strategies for teaching learners with special needs (ninth edition) by edward a. polloway james r....

Strategies for Teaching Learners with Special Needs (Ninth Edition)

By Edward A. Polloway

James R. PattonLoretta Serna

Chapter 1 Special Education In An Era Of

Inclusion and Standards

0-13-179157-5Polloway, Patton, & SernaStrategies for Teaching Learners with Special Needs, Ninth Edition

Copyright © 2008 Pearson Education, Inc. All rights reserved. 3

Special Education today

• Dominant themes in special education is Inclusion

• Appropriate supports in the general education classroom (Supported Education)



Target populations and Associated Concerns

• 93% of school age students served under the IDEA Act in the following groups: – Learning Disabilities – Speech or language impairments– Mental retardation – Emotional disturbance



Matching Curriculum design and Instructional methods

1. Categorical groups is influenced by public policy decisions, research informed, and non- research professional decisions.

2. Categorical labels convey little about curriculum design and specific teaching strategies

3. Ensure an appropriate curriculum



Federal and State legislation

• No Child Left Behind Act (NCLB)

• Individuals with Disabilities Education Act of 2004 (IDEA)

• Free Appropriate Public Education (FAPE)



IDEA components

• Appropriate Evaluation

• Individualized Education Program

• Least Restrictive Environment

• Parent and student participation

• Procedural Safeguards

• Section 504



Americans with Disabilities Act

• Represents broad civil rights coverage for individuals with disabilities.

• The law establishes guidelines for:– Employment– Public accommodations, – Transportation, – State and local government operations, and– Telecommunications.



Standards- Based Education

• Content standard– Knowledge, skills, and understanding attain in

academic subjects

• Performance standard– Levels of achievement to demonstrate their

proficiency in the subjects



Multi- Tier system

• Tier 1: – High quality core instruction

• Tier 2: – High quality targeted supplemental instruction

• Tier 3: – High quality intensive intervention



Access to the General Education Curriculum

Statements that are reflected on the IEP:

• Present level statement

• Measurable annual goals

• Special education and related services and supplementary aids

• Program modifications or supports from school personal

• Explain the extent to which the child will not participate with non- disabled children



Universal Design for Learning

• Attends to individual needs in a general fashion

• Proactive rather than reactive• Curricula and materials that attend to the

needs of students with special needs • Capitalizes on new technologies and

electronic resources• Provides a new way of looking at students

with disabilities



Differentiated Instruction

A process to approach teaching and learning for students of differing abilities in the same class.



Evidence Based Practice

Interventions that displays evidence with the population with whom they are being used



Diversity Considerations

• Diversity implies that many students do not represent the stereotypic image of the typical student

• Teachers must develop a sensitivity to the needs of a diverse group of students

• Acquiring specific knowledge about diverse student populations is essential



Empowerment

• Related to self- determination of individuals with disabilities

• A multifaceted concept that embraces many necessary aspects of what it truly means to be respected and given dignity



Self- determination

• Self- instruction • Self- understanding • Self- advocacy and

leadership • Positive self- efficacy

and outcome expectancy

• Internal locus of control

• Self- awareness

• Decision- making • Choice- making • Problem solving • Independent living • Goal setting and

attainment • Self- observation,

evaluation, and reinforcement



Effective Teaching

• The amount of learning the child masters • The nature of the teaching behaviors • Teaching activities validated from research:

– A review or check of the previous day’s work– Presentation of new content/ skill – Guided student practice – Feedback and correction – Independent student practice – Weekly and monthly reviews



Special Education Teachers Today

• Teacher As Advocate– Change agents

• Ethical decisions – Decision making about specific educational

interventions

• Special educator role– Function with a multi tier instructional system

• Professional development – Continuum of professional development

strategies for teaching learners with special needs (ninth edition) by edward a. polloway james r....

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