Economics Chapter 3 Inclusion and Multidisciplinary Collaboration in the Early Childhood and Elementary School Years

Instructor’s Manual 3-1

3

INCLUSION AND MULTIDISCIPLINARY

COLLABORATION IN THE EARLY CHILDHOOD

AND ELEMENTARY SCHOOL YEARS

INSTRUCTOR’S OVERVIEW

Chapter Three, “Inclusion and Multidisciplinary Collaboration in the Early Childhood and

Elementary School Years,” introduces principles of effective inclusion and collaboration

practices in early childhood, and within education programs and schools. Inclusive education

terms are defined and characteristics of evidence-based inclusive schools are discussed. General

and special educators fulfill many roles in meeting the needs of young students in inclusive

CHAPTER–AT-A-GLANCE

DETAILED

OUTLINE

TRADITIONAL

LEARNING

ONLINE

LEARNING

CEC

STANDARDS

A CHANGING ERA IN THE

LIVES OF CHILDREN

WITH DISABILITIES p. 48

Snapshot:

Matt

PowerPoint Slides:

Ch. 3

Test Bank:

Ch. 3

1 Learner Development

and Individual

Learning Differences

2 Learning

Environments

3-1 INCLUSIVE

EDUCATION p. 49–50

Learning

Objectives:

3-1

PowerPoint Slides:

Ch. 3

Test Bank:

Ch. 3

MindTap for Human

Exceptionality

• Chapter 3 Quiz: Did You

Get It?

• Chapter 3 Quiz:

Wrapping It Up

Instructor’s Manual 3-2

DETAILED

OUTLINE

TRADITIONAL

LEARNING

ONLINE

LEARNING

CEC

STANDARDS

3-2 CHARACTERISTICS

OF EVIDENCE–BASED

INCLUSIVE SCHOOLS

p. 53–56

3-2a Diversity, Acceptance, and

Belonging / 3–2b Formal and

Natural Supports / 3–2c Age–

Appropriate Classrooms in a

Neighborhood School

Learning

Objectives:

3-2

PowerPoint Slides:

Ch. 3

Test Bank:

Ch. 3

MindTap for Human

Exceptionality

• Chapter 3 Quiz: Did You

Get It?

• Chapter 3 Quiz:

Wrapping It Up

1 Learner Development

and Individual

Learning Differences

6 Professional Learning

and Ethical Practice

3-3 MULTIDISCIPLINARY

COLLABORATION p. 56–59

3-3a Parents as Valued Partners

/ 3–3b Sharing the

Responsibility / 3–3c

Multidisciplinary School–wide

Assistance Teams / 3–3d

Working Together as a

Professional and Parent Team /

3-3e Peer Support and

Cooperative Learning

Learning

Objectives:

3-3

Reflect on This:

What’s My Role on

the Multidisciplinary

School–Wide

Assistance Team?

Learning Through

Social Media:

Is There a Role for

Social Media in

Special Education?

PowerPoint Slides:

Ch. 3

Test Bank:

Ch. 3

MindTap for Human

Exceptionality

• Chapter 3 Quiz: Did You

Get It?

• Chapter 3 Scenario

(6 options):

o Infant Andy A

o Infant Andy B

o Infant Andy C

o Grades K–3 Candace

A

o Grades K–3 Candace

B

o Grades K–3 Candace

C

• Chapter 3 Quiz:

Wrapping It Up

5 Instructional Planning

and Strategies

7 Collaboration

3-4 THE EARLY

CHILDHOOD YEARS p. 56–

65

3-4a Importance of Early

Intervention for Young

Children and Families / 3–4b

Evidence–Based Instructional

Approaches for Preschool–Age

Children

Learning

Objectives:

3-4

Snapshot:

Yvonne: The Early

Childhood Years

PowerPoint Slides:

Test Bank:

Ch. 3

MindTap for Human

Exceptionality

• Chapter 3 Quiz: Did You

Get It?

• Chapter 3 Scenario

(6 options):

o Infant Andy A

o Infant Andy B

o Infant Andy C

o Grades K–3 Candace

B

• Chapter 3 Quiz:

Wrapping It Up

2 Learning

Environments

5 Instructional Planning

and Strategies

6 Professional Learning

and Ethical Practice

Instructor’s Manual 3-3

DETAILED

OUTLINE

TRADITIONAL

LEARNING

ONLINE

LEARNING

CEC

STANDARDS

3-5 ELEMENTARY

SCHOOL YEARS

p. 65–74

3-5a Meeting Student Needs in

an Inclusive Classroom through

a General Education/Special

Education Partnership / 3-5b

Evidence–Based Practices in

Inclusive Elementary School

Programs

Learning

Objectives:

3-5

Assistive

Technology:

The Strategy Tutor

Case Study on

Embracing

Diversity:

Ricardo

PowerPoint Slides:

Ch. 3

Test Bank:

Ch. 3

MindTap for Human

Exceptionality

• Chapter 3 Video Case:

Before Referral to

Testing for an

Individualized Testing

Program: Classroom–

based Interventions

• Chapter 3 Quiz: Did You

Get It?

