Curriculum Content for Students with Moderate and Severe Disabilities in Inclusive Settings
Published on 9. October 1996
Book
Hardback
416 pages
978-0-205-14667-3 (ISBN)
Description
This book provides a complete description of a process through which collaborative education teams can identify appropriate functional and general education curriculum content for students with moderate or severe disabilities who are included in general education settings.
More details
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 242 mm
Width: 182 mm
Thickness: 21 mm
Weight
728 gr
ISBN-13
978-0-205-14667-3 (9780205146673)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
Diane Lea Ryndak | Sandra K. Alper
Curriculum and Instruction for Students with Significant Disabilities in Inclusive Settings
Book
02/2003
2nd Edition
Pearson
€225.79
Article is exhausted; no reprint
Content
Contributors.
Preface.
Introduction.
I. INTRODUCTION AND BACKGROUND ON INCLUSION AND CURRICULUM.
1. The Relationship Between Full Inclusion and Other Trends in Education (Alper, S.).
Full Inclusion Defined.
Advantages of Full Inclusion.
Benefits for Students with Disabilities Benefits for Students without Disabilities.
Relationship Between Full Inclusion and Other Trends in Education.
Normalization Deinstitutionalization Relationship of Full Inclusion to Normalization and Deinstitutionalization Least Restrictive Environment Mainstreaming Similarities Between Mainstreaming and Full Inclusion Integration Reform in Education.
Summary.
2. An Ecological Approach to Identifying Curriculum Content for Inclusive Settings (Alper, S.).
Learning Characteristics of Students with Moderate to Severe. Disabilities
Curriculum.
Traditional Approaches to Curriculum Development.
Developmental Model Basic Academic Skills Approach Functional Curriculum.
The Ecological Inventory Approach to Identifying Curricular Content.
Identifying Curriculum Through the Ecological Inventory Major Features of the Ecological Approach to Curricular Development.
An Application of the Ecological Inventory Approach to General. Education Settings: COACH
Summary.
II. THE CURRICULUM CONTENT IDENTIFICATION PROCESS AND ITS USE WITH EDUCATION TEAMS IN INCLUSIVE SETTINGS.
3. The Curriculum Content Identification Process: Rationale and Overview (Ryndak, D.L.).
Rationale for a Blending Process.
Gathering Information to Identify Priority Functional Needs.
Family Inventory Peer Inventory Community Inventory Related Services Assessments Records and Prior Information Student Preferences.
Gathering Information to Identify Priority General Education Needs.
Inventory of General Education Settings General Education Curriculum Inventory.
Negotiating Annual Goals.
Negotiation Blending of Priority Needs within Annual Goals Identifying Locations for Instruction.
Summary.
4. Natural Support Networks: Collaborating with Family and Friends for Meaningful Education Programs in Inclusive Settings (Ryndak, D.L.).
Natural Support Networks.
Identifying the Natural Support Network for a Student.
Cultural Diversity and Other Factors Affecting Participation of Network Members.
Involvement of Family and Other Network Members in Identifying Curriculum Content.
Gathering Information Negotiating Annual Goals Identifying Settings for Instruction.
Beyond Identifying Curriculum Content.
Family and Other Network Members Supporting Instruction Maintaining and Extending Natural Support Networks.
Summary.
5. Education Teams and Collaborative Teamwork in Inclusive Settings (Ryndak, D.L.).
Education Teams.
Addressing Cultural Diversity Among Team Members.
A Collaborative Team and Teamwork.
Multidisciplinary Team Interdisciplinary Team Transdisciplinary Team Collaborative Team Benefits of Collaborative Teamwork Developing a Collaborative Team.
Examples of Collaborative Teams at Work.
Adapting Activities from Weekly Lesson Plans Using Generic Adaptations to Activities Exchanging roles.
Summary.
6. Adapting Environments, Materials, and Instruction to Facilitate Inclusion (Ryndak, D.L.).
Adaptation in General Education Settings.
Deciding to Use an Adaptation in General Education Settings Types of Adaptations Team Member Support Related to Adaptations Making Decisions about Adaptations.
Determining Adaptations in Advance.
