Inclusive Education and Individualized Education Programs

Inclusive Education

• Definition and Context:- Inclusive education significantly expands the base of the Response to Intervention (RTI) or three-tiered Positive Behavioral Supports (PBS) triangle.

  • It allows more students who typically struggle in the general education setting to be successful by providing seamless and integrated support.

• Benefits and Outcomes:- Schools embracing inclusive education report positive results for students who would typically receive interventions in more restrictive settings.

  • It improves the way all students' needs are met within the general education setting through differentiation.

  • Students gain access to a rich social environment and the academic core curriculum with built-in supports.

• Shift in Ownership: From "My" to "Our"- Educators in inclusive schools change their language from "my students" and "your students" to "our students."

  • This signifies a broader understanding that all students are the shared responsibility of all educators on a team.

  • This collaborative approach extends to teaching spaces and curriculum responsibilities (e.g., "our classroom," notes signed by "the third-grade team").

  • All professionals (educators, therapists, paraprofessionals) have names listed on the classroom door and a space in the room.

  • Ideally, students are not aware of specific roles, seeing all adults in the room as educators.

• Overarching Goal:- Inclusive education aims to create school environments where all students feel welcome, socially fulfilled, and academically challenged.

  • It values and celebrates diversity, rather than uniformity.

• Commonly Asked Questions about Inclusive Education:- Q: Is inclusive education really best for a particular student?- A: Research consistently shows that inclusive environments offer superior educational and social benefits for students with disabilities.
  - The challenge lies in adapting the general education environment to meet individual student needs through problem-solving, collaboration, and designing seamlessly integrated differentiated supports.

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  • Q: What do I communicate to families about inclusive services?- Where will the services take place? Services are now brought to the student within the classroom, rather than the student leaving the classroom for services.

    • Will that be embarrassing for my child? Services are infused naturally into the school day, not conspicuously delivered in a way that singles out students (e.g., at a back table).

    • Why will the services be delivered inclusively? Students with uninterrupted access to the general education classroom generally perform better. Federal laws prioritize inclusive service delivery because it reduces stigmatization, benefits social-emotional well-being, and promotes skill generalization (skills taught in natural contexts are more likely to be applied).

    • So does that mean my child is receiving less service? No, special educators and related service providers collaborate with general education teachers to infuse all necessary skills into the classroom, often resulting in more extensive services and support for IEP goals.

  • Q: I am a special education teacher and have so many students on my caseload. How can I provide services to them all inclusively?- A: Staff convenience is not a legal justification for pulling students out of the general education setting.

    • Determine which students require direct support, which can receive consult services, and for which you will monitor progress.

    • Arrange your schedule flexibly to match these needs, thinking about appropriate times throughout a student's day rather than static, fixed pull-out times.

  • Q: Is inclusion really the law?- A: The Individuals with Disabilities Education Act (IDEA) of $2004$ does not explicitly use the term "inclusion."

    • However, the law mandates that all students must be placed in the Least Restrictive Environment (LRE).

    • The general education setting must be the first consideration, and schools must demonstrate attempts to teach all children in this setting with appropriate supplementary aids and services before considering more restrictive placements.

Individualized Education Program (IEP)

• Purpose and Requirement:- Every student receiving special education services must have an IEP.

  • An IEP is a legal plan, written by a team, that documents a student's learning priorities for the school year (Huefner, 2000).

  • It is developed after a student has been tested, observed, and a team has determined that the student has a disability.

• IEP Team Composition:- The team includes the parent, the student (when appropriate), a general education teacher, a special education teacher, a representative of the school district, and other professionals as needed (e.g., psychologist, speech-language pathologist, occupational therapist, physical therapist).

  • The team convenes annually to determine and document the student's unique needs and goals regarding participation in the general school curriculum for the upcoming year.

• Legally Required IEP Contents (U.S. Department of Education, 2004):- Present levels of performance: How a student is currently performing across all subject areas.

