Economics Chapter 2 Validation Assessment Tools For The Purpose For Which They Are Being Used

Instructor’s Manual 2-1

2

EDUCATION FOR ALL

INSTRUCTOR’S OVERVIEW

Chapter 2, “Education for All,” provides an introduction to the field of education in a 21st

century world. From the origins of special education to the Individuals with Disabilities

Education Act, we examine the critical distinction between schooling for the privileged and the

right of every child to a free and appropriate education. Characteristics of effective special

education practice are discussed, including the hallmarks of the field (individualization, intensive

CHAPTER-AT-A-GLANCE

DETAILED

OUTLINE

TRADITIONAL

LEARNING

ONLINE

LEARNING

CEC

STANDARDS

A CHANGING ERA IN

THE LIVES OF

STUDENTS WITH

DISABILITIES

p. 25–26

Snapshot:

Tara and Her 8 Tips

for New Special

Education Teachers

PowerPoint Slides:

Ch. 2

Test Bank:

Ch. 2

2-1 EDUCATIONAL

SERVICES FOR

STUDENTS WITH

DISABILITIES IN THE

20TH CENTURY

p. 26–28

2-1a Early Special Education

Programs /

2-1b Education as a Privilege

but not a Right / 2–1c John F.

Kennedy and the Expanding

Role of National Government

Learning Objective:

2-1

PowerPoint Slides:

Ch. 2

Test Bank:

Ch. 2

MindTap for Human

Exceptionality

• Chapter 2 Video Case: Human

Exceptionalities: An

Introduction by a Special

Education Teacher

• Chapter 2 Quiz: Did You Get

It?

• Chapter 2 Quiz: Wrapping It

Up

6 Professional

Learning and

Ethical Practice

Instructor’s Manual 2-2

DETAILED

OUTLINE

TRADITIONAL

LEARNING

ONLINE

LEARNING

CEC

STANDARDS

2-2 THE RIGHT TO

EDUCATION p. 28

Learning Objective:

2-2

PowerPoint Slides:

Ch. 2

Test Bank:

Ch. 2

MindTap for Human

Exceptionality

• Chapter 2 Quiz: Did You Get

It?

• Chapter 2 Quiz: Wrapping It

Up

6 Professional

Learning and

Ethical Practice

2-3 THE INDIVIDUALS

WITH DISABILITIES

EDUCATION ACT (IDEA)

p. 29–36

2-3a What are Special

Education and Related

Services? / 2–3b Who is

Eligible for Special

Education and Related

Services? / 2–3c Major

Provisions of IDEA

Learning Objective:

2-3

Learning Through

Social Media:

10 Helpful and

Compassionate

Comments Heard at

an IEP Meeting

PowerPoint Slides:

Ch. 2

Test Bank:

Ch. 2

MindTap for Human

Exceptionality

• Chapter 2 Quiz: Did You Get

It?

• Chapter 2 Quiz: Wrapping It

Up

1 Learner

Development and

Individual

Learning

Differences

4 Assessment

5 Instructional

Planning and

Strategies

6 Professional

Learning and

Ethical Practice

2-4 THE SPECIAL

EDUCATION

REFERRAL,

ASSESSMENT,

PLANNING, AND

PLACEMENT PROCESS

p. 36–38

2-4a Phase 1: Initiating the

Referral / 2–4b Phase 2:

Assessing Student Eligibility

and Educational Need / 2–4c

Phase 3: Developing the

Individualized Education

Program (IEP) / 2–4d Phase

4: Determining the Student’s

Educational Placement in the

Least Restrictive

Environment (LRE)

Learning Objective:

2-4

Case Study on

Embracing

Diversity:

Yasmeen

PowerPoint Slides:

Ch. 2

Test Bank:

Ch. 2

MindTap for Human

Exceptionality

• Chapter 2 Video Case: Human

Exceptionalities: An

Introduction by a Special

Education Teacher

• Chapter 2 Quiz: Did You Get

It?