Determining Adaptations Based on IEP Content Determining Adaptations from Unit Plans Determining Adaptations from Weekly Lesson Plans Determining Adaptations When Limited or No Weekly Plans Exist.
Determining Adaptations in Current General Education Activities and Settings.
Analysis of Current General Education Activities Analysis of Participation in Routines in General Education Settings Using Ecological Analysis of Current General Education Settings.
Instructional Strategies that Facilitate Inclusion.
Cooperative Learning Strategies Small Group Instruction Peer Partnering.
Summary.
7. Instructional Strategies for Inclusive Settings (Alper, S.).
Historical Overview.
Operant Principles of Learning and Their Application in Inclusive Settings.
Positive Reinforcement Negative Reinforcement Extinction Punishment Stimulus Control Modeling Generalization Functional Analysis.
Summary.
8. Interacting with Nondisabled Peers (Alper, S.).
Definition of Social Skills.
Friendship.
Importance of Teaching Social Skills.
Applying the Curriculum Content Identification Process to Social Skills.
Identify Priority Functional Needs of the Student Identify Priority General Education Needs Negotiate Annual Goals.
Instructional Strategies.
Principles of Teaching Specific Social Skills Modeling Reinforcement Strategies Rehearsal Feedback.
Fostering friendships.
Implications. @AHEADS = Summary.
III. APPLYING THE CURRICULUM CONTENT IDENTIFICATION PROCESS TO CURRICULUM AREAS.
9. Application of the Process to Ecological Domains (Alper, S.).
Ecological Domains Common to General and Special Education.
Domestic Skills.
Community Access Skills.
Vocational Skills.
Implications for Inclusive Educational Settings.
Recreation and Leisure Skills.
Approaches to Recreation and Leisure Programs.
Integration of Generic Recreation Programs Approach Reverse Mainstreaming Zero Exclusion.
Application of the Curriculum Content Identification Process to the Recreation and Leisure Domain.
Facilitating Community-Based Instruction.
Targeting Settings for Instruction.
Determining the Amount of Time Allotted for Community Training.
Shared Responsibilities.
Transportation.
Safety Issues.
Summary.
10. Application to Special Education Curriculum Areas within General Education Parallels (Ryndak, D.L. & Weidler, S.D.).
Curriculum Areas with Parallels.
Oral and Written Language.
Traditional Special Education Content Related to Oral and Written Language Traditional General Education Content Related to Oral and Written Language.
Motor Skills.
Traditional Special Education Content Related to Motor Skills Traditional General Education Content in Motor Skills.
Academic Subjects.
Traditional Special Education Content in Academic Subjects Traditional General Education Content in Academic Subjects.
Special Subject Areas, Electives and Other Activities.
Traditional Special Education Content in Special Subject Areas, Electives, and Other Activities Traditional General Education Content in Special Subject Areas, Electives, and Other Activities.
Using the Process with Parallel Subject Areas.
Content Related to General Education Settings Content Related to General Education Curriculum Content Content Related to Functional Curriculum Content Negotiating Annual Goals Determining Locations for Instruction.
Underlying Issues.
Summary.
11. Application to Special Education Curricular Areas with No General Education Parallels (Alper, S., McMullen, V., McMullen, B., & Miller, P.J.).
Self-Help Skills.
Toileting and Considerations for General Education Settings Eating and Considerations for General Education Settings Dressing and Grooming, and Considerations for General Education Settings.
Self-Determination Skills and Considerations for General Education Settings.
Social Skills and Considerations for General Education Settings.
A Case Study: John F. Kennedy Middle School.
Summary.
IV. ADJUNCTS TO CURRICULUM IMPLEMENTATION.
12. Management of Excess Behavior in Inclusive Settings (Green, J.C., and Menscher, S.L.).
Definitions of Excess Behavior.
Progression from Aversive to Nonaversive Management Strategies.
Purposes of the Communicative Intent of Behavior.
Functional Analysis and Functional Assessment.
Functional Analysis Functional Assessment.
Suggested Guidelines for the Management of Excess Behavior.
Teacher Preparation for Intervention From Theory to Practice Aggression.
Summary.
13. Managing the Needs of Students with Physical and Health Challenges in Inclusive Settings (Wisniewski, L., & Anderson, R.).
