	(6)
Pinpointing the Problem	184	(1)
Observing and Recording Behavior	185	(4)
Collecting Information on Behaviors	189	(1)
Determining the Function of the Behavior	190	(5)
Examining the Relationship Between Function and Behavior	190	(2)
Examining the Relationship Between Setting Events and Behavior	192	(2)
Determining the Function of Behavior	194	(1)
Implementing Strategies for Increasing Desired Behaviors	195	(10)
Teach Replacement Behaviors	196	(1)
Make Environmental Changes	197	(1)
Use Proactive Classroom Management Strategies	198	(1)
Build and Maintain Behavior with Reinforcement	199	(1)
Choose Effective Reinforcers	200	(1)
Apply Reinforcement Correctly	201	(1)
Use Self-Management and Cognitive Behavioral Strategies	202	(3)
Implementing Strategies for Decreasing Inappropriate Behavior	205	(3)
Using Extinction and Time-Out	206	(1)
Using Response Cost and Overcorrection	207	(1)
Crisis Intervention	208	(1)
Summary	208	(1)
Chapter Extenders	209	(2)
Appendix: Using Picture Schedules to Assist Students in Participating in the General Education Classroom	211	(2)
The Preschool Classroom	213	(28)
What You Will Learn in This Chapter	214	(1)
Addressing the Curricula of the Preschool Classroom	214	(15)
Developmentally Appropriate Curriculum	215	(2)
Special Education Curriculum	217	(2)
Instructional Adaptations	219	(1)
Materials Adaptations	220	(3)
Content Modifications	223	(6)
Addressing Independent Living Skills in the General Education Classroom	229	(8)
Self-Care Skill Development	229	(1)
Language and Communication Skill Development	230	(1)
Motor Skill Development	231	(1)
Social Skill Development	232	(1)
Career Education	233	(4)
Peer Supports for Independent Functioning	237	(2)
Summary	239	(1)
Chapter Extenders	239	(2)
The Elementary Classroom	241	(24)
Caroline Everington
Lee B. Hamill
Joy D. Garand-Nichols
What You Will Learn in This Chapter	242	(1)
Adapting the Standard Curricula of the General Classroom	243	(7)
Where Do You Begin?	243	(1)
Instructional Adaptations	244	(1)
Materials Adaptations	245	(3)
Response Requirements Adaptations	248	(2)
Altering the Content	250	(4)
Using Leveled Instruction to Alter Content	250	(1)
Using Applied Content	251	(3)
Curriculum Overlapping: Addressing Independent Living Skills	254	(4)
Peer Supports for Independent Functioning	258	(4)
Circle of Friends	260	(2)
Peer Buddies	262	(1)
Summary	262	(1)
Chapter Extenders	263	(2)
The Secondary Classroom	265	(30)
What You Will Learn in This Chapter	266	(1)
Addressing the Standard Curricula of the General Education Classroom	267	(20)
Determining the Need for Adaptations	269	(4)
Instructional Adaptations	273	(1)
Materials Adaptations	273	(3)
Response Requirements Adaptations	276	(1)
Content Modifications	277	(9)
Evaluation Modifications	286	(1)
Addressing Independent Living Skills in the General Education Classroom	287	(3)
Self-Care Skills	287	(1)
Career Education	288	(1)
Language Communication	288	(1)
Social Skills	289	(1)
Peer Supports for Independent Functioning	290	(2)
Student Aides	290	(1)
Peer Tutors	291	(1)
Circle of Friends	291	(1)
Peer Buddies	292	(1)
Summary	292	(1)
Chapter Extenders	293	(2)
The Elementary School Environment	295	(26)
What You Will Learn in This Chapter	295	(1)
Formal Instructional Programs as a Source of Applied Curricula	295	(10)
Creating Community in the School	295	(7)
Vocational Education	302	(3)
Inclusive Schoolwide Applied Curriculum Projects	305	(8)
The Kids' Kitchen	306	(5)
The ``Super Stuff'' Supplies Cart	311	(2)
Informal Interactions and Nonacademic School Activities as a Source of Applied Curricula	313	(3)
Nonacademic School Settings	313	(2)
Extracurricular Activities at the School	315	(1)
Summary	316	(1)
Chapter Extenders	316	(3)
Appendix: Recipes	319	(2)
The Secondary School Environment	321	(26)
What You Will Learn in This Chapter	322	(1)
Formal Instructional Programs as a Source of Applied Curricula	322	(5)
Vocational Education	323	(1)
Work-Study Programs	324	(1)
Tech Prep	325	(1)
In-School Service Learning	325	(2)
Inclusive Schoolwide Applied Curriculum Projects	327	(14)
Credit for Participation	328	(1)
Scheduling	328	(1)
The Breakfast Place Restaurant	328	(8)
The Classy Cleaners Laundry Service	336	(5)
Informal Interactions and Nonacademic School Activities as a Source of Applied Curricula	341	(4)
Social Life and Supervised Extracurricular Activities at the School	342	(1)
Social Life and Nonsupervised Activities at the School	343	(2)
Summary	345	(1)
Chapter Extenders	345	(2)
Community-Based Instruction	347	(32)
Laura Owens-Johnson
Lee B. Hamill
What You Will Learn in This Chapter	349	(1)
A Historical Perspective	349	(1)