• Chapter 2 Quiz: Wrapping It

Up

• Chapter 2 Professional

Resource Downloads:

o Figure 2.3 A Sample

Individualized Education

Program (IEP) for Haillee:

An Elementary–Age

Student with Disabilities

o A Blank Sample

Individualized Education

1 Learner

Development and

Individual

Learning

Differences

4 Assessment

Instructor’s Manual 2-3

DETAILED

OUTLINE

TRADITIONAL

LEARNING

ONLINE

LEARNING

CEC

STANDARDS

2-5 EDUCATING

STUDENTS WITH

DISABILITIES IN THE

21ST CENTURY: FROM

ACCESS TO

ACCOUNTABILITY

p. 42–44

PowerPoint Slides:

Ch. 2

Learning Objective:

2-5

Test Bank:

Ch. 2

MindTap for Human

Exceptionality

• Chapter 2 Quiz: Did You Get

It?

• Chapter 2 Scenario

(6 options):

o Pre–K Yoshiko A

o Pre–K Yoshiko B

o Pre–K Yoshiko C

o Grades K–3 Phoebe A

o Grades K–3 Phoebe B

o Grades K–3 Phoebe C

• Chapter 2 Quiz: Wrapping It

Up

6 Professional

Learning and

Ethical Practice

2-6 SECTION 504/ADA

AND REASONABLE

ACCOMODATIONS

p. 44

Learning Objective:

2-6

Debate Forum:

Educational

Accountability for

Students With

Disabilities: High

Academic

Achievement or

Inevitable Failure?

PowerPoint Slides:

Ch. 2

Test Bank:

Ch. 2

MindTap for Human

Exceptionality

• Chapter 2 Quiz: Did You Get

It?

• Chapter 2 Quiz: Wrapping It

Up

LOOKING TOWARD A

BRIGHT FUTURE

p. 45–47

PowerPoint Slides:

Ch. 2

Test Bank:

Ch. 2

LEARNING OBJECTIVES

After completing this chapter, your students should be able to:

2-1 Describe the educational services that were available to students with disabilities during

most of the 20th century.

2-2 Identify the principal issues in the right-to-education cases that led to the eventual

Instructor’s Manual 2-4

Instructor’s Manual 2-5

o 2-1c John F. Kennedy and the Expanding the Role of the Federal

Government

! The 1960s brought significant changes in the education of students with

2-2 THE RIGHT TO EDUCATION

o The right of education for children with disabilities came about as part of a larger

social issue: the civil rights movement of the 1950s and 1960s.

o Education was reaffirmed as a right and not a privilege by the Supreme Court in

the case of Brown v. Board of Education of Topeka, Kansas (1954). Although

2-3 THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA)

o The Education for All Handicapped Children Act (Public Law 94-142) made

available a free and appropriate public education to school age (6-21) students

with disabilities.

o 2-3a What Are Special Education and Related Services?

! Referred to as the zero exclusion principle, IDEA requires that all

Instructor’s Manual 2-6

o 2-3b Who Is Eligible for Special Education and Related Services?

! For a student to receive the specialized services available under the IDEA

the student must meet two criteria:

• The student must be identified as having one of the disability

o 2-3c Major Provisions of IDEA

! A Free and Appropriate Public Education (FAPE)

• Schools must provide special education and related services at no

cost to parents.

! Nondiscriminatory and Multidisciplinary Assessment

• The testing of students in their native or primary language,

determine eligibility for special education and related services

• To give consent in writing as to the educational setting in which

the child will receive special education and related services

• To request an independent educational assessment if the parents

believe the school’s assessment is inappropriate

• To request an educational assessment at public expense if the

Instructor’s Manual 2-7

• To request a due process hearing concerning the school’s proposal

or refusal to initiate or change the identification, educational

assessment, or placement of the child or the provision of a free and

appropriate public education

! The Individualized Education Program (IEP)

more effective communication between school personnel and the

child’s family.

! Education in the Least Restrictive Environment

• To the maximum extent appropriate, children with disabilities,

including children in public or private institutions or other care

facilities, are educated with children without disabilities, and that

108-446, Sec. 614[d]).