  • Measurable goals and objectives: Annual goals for a student across subject areas.

  • Special education and related services: The type, level, and amount of service provided by special education staff.

  • Extent of participation with children without disabilities: How much time a student spends with general education peers.

  • Statement of how the child’s progress will be measured: Description of how often and how a student's progress will be measured.

  • Modifications: A list of the student's modifications or adaptations.

  • Participation in statewide tests: Indicates whether the student will participate and any modifications provided.

  • Locations of services to be provided: Amount of time and location (e.g., general education classroom) of services.

  • Statement of transition services: For students at least $16$ years of age, a plan for preparation for adult life (instruction, community experiences, daily living skills, vocational skills, or a statement on the basis for not needing these areas).

• Role of Educators in the IEP Process:- General and special educators are vitally important in constructing the present levels of performance (academic, sensory, social, behavior management goals).

  • Educators write relevant goals and collaborate with the IEP team to decide the number of minutes for each special education and related service, as well as the location of service delivery.

  • An outdated approach is for educators to arrive at the meeting with pre-written goals; instead, goals should be collaboratively constructed with the entire team.

IEP Goal Development

• Goals are individualized and aligned with grade-level academic standards (e.g., Common Core State Standards).

• Examples cover various skills and subject areas, incorporating supports:

  • Second Grade Goals

    • Writing: Write three complete sentences with assistive support within $15$ minutes.

    • Grip Strength: Maintain a $15$-second grip during recess activity with $80\%$ accuracy.

    • Math: Solve addition problems to $20$ with $90\%$ accuracy using prompts.

    • Phonological/Language: Produce /r/ and /l/ in initial positions with $75\%$ accuracy; participate in shared reading with vocabulary and inferential comments.

  • Sixth Grade Goals

    • History/Social Studies Literacy: Identify key steps in a process description with $80\%$ accuracy using adapted text, assistive technology, and peer support.

  • Middle and High School Examples (from original note):

    • Writing: Given raised-line paper, slant board, pencil grip, James will write $3$ complete sentences for a nonfiction procedural text legible to a peer.

    • Grip Strength: At recess, while playing jump rope, Neleah will maintain hand positioning and grip for $15$ consecutive twirls.

    • Cutting: Given visual supports, adaptive scissors, a cooperative group role, Adison will cut and affix appropriate images/content on a poster.

    • Math: Given peer support, a See ’N’ Solve calculator, and manipulatives, Paige will solve addition story problems using number combinations to $10$.

    • Sensory: Given a weighted vest/animal, disc cushion, fidgets, rocker board, Aiden will respond to comprehension questions after a $10$-minute read-aloud with $90\%$ accuracy.

    • Phonological Sound Production: Given a repeated chant using /s/, a visual model, and peer modeling, Brycin will articulate the /s/ sound audibly in $3$ out of $5$ repeated trials.

    • Voice Intonation: Given a community builder, Enzo will ask questions to a peer with appropriate intonation on $4$ out of $5$ trials.

    • Turn-taking: During small-group science discussion using a talking object, Imari will delay speaking until handed the object on $8$ out of $8$ repeated opportunities.

    • Jaw Position and Muscle Memory for Speech Production: Given large gum during lecture, Joslyn will chew for $15$-minute increments on both sides to increase jaw strength and stability.

    • Reading Literature (9th Grade): Given digital audio, graphic organizer, peer prompting, Caleb will identify narrative elements with $80\%$ accuracy over $3$ consecutive probes.

    • Behavior (9th Grade): Given a whispered verbal or visual prompt, Caleb will raise his hand during a structured lesson prior to commenting/calling out.

The IEP Referral Process (How a student gets a label)

1. Student is suspected of having a disability and needing services: Any school professional or parent can request an evaluation, requiring parent consent. Evaluation must be completed within $60$ days of consent.