• Chapter 3 Quiz:

Wrapping It Up

1 Learner Development

and Individual

Learning Differences

5 Instructional Planning

and Strategies

7 Collaboration

LOOKING TOWARD A

BRIGHT FUTURE

p. 74–75

PowerPoint Slides:

Ch. 3

Test Bank:

Ch. 3

LEARNING OBJECTIVES

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

3-1 Define inclusive education.

3-2 Describe the characteristics of evidence-based inclusive schools.

3-3 Define multidisciplinary collaboration and identify its key characteristics.

3-4 Describe (a) the importance of early intervention services for young children and

families, (b) how Part C of IDEA supports these services, and (c) evidence-based early

3-5 Describe the special and general education teachers’ roles in an inclusive classroom

setting, and identify the characteristics of evidence-based instruction that enhance

learning for all students.

CHAPTER/LECTURE OUTLINE

A CHANGING ERA IN THE LIVES OF CHILDREN WITH DISABILITIES

o For infants, toddlers, and preschool-age children, the world is defined primarily

through family and a small group of same-age peers. As children progress in age

Instructor’s Manual 3-4

Instructor’s Manual 3-5

! Evidence-based inclusive schools provide services and support to students

with disabilities in age-appropriate classrooms within a neighborhood

3-3 MULTIDISCIPLINARY COLLABORATION

o Multidisciplinary collaboration is defined as professionals from across different

disciplines, parents, and students working together to achieve the mutual goal of

o 3-3a Parents as Valued Partners

! Collaboration among parents and professionals is most effective when

everyone:

• Acknowledges and respects each other’s differences in values and

o 3-3b Sharing the Responsibility

! An inclusive school is effective when professionals from across the

disciplines work together to achieve a common goal: a free and

o 3-3c Multidisciplinary School-Wide Assistance Teams

! To meet the challenges of individual diversity, schools have developed

support networks that facilitate collaboration across professions,

including:

• Special education teacher

• Parents

• School psychologist

o 3-3d Working Together as a Professional and Parent Team

! The diverse needs of students with severe disabilities require that students

have access to many different education and related service specialists

Instructor’s Manual 3-6

o 3-3e Peer Support and Cooperative Learning

! Peer supports may serve as powerful natural supports for students with

disabilities in both social and academic areas.

3-4 THE EARLY CHILDHOOD YEARS

o The first years of life are critical to the overall development of children, including

o 3-4a Importance of Early Intervention for Young Children and Families

! The efforts of parents and professionals to gain national support to

develop and implement community services for young children at risk

began in 1968 with the passage of PL 90-538, the Handicapped Children’s

o 3-4b Evidence-Based Instructional Approaches for Preschool-Age Children

! Effective, services and supports should focus on individualization, intense

interventions, and a comprehensive approach to meeting the needs of each

child and that child’s family.

! Service Delivery

! Individualized, Intensive, and Comprehensive Services

! Preschool Services: Referral, Assessment, and IEP Development

• Referral Programs

o A child find system is set up in each state to locate

preschool age children who are at risk and make referrals to

• Multidisciplinary Assessment

o Preschool-aged children are eligible if they meet both of

the following requirements:

! Developmental delay in development (cognitive,

physical, communication, social or emotional,

Instructor’s Manual 3-7

o The decision regarding which skill areas are to be taught

should be based on a functional assessment of the child and

of the setting where he or she spends time.

o Developmentally Appropriate Practice: Instructional approaches that use

curriculum and learning environments consistent with the child’s developmental

level.

o Age-Appropriate Placement: Emphasizes the child’s chronological age over his or

her developmental level.

o Teaching Functional Life Skills: Creates an adaptive fit between the child and the

setting in which he or she must learn to function.

o Inclusive Preschool Classrooms:

! Includes Head Start Programs.

! In the evidence-based inclusive classroom, young children with

o Transition from Preschool to Elementary School:

! It is important for preschool professionals responsible for transition

planning to attend not only to the needs and skills of the individual

3-5 THE ELEMENTARY SCHOOL YEARS

o 3-5a Meeting Student Needs in an Inclusive Classroom through a General

Education/Special Education Partnership

! The Many Roles of the Special Education Teacher: In an inclusive school,

special educators are called upon to fill multiple roles sometimes referred

to as the four Cs: collaboration, consultation, coordination, and co-

teaching.

