This chapter has provided information to help you understand the educational strengths and needs of students with disabilities and how you can effectively educate them in inclusive classrooms. Other strategies to address these needs are presented in later chapters. As you review the questions asked in this chapter, consider the following questions and remember the following points.
How Does the Special Education Identification Process Work?
A planning team composed of professionals and family members, and the student when appropriate, make important decisions about the education of the student with disabilities. Before considering a referral for special education placement, the planning team uses a prereferral system. That is, a team of educators work together to help classroom teachers develop and use methods to keep students in the general education classroom. If prereferral system is not successful, the planning team determines whether a student needs special education and related services. If the team determines that a student is eligible for special education, an IEP is developed.
How Can IEPs Be Implemented in General Education Settings?
The IEP is a tool for providing students with disabilities with access to the general education curriculum. The implementation of the IEP in the general education setting can be facilitated by involving teachers in the IEP process, aligning the IEP goals to the general education curriculum, differentiating instruction to address IEP goals, establishing an implementation plan, and engaging in curriculum mapping.
What Are the Educational Strengths and Needs of Students with High-Incidence Disabilities?
Students with high-incidence, or mild, disabilities include those with learning disabilities, mild emotional and behavioral disorders, speech/language impairments, and ADD. The characteristics, behaviors, strengths and needs of these students vary; some have difficulties in only one area, others in several areas. These challenges may occur as learning, language and communication, perceptual, motor, social, and behavioral difficulties.
What Are the Educational Strengths and Needs of Students with Low-Incidence Disabilities?
Students with physical, sensory, and significant disabilities are sometimes referred to as having low-incidence disabilities. These students have a range of characteristics. No two students are alike, and each educational program must be based on individual strengths and needs rather than disability categories.