• A continuum of educational placements based on individual needs

2-4 THE SPECIAL EDUCATION REFERRAL, ASSESSMENT, PLANNING, AND

PLACEMENT PROCESS

o Mandated by IDEA to ensure that all eligible students with disabilities receive a

FAPE.

o 2-4a Phase I: Initiating the Referral

o 2-4b Phase II: Assessing Student Eligibility and Educational Need

o 2-4c Phase III: Developing the Individualized Education Program (IEP)

o 2-4d Phase IV: Determining the Student’s Educational Placement in the Least

Restrictive Environment (LRE)

2-5 EDUCATING STUDENTS WITH DISABILITIES IN THE 21ST CENTURY:

FROM ACCESS TO ACCOUNTABILITY

o The education of students with disabilities has gone through many changes during

the past four decades. The rallying cry in today’s schools is “higher expectations

for all students.”

Instructor’s Manual 2-8

o National policy under the No Child Left Behind Act uses a standards-based

approach to improving student achievement. The three principles of this

approach are:

! A focus on student achievement as the primary measure of school success

2-6 SECTION 504/ADA AND REASONABLE ACCOMODATIONS

o Schools must provide supports and services to two groups of students with

disabilities.

! One group qualifies for special education services under IDEA because

their disability limits their access to an appropriate education.

! Another group, not viewed as educationally limited by their disability and

LOOKING TOWARD A BRIGHT FUTURE

o Over the last four decades, national policy in the United States has reaffirmed the

rights of students with disabilities who are eligible for special education services

to a free and appropriate public education (FAPE).

DISCUSSION QUESTION STARTERS

1. Besides education, what other basic values are present in the United States?

2. Which of the tips listed in the snapshot do you think will be especially applicable to you?

3. How is education viewed as a right rather than a privilege not only for children with

disabilities but also for all children?

Instructor’s Manual 2-9

Instructor’s Manual 2–10

5. hearing impairment

6. intellectual disability

7. multiple disabilities

8. orthopedic impairment

9. specific learning disability

10. speech or language impairment

11. traumatic brain injury

12. visual impairment (including blindness)

13. other health impairment

ACTIVITY 4

INTRODUCTION: IDEA is based on the value that every student can learn.

ACTIVITY: Lead the class in a discussion about their own beliefs on who can and cannot learn,

and what barriers exist to learning in the educational and social structure in America today.

ACTIVITY 5

INTRODUCTION: IDEA mandated that children with disabilities receive a free, appropriate public

education in the least restrictive environment. To meet this mandate, schools have developed

services ranging from placement in general education classrooms to homebound and hospital

programs. Supporters of segregated facilities believe that better programs can be provided by

ACTIVITY OPTION 1: Have each student write an editorial or letter to the editor, arguing a personal

position on the inclusion of students with disabilities in general education settings.

ACTIVITY OPTION 2: Individually or in groups, have students contact a local education agency and

ACTIVITY 6

INTRODUCTION: An individualized education program (IEP) provides an opportunity for parents

and professionals to join together in designing a program that meets the individual needs of each

student.

ACTIVITY: Show the class examples of IEPs, being aware not to violate any privacy or

confidentiality considerations. Since students in general education are often provided instruction

as if they learn at the same pace and in the same manner, have class members discuss whether

individualizing instruction for general education students would be beneficial as well. How could

this be achieved, considering the number of students in a regular classroom and the variability

from one student to the next?

ACTIVITY 7

INTRODUCTION: Although standards-based school reform efforts aspire to include “all children,”

many professionals have suggested that it is exclusionary to students who have disabilities or are

Instructor’s Manual 2–11

at risk. For example, students who do not succeed on standardized tests not only face another

failure, but also may find themselves stigmatized for lowering school norms. Also, higher

standards of school behavior may result in students with emotional/behavioral disorders being

suspended, expelled, and pushed out of school.

ACTIVITY: Instruct students to form cooperative groups and develop a list of problems or issues

that should be addressed to ensure that all students are included in the current reform movement.

Example questions include:

• How will student performance be measured?

ACTIVITY 8

INTRODUCTION: A safe school environment has become a critical issue for a wide variety of

stakeholders in the educational process. The result has been an increase in the legislation of zero-

tolerance behavioral policies in U.S. schools. How does this principle of zero tolerance mesh

with the principal value of zero exclusion in IDEA?

ACTIVITY: Divide the class into two groups and instruct them to take one position, either zero

tolerance or zero exclusion, and have them provide a rationale for their position.