2. Eligibility is decided: A multidisciplinary team (school psychologist, special educators, general educators, related service providers, medical personnel if appropriate) evaluates the student in all areas related to the suspected disability, using data from RTI and parent observations. They then review results against disability definitions.

   • If eligible, the student qualifies for special education. The process moves to the next step.

   • If not eligible, the student does not qualify for special education but continues to receive support as needed.

3. IEP meeting is scheduled: Within $30$ calendar days, a mutually agreeable meeting time is set. Parents are informed they can invite others with knowledge or expertise about the student.

4. IEP is written during the meeting: The team, parents, and student collaboratively write the IEP document.

5. Services are provided: The district is legally obligated to implement all services, accommodations, modifications, and supplemental supports outlined in the IEP.

6. Progress is measured and reported to parents: The student's progress toward annual goals is tracked and communicated to parents (e.g., via report cards).

7. IEP is reviewed: Annually, the IEP is reviewed, and new goals are written.

8. Student is reevaluated: At least every $3$ years, the student must be reevaluated to confirm continued eligibility, though a waiver is possible with parent and school agreement.

Tips for Inclusive Educators Leading the IEP Process (Figure $3.1$)

• A Month Before the Meeting:

  • Have an initial conversation with parents about attendees, format, location, and their right to bring guests. Encourage them to share a statement or photos.

  • Send a questionnaire to parents to gather their input on strengths, gifts, talents, dreams, goals, concerns, what's working, what to change, and changes desired for last year's goals.

• Two Weeks Before the Meeting:

  • Invite all team members (including family) to informally jot down their wishes for the new IEP and gather questionnaire responses.

• One Week Before the Meeting:

  • Write a draft of all ideas and send it to everyone (including families) for feedback.

  • Ensure families receive any reports to be shared at least $1$ week in advance for review, so the meeting can focus on discussion and changes.

• The Day of the IEP Meeting:

  • Think About the Vibe: Create a welcoming atmosphere (meet parents, provide snacks, offer activities for young students, consider seating/lighting, greetings, name tags).

  • Start with the Family or the Student: Begin positively by having the family share (video, hopes/dreams statement, story) or the student (PowerPoint presentation, discussing progress). Invite students at a young age to foster self-advocacy and ensure their ideas are heard.

  • Proceed Through the Meeting: Discuss the agenda, prioritize student needs, ensure team agreement on goals. Use a visible writing surface (chalkboard, whiteboard) to record ideas. Share positive information first, explain unfamiliar assessment results/terminology, and check in with all present.

  • Ask Questions: Use phrases like "How does that sound?", "Does anyone have an issue with that goal?", and "Does this make sense to everyone?"

  • Take a Break: Anyone can request a break at any time.

• After the IEP Meeting:

  • Send a simple thank-you note to the student and parents.

  • Inform them when the finalized IEP will be sent and keep communication channels open for further questions.

• General Tips to Remember:1. Partner with parents: Treat them as coequal team members.

  2. Avoid overwhelming: Do not share evaluation reports, assessment data, or drafts for the first time at the meeting.

  3. Coequal educators: General and special educators are coequal partners, both responsible for the IEP's content and implementation.

  4. Think like a parent: Be mindful of how it feels for parents to discuss their child with a room full of professionals and communicate thoughtfully.

What is Special Education?

• Definition: Special education is individualized instruction designed to meet the unique needs of specific students.

• Key Components:- May involve accommodations (adaptations to the curriculum that do not fundamentally alter or lower standards, e.g., test location, student response method).

  • May involve modifications (changes to the curriculum that alter expectations, e.g., changes to course content, timing, or test presentation).

  • As mandated by IDEA $2004$, students may receive specialized materials (e.g., books on tape), related services (e.g., speech and language services), equipment (e.g., a communication system), or different teaching strategies (e.g., visual notes).

• Relationship to General Education:- Special education is an integral part of general education, serving as a system of supports to help students learn the general education curriculum.