What Is Community-Based Instruction?	350	(8)
Natural Environments	352	(3)
Functional Skills	355	(3)
Applications to Instruction	358	(3)
Community-Referenced Applications to Instruction	358	(1)
General Education Models of Applied Curriculum in the Community	359	(2)
Issues and Logistics	361	(3)
Transportation and Mobility	361	(1)
Staffing	362	(1)
Scheduling	363	(1)
Liability	363	(1)
Funding	364	(1)
Adaptations for Community-Based Instruction	364	(6)
Determining the Need for Adaptations	364	(3)
Worksheets for Community Excursions	367	(3)
Summary	370	(1)
Chapter Extenders	371	(8)
Educational Transitions	379	(28)
What You Will Learn in This Chapter	380	(1)
What Is Transition?	380	(1)
Transition Team	380	(1)
Transition Planning	381	(1)
Transition to School	381	(5)
Transition Team	382	(1)
Transition Planning	382	(2)
Transition Skills	384	(2)
Transition from Elementary to Secondary School	386	(2)
Transition Team	386	(1)
Transition Planning	386	(1)
Transition Skills	387	(1)
Transition from Secondary School to Adulthood	388	(8)
Transition Team	389	(1)
Planning and the Individual Transition Plan (ITP)	389	(3)
Transition Skills	392	(4)
Adult Options and Outcomes	396	(8)
Postsecondary Education Options	397	(2)
Employment Options	399	(2)
Lifestyle Options	401	(1)
Community Participation	402	(2)
Summary	404	(1)
Chapter Extenders	404	(3)
References	407	(18)
Index	425

Excerpts

In Teaching Students with Moderate to Severe Disabilities, we introduce preservice educators to classroom and community-based curricular strategies and materials for teaching preschool, elementary, and secondary students with moderate to severe disabilities. We describe the underlying structure and process for developing and implementing applied curricula and show you how applied curricula can support learning in the general education classroom, the school, and the community. We also teach you how to level materials and activities to provide the instructional support that allows students with moderate to severe disabilities and their non-disabled peers to participate together in those inclusive learning environments. The present emphasis on instruction for skill development through adaptation in the general education classroom has replaced the 1980s focus on segregated classes that offered a functional community-based curriculum for students with moderate to severe disabilities. Because we believe it is important for instruction in inclusive classrooms to focus on meaningful activities that further the ability of all students to function outside the classroom, the goal of this text is to combine bothcommunity and general education approaches with an emphasis on the application of academic content. Consequently, this text takes the approach that most instruction for all students occurs in general education settings and, beginning with the academic content of typical students, uses applied connections and the concept of leveling to provide adaptation strategies. TEXT PREVIEW The text is divided into three sections. Section I presents a general overview of the curriculum for students with moderate to severe disabilities. Section II describes methods of assessment, curricular options, and professional interactions in the various learning environments for these students. Section III provides information on implementing appropriate instruction at both the elementary and secondary education levels for the three environments: general education classroom, school, and community. Section I: Foundations of Curriculum Section I consists of four chapters. Chapter 1, "Establishing the Context," provides the theoretical framework and philosophical perspective of the text. It builds a context for the framework and perspective of the text by giving a brief history of the attitudes and treatment of people with moderate to severe disabilities and the various approaches to curriculum development. Chapter 2, "Characteristics and Strategies for Support," describes the characteristics and educational needs of students with moderate to severe disabilities. The chapter considers relevant characteristics that affect learning in the following areas: physical and health, cognitive, and social development. It also addresses adaptations and supports to facilitate learning. Chapter 3, "Communication and Technology Supports," introduces strategies for enhancing communicative abilities and personal independence through assistive technology. The chapter begins with an overview of the recent legislation on assistive technology. It then presents a model for considering assistive