ACTIVITY 9

INTRODUCTION: A standards-based approach to student achievement was authorized in the No

Child Left Behind Act of 2001. The focus in this approach was on student achievement as a

measure of school success. An underlying emphasis is to provide challenging academic

standards to all children.

ACTIVITY: Interview a local education agency representative and ask the following questions

about the standards-based reform movement and special education:

a. How will the standards-based system deal with the diverse needs and functioning levels of

students with disabilities?

b. Will participation of students with disabilities in a standards-based general education

Instructor’s Manual 2–12

VIDEO ACTIVITIES

ACTIVITY 1

VIDEO: Celebrating 35 Years of IDEA

VIDEO URL: https://www.youtube.com/watch?v=DUn6luZQaXE

ACTIVITY 2

VIDEO: UDL at a Glance

VIDEO URL: https://www.youtube.com/watch?v=bDvKnY0g6e4

ACTIVITY: Watch the CAST video titled UDL at a Glance to get an overview of the basic

principles of UDL. After you watch, ask students to summarize the framework that underpins

UDL.

ACTIVITY 3

VIDEO: How do IEP and 504 Plans Differ?

VIDEO URL: https://www.youtube.com/watch?v=lAiyhd8JP5k

DEBATE FORUM

EDUCATIONAL ACCOUNTABILITY FOR STUDENTS WITH DISABILITIES: HIGH

ACADEMIC ACHIEVEMENT OR INEVITABLE FAILURE?

Standards–based educational reform is based on the premise that improving student achievement

is highly correlated with an accountability system that is inclusive of all students. However, this

premise has generated considerable debate within the field of education. In the following

Debate Forum, we examine contrasting perspectives on including students with disabilities in a

standards–driven system with high–stakes accountability.

POINT

Proponents of including students with disabilities in a system that focuses on “educating all

children” argue that doing so enables these students to experience a wider variety of subjects

at a deeper level. This exposes students with disabilities to higher–order thinking skills such

as problem solving, enables them to develop collaborative skills, and engenders

responsibility and self–esteem (Florian, 2007; McLaughlin & Tilstone, 2000). An inclusive

Instructor’s Manual 2–13

Proponents also argue that if students know their promotion to a higher grade level or

high school graduation is dependent on their attainment of a particular standard, they will be

motivated to achieve at a higher performance level. Traditionally, special education students

have not been held accountable to meeting their IEP goals. This sometimes results in a

lowering of individual expectations and a failure to learn essential skills. As a corollary,

special educators have not been accountable for the poor performance of their students; they

often regard the IEP as paper compliance rather than an accountability tool (Riddell, 2007;

COUNTERPOINT

Opponents of the standards–based approach raise several concerns. First, they maintain,

failure is inevitable because there is insufficient instructional time and resources to meet the

educational needs of students with disabilities. Second, there is no evidence that a standards–

driven system will actually lead to sustained higher levels of achievement among students

with disabilities, and no indication “whether the skills gained through this curriculum are the

ones that will prove necessary for successful transition from school” (McLaughlin &

Tilstone, 2000, p. 62).

Establishing content standards for students with disabilities at the state level is

inconsistent with the concept of individualization; it is not in the best interests of students with

disabilities or their peers without disabilities. A fear exists that if all students are expected to

reach the same standard, then the bar will be lowered to accommodate those with less ability. If

Instructor’s Manual 2–14

TAKE A STAND

Should students with disabilities be included in a standards-driven system with high-stakes

accountability? Explain your answer.

SOURCES CITED:

Florian, L. (2007). Reimagining special education. In L. Florian (Ed.), The Sage handbook of special education

(pp. 7–20). London: Sage Publications.

CASE STUDY FEEDBACK

Yasmeen

1. Were the referral, assessment, planning, and placement process followed correctly for

Yasmeen?

Mr. Ortiz’s concerns about Yasmeen’s low reading ability and difficulty paying attention

were taken to the child-study team after his attempts to relate his concerns to her parents

were unproductive due to a language barrier. The meeting with the child study team

2. Do you think Mrs. Al-Bayiti’s concerns were taken seriously by the group?

No. The team did not address or seek to understand her reluctance to give consent for

3. In addition to academic achievement, what cultural/linguistic factors should have been

considered when determining the most appropriate placement for Yasmeen?

Instructor’s Manual 2–15