Attitudes and Concerns.
Attitudes and Concerns of Teachers Attitudes and Concerns of Nondisabled Classmates.
Students with Physical or Health Challenges and Their Attitudes and Concerns.
Curriculum and Instructional Modifications.
Variables to be Considered Prior to Inclusion Scheduling Considerations Classroom Modifications Curriculum Modifications.
Assistive-Devices and Microcomputer Technologies.
Communication Environmental Control Mobility Microcomputers.
Summary.
14. Addressing Medical and Emergency Procedures in Inclusive Settings (Cross, G., & Jones, M.J.).
Legislation and Litigation.
Wyatt v. Stickney Welsh v. Likins Board of Education of the Kendrick Hudson Central School District v. Amy Rowley Smith v. Robinson Irving v. Tatro.
Responsibilities of the School.
Health Care Needs-Treatment and Procedures.
Common Classroom Health Care Procedures.
Handwashing Disposable Gloves Medication Seizure Management First Aid and CPR Positioning and the Prevention of Decubitus Ulcers Fluids and Nourishment Respiratory Care-Tracheostomy Care Atypical Elimination Ostomy/Stoma Care.
The Health Care Plan.
Summary.
15. Planning for Transition Across Ages and Settings (Butterworth, J.R., & Ryndak, D.L.).
Definition of Transition.
Transitions Within One Service Provider.
Transitions Between Service Providers.
Types of Transitions Interagency Agreements and Local Post School Transition Teams Post-School Student Transition Team High School Services that Support Post School Transitions.
Potential Services and Programs for Adults.
Division of Rehabilitation Services Job Training and Partnership Act Programs Private Nonprofit Employment Agencies Residential Options.
Legal Concerns for Adults.
Longterm Advocacy Guardianship Wills and Trusts.
Financial; Concerns for Adults with Disabilities.
Social Security Administration Medical Issues.
Summary.
Appendix A: Student Profiles (Ryndak, D.L.).
Including Mark in Kindergarten.
Including Jason in First Grade.
Including Alice in Fifth Grade.
Including Tony in Fifth Grade.
Including Dave in Ninth Grade.
Appendix B: Portrait of Maureen Before and After Inclusion (Ryndak, D.L.).
Preface.
Introduction.
I. INTRODUCTION AND BACKGROUND ON INCLUSION AND CURRICULUM.
1. The Relationship Between Full Inclusion and Other Trends in Education (Alper, S.).
Full Inclusion Defined.
Advantages of Full Inclusion.
Benefits for Students with Disabilities Benefits for Students without Disabilities.
Relationship Between Full Inclusion and Other Trends in Education.
Normalization Deinstitutionalization Relationship of Full Inclusion to Normalization and Deinstitutionalization Least Restrictive Environment Mainstreaming Similarities Between Mainstreaming and Full Inclusion Integration Reform in Education.
Summary.
2. An Ecological Approach to Identifying Curriculum Content for Inclusive Settings (Alper, S.).
Learning Characteristics of Students with Moderate to Severe. Disabilities
Curriculum.
Traditional Approaches to Curriculum Development.
Developmental Model Basic Academic Skills Approach Functional Curriculum.
The Ecological Inventory Approach to Identifying Curricular Content.
Identifying Curriculum Through the Ecological Inventory Major Features of the Ecological Approach to Curricular Development.
An Application of the Ecological Inventory Approach to General. Education Settings: COACH
Summary.
II. THE CURRICULUM CONTENT IDENTIFICATION PROCESS AND ITS USE WITH EDUCATION TEAMS IN INCLUSIVE SETTINGS.
3. The Curriculum Content Identification Process: Rationale and Overview (Ryndak, D.L.).
Rationale for a Blending Process.
Gathering Information to Identify Priority Functional Needs.
Family Inventory Peer Inventory Community Inventory Related Services Assessments Records and Prior Information Student Preferences.
Gathering Information to Identify Priority General Education Needs.
Inventory of General Education Settings General Education Curriculum Inventory.
Negotiating Annual Goals.
Negotiation Blending of Priority Needs within Annual Goals Identifying Locations for Instruction.
Summary.
4. Natural Support Networks: Collaborating with Family and Friends for Meaningful Education Programs in Inclusive Settings (Ryndak, D.L.).