• Collaborator: Work with school personnel/parents to identify

educational needs, link assessment to IEP development, determine

accommodations and adaptions, and deliver intensive instruction.

! The General Education Teacher: Meeting the Challenge to Educate all

Students: General education teachers must continually meet the challenges

Instructor’s Manual 3-8

of achieving academic excellence and respond to students with many

different backgrounds and instructional needs in a common environment.

• Specific roles for general educators in working collaboratively

with special education and related services personnel include:

o Identifying and referring students who may be in need of

additional support to succeed in an inclusive setting;

o 3-5b Evidence-Based Practices in Inclusive Elementary School Programs

! Ensuring appropriate and effective educational learning experiences for all

students, including those with disabilities, is dependent upon the provision

of evidence-based educational services and supports.

! Individualization: Individualization is a student-centered approach to

instructional decision-making.

student learns in the same way or at the same rate.

! Multitiered System of Support (aka Response to Intervention [RtI])

• MTSS is based on a system-wide approach to providing evidence-

based instruction using a three-tiered model based on the

instructional and behavioral needs of each child.

• Involves continuous monitoring of student progress in making

Instructor’s Manual 3-9

! Differentiated Instruction: Differentiated instruction is a teaching

technique in which a variety of instructional approaches within the same

curriculum are used to meet individual instructional need.

! Assistive Technology: Assistive technology is any item or product used to

increase, maintain, or improve the functional capabilities of a child with

LOOKING TOWARD A BRIGHT FUTURE

o From isolation to inclusion and from research to practice, much has been

accomplished to create access to appropriate schooling and improve the quality of

education. The future will become even brighter if we continue to pay attention to

what we know about best practices and use them in preparing our new and highly

DISCUSSION QUESTION STARTERS

1. Why are terms such as mainstreaming, least restrictive environment, and inclusive

education sometimes used as synonymous terms?

2. How can adults ensure that schools promote acceptance and belonging with a diverse

culture?

3. What formal and natural supports do you have in place to help you be effective in your

learning?

4. How can schools value parents as partners?

5. What are the benefits when general and special educators share the responsibility of

educating students with disabilities?

6. How can schools facilitate successful multidisciplinary collaborative teaming?

7. How are families strengthened by early intervention services for their young children?

8. What is the difference between developmental appropriate practices and age-appropriate

IN–CLASS OR ONLINE ACTIVITY SUGGESTIONS

ACTIVITY 1

Instructor’s Manual 3–10

INTRODUCTION: Professionals have described specific characteristics that are indicative of an

inclusive school. However, the actual implementation is another issue.

ACTIVITY: Invite an administrator of an inclusive school, or one that is in the process of moving

to an inclusive school, to talk to the class about the challenges and successes they have

encountered. Questions the administrator might address include:

• What attitudinal barriers have they faced?

• How have they overcome these barriers?

• How do students and teachers feel about the changes that have been made?

• How do they individualize the educational programming for all students?

• How is collaboration among professionals rewarded?

• How are school problems handled?

ACTIVITY 2

INTRODUCTION: Teachers must attempt to meet the needs of all students who enter today’s

classrooms. What conditions are necessary to support children with disabilities in the general

classroom and to ensure that they get access to the general education curriculum?

ACTIVITY: Ask students to reflect back on their own experiences in school. How did the

curriculum and their teachers respond to students’ individual needs? What enabled teachers to

respond effectively?

ACTIVITY 3

INTRODUCTION: Students without disabilities can assist in the education of their peers with

disabilities by serving as models of appropriate behavior, by providing individualized

instruction, and by facilitating the participation of students with disabilities in extracurricular

ACTIVITY 4

INTRODUCTION: Under Public Law 99–457, states must provide free and appropriate services for

children ages 3 to 5.

ACTIVITY: Arrange for an early childhood education teacher to discuss programs for young

children at risk. Ask for a description of curriculum, activities, parental roles, and the team

approach to program delivery. Inquire about university coursework and certification to teach in

early childhood.

ACTIVITY 5

INTRODUCTION: There are three types of service delivery models for early intervention programs:

center-based, home-based, or a combination of the two.

Instructor’s Manual 3–11

ACTIVITY: Divide the class into three groups, and have each group obtain information about one

of the types of service delivery models. Questions students should answer include:

• What are the strengths and weaknesses of each model?

• What is the philosophy of each model?

ACTIVITY 6

INTRODUCTION: A functional assessment approach allows for assessment of skills that will

facilitate the student’s success in school, home, and society and identifies that, without formal

instruction, skills identified will not be learned.

