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Integration, Inclusion, and
Support of Positive Outcomes

Chapter 2
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Copyright © Pearson Allyn & Bacon 2009

Topics
• Integration into the larger society
• Normalization and deinstitutionalization
• Self-determination, universal design, and new
technologies
• Integration into schools
• Arguments for and against full inclusion
• Collaboration and response to intervention
• Participation in assessments
• Early intervention and transition
• Discipline of students with disabilities
• Concluding thoughts on trends and issues


Integration Into the
Larger Society
• Philosophical and Historical Roots
 Normalization
• Positives and negatives
• How far should it be taken?
 Deinstitutionalization
• Community-based services
• Problems solved by deinstitutionalization
 Self-determination
 Universal design and UDL
 Use of new technologies


Inclusion In Schools
• Full Inclusion
 All students with disabilities attend general
education classrooms in their
neighborhood schools for the entire day
and general education teachers have the
primary responsibility for all students with
disabilities
 Least restrictive environment
 Continuum of alternative placements
(CAP)


Inclusion In Schools (cont’d)
• Arguments for Inclusion
 Labeling people may be harmful
 Special education pull-out programs have been
ineffective
 People with disabilities should be viewed as a
minority group
• Disability rights movement
• Handicapism
 Ethics are more important than empirical
evidence


• Arguments Against Inclusion
 Educators and parents are largely satisfied with
the continuum of placements
 General educators are unable or unwilling to teach
students with disabilities
 Unwillingness to consider empirical evidence is
professionally irresponsible
 Available empirical evidence does not support full
inclusion
 In the absence of data supporting full inclusion,
the continuum should be preserved


• Differentiated Instruction
• Prereferral Teams (PRTs)
 Groups of professionals who work with general
education teachers to help identify alternative
strategies for students before a referral for special
education evaluation is made
• Response to Intervention (RTI)
 Usually provides for three standardized levels of
intervention for students having problems, with
closely monitored progress before a referral is
made


• Models of Collaboration
 Collaborative consultation
 Cooperative teaching and other team
arrangements
 Curricula and instructional strategies
• Cooperative learning
• Peer-mediated instruction
• Peer tutoring
• Peer confederates
• Partial participation


• Models of Collaboration (cont’d)
 Accommodations and adaptations
• Modifications
• Accommodations
• Adaptations
• Tiered assignments
 Training general education teachers
to accommodate diversity


Assessments of Progress
• Progress Monitoring
• Outcome Measures
• Testing Accommodations
• The Context of NCLB


Early Intervention
• Arguments For Early Intervention
 The sooner intervention begins, the further a
child is likely to progress
 Early support may prevent or reduce
development of further disabilities
 Early intervention can help families cope and get
needed services
• Individualized Family Service Plan (IFSP)
• Home-based Programs


Early Intervention (cont’d)
• Child-directed vs. Adult-directed Programs
• Inclusive Education
 Most preschoolers with disabilities receive their
education in programs designed to serve diverse
groups of learners


Reasons for Increase in
Disabilities
• Children living in poverty, poor nutrition
• Babies born to teenage mothers
• Babies born to mothers with poor
prenatal care, nutrition
• Babies born with low birth weight
• Environmental hazards
• Children subjected to abuse
• Cuts in social programs and services

Transition to Adulthood and
Employment

• Transition services include:
 Outcome-oriented activities that promote
movement from school to postsecondary
education
 Vocational training
 Integrated employment
 Continuing adult education
 Adult services
 Independent living
 Community participation


Suggested Curriculum for Career
Development at Various Grade Levels

Fig. 2.1
Source: Brolin, D. E.,
& Loyd, R. J. (2004).
Career development
and transition
services: A functional
life-skills approach
(4th ed., p. 430).
Upper Saddle River,
NJ: Prentice Hall.
Reprinted with
permission.


Transition to Adulthood and
Employment (cont’d)

• Making Transition Fit Level of Need
 Low-incidence disabilities
 High-incidence disabilities


Transition in Relation to Standards,
Opportunities, and Multiple Domains

Fig. 2.2
Source: Greene, G., &
Kochhar-Bryant, C. A.
(2003). Pathways to
successful transition for
youth with disabilities (p.
447). Upper Saddle
River, NJ: Prentice Hall.
Reprinted with
permission.


Discipline of Students with
Disabilities
• Controversy over “zero tolerance”
• Supports for desired behavior
 Manifestation determination
 Positive behavioral intervention plans
 Functional behavioral assessment (FBA)
 Positive behavioral supports (PBS)
 Positive behavioral intervention and support
(PBIS)
 Interim alternative educational setting (IAES)


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