Chapter1: The Foundation for Educating Students with Special Needs
Chapter-At-A-Glance
Instructor’s Overview and Outline
Chapter 1 introduces students to information fundamental to developing an understanding of the field of
special education and persons with disabilities or special needs. Students begin thinking about their own
Learning Objectives
Instructor’s Resources
Media Resources
Fundamental concepts and
terms that describe special
education
o Elementary and Secondary Ed. Act
o No Child Left Behind
o Section 504 of Vocational Rehab.
Activities #1, 2, 9, 11, 14
Learning Objective #1
Key Terms & Concepts
o Special education
o Related services
o Supplementary aids and services
o IDEA
o Least restrictive environment (LRE)
o Due process
o Inclusive practices
Activities # 1, 2, 3, 4, 5, 6, 7, 11
o http://nichcy.org/
o http://www.wrightslaw.com/
o http://idea.ed.gov/
Themes that characterize
today’s educational
priorities for students with
disabilities
Key Terms & Concepts
o Response to Intervention
o Positive Behavior Supports
o Multi-tiered system of support
o Disproportionate representation
o Access to general education curriculum
o Assessment
o Professional accountability
o Inclusiveness and inclusive practices
Activities #1, 2, 6, 7, 8, 10, 11, 15, 16
o http://www.rtinetwork.org/lea
rn/what/whatisrti
o http://www.pbis.org/
o http://nichcy.org/arranging-a-
classroom-to-create-an–
inclusive-learning-
environment
brief survey of the federal disability categories and descriptions of other students with special needs,
primarily to introduce the vocabulary and concepts used repeatedly throughout the text.
A. What is special education?
1. Special education components
2. Federal special education law
a. Core principles of IDEA
b. Additional provisions of IDEA
B. What Influences have shaped special education?
2. Parent advocacy
4. Precedent-setting court cases
5. Current civil rights legislation
6. Current general education legislation
C. What are the key themes of contemporary special education practice?
1. Prevention of the need for special education
a. Response to intervention
2. High expectations and accountability
3. Evidence-based practice
4. Inclusiveness
a. Understanding inclusive practices
b. The effectiveness of inclusive practices
c. Putting the pieces together
D. Who receives special education and other special services?
1. Categories of disability in federal law
3. Other students with special needs
a. Students who are gifted or talented
E. Wrapping it up
1. Back to the cases
Learning Objectives
1. Explain key terms and concepts that describe special education.
Key Terms and Concepts
Accommodations
Americans with Disabilities Act (ADA)
Brown v. Board of Education
Cross-categorical approach
Due process
Individualized education program (IEP)
Individuals with Disabilities Education
Improvement Act (IDEA)
Least restrictive environment (LRE)
Low-incidence disabilities
Mainstreaming
Activities and Discussion Questions
1. Have students reflect on their own experiences with individuals with disabilities using questions such
as these: What have been your experiences with people with disabilities when you were in
elementary school? In junior high or middle school? In high school? Does someone in your family
have a disability? How have your experiences with people with disabilities influenced your
2. Ask students to read the stories of Thomas, Patricia, and Aaron at the beginning of Chapter 1. Using
a think-pair-share strategy, invite your students to individually think about the students’ stories and
3. Over the course of a week, have students peruse newspapers, magazines, television programs,
movies, and other popular media for information about or portrayal of individuals with disabilities.
4. If they have access, either through field placements or their jobs, ask them to interview a special
5. Assign students to small groups (about 5 in a group) and tell them to select an academic topic from
6. For those who have access or experience, ask them to describe their school districts’ policies related
to inclusive practices. Also, ask them to describe how inclusive practices are implemented in their
7. Arrange a class debate on the pros and cons of inclusion of students with disabilities.
8. Have students work in small groups to discuss why they think RtI and PBS have become such
important aspects of contemporary education. Some radical reformers believe that special education
9. Guest Speaker: Invite a staff member from your school’s civil rights office (or similar office on
campus) to discuss campus accessibility and ADA compliance. If possible, tour the campus with the
10. Ask students how they feel about the trend toward more professional accountability. What have they
heard [other] teachers say about things like NCLB and the Common Core? How does this affect how
they imagine their roles as teachers?
11. Using Handout 1-1, have students begin learning the common acronyms and terminology used in
special education by writing their meanings. Students may also add terms and definitions/personal
12. Using Figure 1.4 “IDEA Disability Categories” in Chapter 1, have students locate the categories,
terms, and definitions used to identify disability categories in their state and create a side-by-side
13. Consider the question, “What is in a name?” What is the purpose of labeling? Have the class
generate a list of possible benefits of using labels, and possible problems with labeling. Alternatively,
arrange a class debate on the use of labels.
14. Invite students to read about and discuss “Rosa’s Law” (111th Congress, S. 2781), the law changing
the term mental retardation to intellectual impairments in many Federal statutes.
15. The questions included on Handout 1-2 are those that the authors find are frequently asked by
16. The checklist included as Handout 1-3 represents a broad view of the components present in inclusive
schools. With experienced teachers, the handout can serve as the basis for an assignment to write
17. Assign and assistive technology homework assignment: Create groups of students to study low
technology, mid-technology, and high technology. Have each group create a website that explains and
gives examples of these technologies. Share each with the whole class.
Web Links
Instructor Resources
• PowerPoint Presentation slides for this chapter are available at the Instructor Resource Center at
Web Based Content Resources
Additional Readings
Giangreco, M. (2010) One-to-One Paraprofessionals for Students with Disabilities in Inclusive
Classrooms: Is Conventional Wisdom Wrong? Intellectual and Developmental Disabilities,
48(1), 1-13.
Klein, S., & Kemp, J. (2004). Reflections from a different journey: What adults with disabilities wish all
parents knew. New York: McGraw-Hill.
Lauchlan, F., & Boyle, C. (2007). Is the use of labels in special education helpful? Support for Learning,
22, 36–42.
Lynch, E. W., & Hanson, M. J. (Eds.). (2011). Developing cross-cultural competence: A guide for
working with children and their families (4th ed.). Baltimore: Paul H. Brookes.
Online, 32(2), 1–13.
Suter, J. C., & Giangreco, M. F. (2009). Numbers that count: Exploring special education and
paraprofessional service delivery in inclusion-oriented schools. Journal of Special Education,
43(2), 81–93.
Villa, R., Thousand, J., Nevin, A. & Liston, A. (2005). Successful Inclusive Practices in Middle and
Secondary Schools. American Secondary Education, 33(3), 33-50.
Welner, K. (2006). Legal rights: The overrepresentation of culturally and linguistically diverse students in
special education. Teaching Exceptional Children, 38(6), 60–62.
Zigmond, N., Kloo, A., & Volonino, V. (2009). What, where and how? Special education in the climate
of full inclusion. Exceptionality, 17, 189–204.