  • The legal definition under federal law (IDEA $2004$, $20$ U.S.C. $\text{§} 1401 [25]$) is "specially designed instruction, at no cost to the child’s parents, to meet the needs of a student with a disability."

• Purpose: Recognizes that some students face learning, behavioral, or physical difficulties due to disabilities, requiring individualized supports to build skills and reach full potential.

• Funding: These additional services are provided at no cost to parents, funded by local and federal governments.

Related Services

• Definition (IDEA $2004$, $20$ U.S.C. $\text{§} 1401 [602][26][A]$): "Transportation, and such developmental, corrective, and other supportive services (including speech-language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, social work services, school nurse services) designed to enable a child with a disability to receive a free appropriate public education as described in the individualized education program of the child, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services… as may be required to assist a child with a disability to benefit from special education, and includes the early identification and assessment of disabling conditions in children."

• Purpose: These additional supports are required for a student to benefit fully from special education services.

• Cost: All related services are provided at no cost to the students' parents.

Special Education is a Service, Not a Place

• Outdated Concept: The perception of special education as a specific room, school, or separate place is outdated.

• Modern Understanding: Special education and related services are portable services (e.g., help with reading, math, fine motor skills) that can be delivered directly to individual students within general education contexts, rather than students being removed to receive services.

• Benefits: Research indicates that all students, including those with autism, intellectual disabilities, multiple disabilities, and emotional or behavioral disabilities, learn best in classroom settings and benefit from instruction alongside general education peers.

• Inclusive Classrooms: In these settings, general and special education teachers, related service providers, and paraprofessionals work to ensure students with disabilities are integrated into the general education curriculum, instruction, and social scene as much as possible within the LRE.

Who Receives Special Education?

• Prevalence: Annually, over $6.5$ million students in the United States, aged $3$ to $21$, receive special education services under IDEA $2004$ (U.S. Department of Education, 2015).

  • This represents approximately $11\%$ of all school-age students who qualify due to disabilities adversely affecting their educational impact.

• Eligibility: A student with a disability (IDEA $2004$, PL $108-446, 20$ U.S.C. $\text{§} 1401 [3]$) is defined as one who has certain disabilities and, because of the impairment, needs special education and related services.

• Disturbing Trends in Demographics:- Gender: Males constitute roughly two-thirds of the special education population, despite equal numbers of males and females in the general school population (U.S. Department of Education, 2007).

  • Socioeconomic Status: Students receiving special education have a disproportionately higher poverty rate compared to the general school population (U.S. Department of Education, 2007).

  • Race/Ethnicity: Certain racial or ethnic groups are overrepresented.

    • For example, African American students, comprising $14\%$ of the general school population, represent $44.9\%$ of students labeled with learning disabilities (U.S. Department of Education, 2007).

    • African American students are also $3$ times more likely than Caucasian students to receive special education and related services.

  • Educators must be aware of these demographic trends and actively work against a biased cycle of labeling students.

Distribution of Students with Disabilities (Figure $3.2$)

• High-incidence categories

  • Specific Learning Disability (SLD): $\sim 45\%$ of students in special education.

  • Speech/Language Impairments.

  • Emotional Disturbance (ED).

  • Intellectual Disability (ID).

• Low-incidence categories

  • Visual Impairment (VI).

  • Traumatic Brain Injury (TBI).

  • Deafblindness.

  • Orthopedic Impairments (OI).

  • Typically each represents $\sim 1\%$ or less of total population.

What Does Disability Mean? & Labels: Proceed with Caution

• The social construction of disability emphasizes that disability categories are human-created and change over time, influenced by medical professionals, teachers, researchers, and government policies.

  • An example is the IQ cutoff for Intellectual Disability (ID), which changed from $80$ or below to $70$ or below in $1973$, effectively "curing" thousands overnight (Blatt, 1987).

  • Once a student is labeled, educators may view them through a "lens of disability," leading to a focus on deficits and noticing a student's behavior differently from that of peers without labels.