technology and making informed selections. Enhancement of daily performance through assistive technology is discussed. Finally, the chapter addresses alternative and augmentative communication for persons with moderate to severe disabilities. Chapter 4, "The Learning Environment," provides perspectives on applied curriculum models and inclusive practice. The chapter begins with an exploration of some of the issues regarding the implementation of inclusive classrooms. Next, it examines theoretical perspectives on functional and applied curricula for persons with disabilities. Finally, strategies for implementing applied curricula for all students in general education environments are presented. Section II: Implementation of Curriculum Chapter 5, "Authentic Assessment in Inclusive Environments," considers approaches to authentic assessment and presents strategies for referencing both the student''s environment and the standard curriculum of the classroom. Strategies for monitoring student performance are presented. Chapter 6, "Designing the Instructional Program: The IEP," presents strategies for developing an individual educational plan. Strategies for student and parent participation in identifying goals and services are provided. The chapter also discusses the development and implementation of the IEP document itself. Chapter 7, "Supporting Inclusive Environments Through Collaboration," addresses strategies for working jointly with others to provide instruction and support. The chapter details the interactions of special education teachers with other teachers, administrators, paraprofessionals, parents, community members, and students. This chapter also addresses collaborative relationships that provide teacher support. Section III: Instructional Environments Section III addresses the implementation of appropriate instruction for students with moderate to severe disabilities in the three environments they encounter: classroom, school, and community. Chapter 8, "Positive Behavioral Supports in Inclusive Environments," addresses classroom organization and proactive approaches to behavior management. The chapter provides positive strategies for building new behaviors that more effectively meet the individual''s needs. Chapter 9, "The Preschool Classroom," provides strategies for addressing the needs of per sons with moderate to severe disabilities in typical preschool settings. Chapter 10, "The Elementary Classroom," discusses adaptations to the standard elementary school curricula and strategies for creating alternative or parallel curricula and offers strategies for providing peer support. Chapter 11, "The Secondary Classroom," discusses academic adaptations to the general education curriculum as well as applied and parallel curricula. The chapter also addresses other instructional needs of secondary education students, including interpersonal skill development in the areas of communication, behavior, and social adjustment. Chapter 12, "The Elementary School Environment;" presents a model of applied curricula for all students at the elementary level. The chapter describes an applied program in which all students can participate, including general education students. In addition, the chapter presents models in which general objectives in the areas of communication, behavior, and social adjustment can be addressed in all settings. Chapter 13, "The Secondary School Environment," is a companion chapter to Chapter 12 that discusses applied curricula for all students at the secondary education level. The chapter covers appropriate nonacademic and extracurricular activities for students with disabilities, such as school clubs, lunch, and special events. Chapter 14, "Community-Based Instruction," addresses community instruction for both elementary and secondary students with moderate to severe disabilities. The chapter covers instructional adaptations that provide adjunct activities to the general education curriculum. This chapter also addresses the development of employment opportunities. Chapter 15, "Educational Transitions," the concluding chapter in the text, brings closure to the preceding chapters on instruction by addressing educational transitions. It presents approaches for helping students transition smoothly into school and from the elementary school to secondary education programs. The chapter also discusses transition from high school to adulthood, including postsecondary education programs, employment options, lifestyle options, and adult services. ACKNOWLEDGMENTS We want to thank a number of people who have contr