ACTIVITY: Describe a functional assessment approach and what factors and skills should be

examined in a preschooler’s IEP.

ACTIVITY 7

INTRODUCTION: Students with severe disabilities have traditionally been educated in self-

contained or segregated programs, a practice that restricts community integration of persons with

disabilities. Many educators are working to make it possible for students with disabilities to

VIDEO ACTIVIES

ACTIVITY 1

VIDEO 1: CACL No Excuses TV Commercial 1

VIDEO URL: https://www.youtube.com/watch?v=G68R_nCuJTs

ACTIVITY: Inclusion International has produced commercials in countries all over the world. The

videos above include two commercials each from Canada and New Zealand. After watching

these commercials and awareness video clips, discuss the following questions with students:

Instructor’s Manual 3–12

What are the messages sent to parents and the public about inclusive education practices? Do the

approaches to educating others about inclusion differ between the two countries? Do you think

similar works would help in the United States?

ACTIVITY 2

VIDEO: The Best Choice that my Parents Made for Me: An Inclusion Success Story

VIDEO URL: https://www.youtube.com/watch?v=TSPfWMsa6EI

DEBATE FORUM

PERSPECTIVES ON FULL INCLUSION

Full inclusion: Students are placed in a general education classroom for the entire school day.

The supports and services necessary to ensure an appropriate education come to the student in

the general education class; the student is not “pulled out” into a special education classroom

for instruction.

POINT

We must rethink our current approach to the educational placement of students with disabilities.

Pulling these students out of general education classrooms and placing them into separate

settings does not make sense in today’s schools from the standpoint of both a “moral

imperative” and “what works.” As a moral imperative, inclusion is the right thing to do:

Inclusion goes beyond returning students who have been in separate placements to the

The reality is that traditional special education has failed; it does not work (Peterson & Hittie,

2010). Setting aside the values inherent in the inclusion of all students, let’s look at the reality:

• People with disabilities are more likely to be living in poverty and less likely than those

without disabilities to socialize with friends, relatives, or neighbors.

• There is a significant gap between people with and without disabilities in Internet access.

Instructor’s Manual 3–13

of those without disabilities (Kessler Foundation/NOD, 2012; National Organization on

Disability [NOD]/Harris Survey, 2004).

Positive and successful experiences in school, including interactions with peers without

disabilities, put students with disabilities on a better trajectory toward successful transition into

adult life. Falvey et al. (2006) noted that there is no evidence that pulling students with

COUNTERPOINT

No one is questioning the value of children belonging, of their being a part of society. However,

it is not necessarily true that removing a child with a disability from the general education

classroom is a denial of human rights. Is it a denial of human rights to remove a student with a

disability from a setting where that child receives inadequate academic support to meet his or

There is always a flip side to the research coin. What about the following research

findings?

• Research doesn’t support the premise that full–time placement in a general education

classroom is superior to special education pull–out programs for all students with

disabilities (Leafstedt et al., 2007; Worrell, 2008).

• General education teachers have little expertise in assisting students with learning and

behavioral difficulties and are already overburdened with large class sizes and inadequate

Instructor’s Manual 3–14

other investigators who offer a very different interpretation (Dorn & Fuchs, 2004; Lane,

Hoffmeister, & Bahan, 2002). These researchers, although calling for improvements in special

education, don’t support its abolition.

Finally, students in pull–out programs are much more likely to be stigmatized. Separate

education on the basis of a child’s learning or behavioral characteristics is inherently unequal.

The value of full inclusion is a laudable goal, but nevertheless one that is not achievable,

or even desirable, for many students with disabilities. The reality is that specialized academic

TAKE A STAND

Do you think that all children with disabilities should be placed in general education classrooms

for the entire school day? Explain your answer.

SOURCES CITED

Dorn, S., & Fuchs, D. (2004). Trends in placement issues. In A. M. Sorrells, H. J. Rieth, & P. T. Sindelar (Eds.),

Critical issues in special education: Access, diversity, and accountability (pp. 57–72). Boston: Allyn and Bacon.

Falvey, M. A., Rosenberg, R. L., Monson, D., & Eschilian, L. (2006). Facilitating and supporting transition. In P.

CASE STUDY FEEDBACK

Ricardo

1. Prior to the meeting, what could Ricardo’s teachers do to help his mother feel valued as a

member of the IEP team and to better understand her role in developing the IEP?

Instructor’s Manual 3–15

2. What additional information could Ricardo’s mother provide that would help the team

better understand his academic and social needs as a student who is an English language

learners and whose primary language in the home is Spanish?

Ricardo’s mother can give important information, such as the primary language spoken at

3. What do you see as important for Ricardo to learn in school?

Ricardo should be exposed to the general education curriculum as much as appropriate and