  • Disability labels are indicators of patterns of difficulty, determined by human perceptions, not absolute rules.

• Disability as Diversity:

  • As Norman Kunc states, disability is a type of diversity, "just one characteristic or attribute among many that make me who I am."

  • A disability label does not define a person or reveal their gifts, talents, and strengths; it describes only one aspect of a person.

  • Educators should examine their own beliefs and focus on each student's human potential, strengths, and talents, rather than primarily on their deficits.

• Positive Effects of Labels:

  • Provide a common language for parents and professionals.

  • Allow students access to necessary supports and services.

  • Serve as a necessary first step toward certain educational supports.

  • Provide access to services and standardized supports.

• Negative Effects of Labels:

  • Can be demeaning, contributing to stigmatization and leading to social and educational isolation (Kliewer & Biklen, 1996).

  • Lead to stereotyping, causing teachers to view students in a singular, limited way.

  • Highlight differences among people.

  • Can lead to poor self-esteem for students.

  • Convey an impression of permanence, even if the disability is primarily evident only in a school context.

  • Give professionals a false sense of security, making them believe categories are static, meaningful, and well-understood when they are not.

  • Risks of labels: stigmatization, stereotyping, limiting expectations, and permanence.

• Understanding Labels:

  • Labels should be understood as descriptions of patterns of difficulty, not fixed definitions of identity.

  • Strength-based perspective: Focus on student gifts, talents, and potential alongside needs.

Distinguishing Features: $504$ Plan vs. Individualized Education Program (IEP) (Table $3.1$)

• $504$ Plan (Section $504$ of the Rehabilitation Act)

  • Provides accommodations and barrier removal.

  • Ensures access to general education.

  • Does not require specialized instruction.

  • Not tied to federal special education funding.

• IEP (IDEA $2004$)

  • Provides specialized instruction and related services.

  • Eligibility requires one of the $13$ IDEA disability categories.

  • Disability must adversely affect educational performance.

  • Tied to federal funding.

  • Provides due process protections for parents.

  • Parents may request independent evaluations.

• Both $504$ & IEP

  • Mandated by federal law.

  • Aim to ensure access and participation.

  • Must prioritize the Least Restrictive Environment (LRE).

Alphabet Soup of Acronyms (Representative Terms)

• AAC – Augmentative and Alternative Communication.

• ABA – Applied Behavior Analysis.

• ADA – Americans with Disabilities Act.

• ADD/ADHD – Attention-Deficit/Hyperactivity Disorder.

• ASD – Autism Spectrum Disorder.

• AT – Assistive Technology.

• ELL/ESL – English Language Learner / English as a Second Language.

• APE – Adapted Physical Education.

• ID – Intellectual Disability.

• IDEA – Individuals with Disabilities Education Act.

• SLD – Specific Learning Disability.

• SLP – Speech-Language Pathologist.

• OT – Occupational Therapist.

• PT – Physical Therapist.

• PBS – Positive Behavior Supports.

• PBIS – Positive Behavioral Interventions and Supports.

• UDL – Universal Design for Learning.

• RTI – Response to Intervention.

• MTSS – Multi-Tiered System of Support.

$13$ Federal Disability Categories (IDEA $2004$)

• Autism: Developmental disability affecting communication, social interaction, behavior.

• Deafblindness: Combined hearing and vision impairments creating severe educational needs.

• Deafness: Severe hearing impairment; may rely on sign language.

• Emotional Disturbance (ED): Conditions such as depression, anxiety, or inappropriate behaviors that affect learning.

• Hearing Impairment: Partial or fluctuating hearing loss (less severe than deafness).

• Intellectual Disability (ID): Below-average intellectual functioning and adaptive behavior deficits.

• Multiple Disabilities: Two or more impairments creating severe needs not met by one category alone.

• **Orthopedic Impairments (OI