Natural Support Networks.
Identifying the Natural Support Network for a Student.
Cultural Diversity and Other Factors Affecting Participation of Network Members.
Involvement of Family and Other Network Members in Identifying Curriculum Content.
Gathering Information Negotiating Annual Goals Identifying Settings for Instruction.
Beyond Identifying Curriculum Content.
Family and Other Network Members Supporting Instruction Maintaining and Extending Natural Support Networks.
Summary.
5. Education Teams and Collaborative Teamwork in Inclusive Settings (Ryndak, D.L.).
Education Teams.
Addressing Cultural Diversity Among Team Members.
A Collaborative Team and Teamwork.
Multidisciplinary Team Interdisciplinary Team Transdisciplinary Team Collaborative Team Benefits of Collaborative Teamwork Developing a Collaborative Team.
Examples of Collaborative Teams at Work.
Adapting Activities from Weekly Lesson Plans Using Generic Adaptations to Activities Exchanging roles.
Summary.
6. Adapting Environments, Materials, and Instruction to Facilitate Inclusion (Ryndak, D.L.).
Adaptation in General Education Settings.
Deciding to Use an Adaptation in General Education Settings Types of Adaptations Team Member Support Related to Adaptations Making Decisions about Adaptations.
Determining Adaptations in Advance.
Determining Adaptations Based on IEP Content Determining Adaptations from Unit Plans Determining Adaptations from Weekly Lesson Plans Determining Adaptations When Limited or No Weekly Plans Exist.
Determining Adaptations in Current General Education Activities and Settings.
Analysis of Current General Education Activities Analysis of Participation in Routines in General Education Settings Using Ecological Analysis of Current General Education Settings.
Instructional Strategies that Facilitate Inclusion.
Cooperative Learning Strategies Small Group Instruction Peer Partnering.
Summary.
7. Instructional Strategies for Inclusive Settings (Alper, S.).
Historical Overview.
Operant Principles of Learning and Their Application in Inclusive Settings.
Positive Reinforcement Negative Reinforcement Extinction Punishment Stimulus Control Modeling Generalization Functional Analysis.
Summary.
8. Interacting with Nondisabled Peers (Alper, S.).
Definition of Social Skills.
Friendship.
Importance of Teaching Social Skills.
Applying the Curriculum Content Identification Process to Social Skills.
Identify Priority Functional Needs of the Student Identify Priority General Education Needs Negotiate Annual Goals.
Instructional Strategies.
Principles of Teaching Specific Social Skills Modeling Reinforcement Strategies Rehearsal Feedback.
Fostering friendships.
Implications. @AHEADS = Summary.
III. APPLYING THE CURRICULUM CONTENT IDENTIFICATION PROCESS TO CURRICULUM AREAS.
9. Application of the Process to Ecological Domains (Alper, S.).
Ecological Domains Common to General and Special Education.
Domestic Skills.
Community Access Skills.
Vocational Skills.
Implications for Inclusive Educational Settings.
Recreation and Leisure Skills.
Approaches to Recreation and Leisure Programs.
Integration of Generic Recreation Programs Approach Reverse Mainstreaming Zero Exclusion.
Application of the Curriculum Content Identification Process to the Recreation and Leisure Domain.
Facilitating Community-Based Instruction.
Targeting Settings for Instruction.
Determining the Amount of Time Allotted for Community Training.
Shared Responsibilities.
Transportation.
Safety Issues.
Summary.
10. Application to Special Education Curriculum Areas within General Education Parallels (Ryndak, D.L. & Weidler, S.D.).
Curriculum Areas with Parallels.
Oral and Written Language.
Traditional Special Education Content Related to Oral and Written Language Traditional General Education Content Related to Oral and Written Language.
Motor Skills.
Traditional Special Education Content Related to Motor Skills Traditional General Education Content in Motor Skills.
Academic Subjects.
Traditional Special Education Content in Academic Subjects Traditional General Education Content in Academic Subjects.
Special Subject Areas, Electives and Other Activities.
Traditional Special Education Content in Special Subject Areas, Electives, and Other Activities Traditional General Education Content in Special Subject Areas, Electives, and Other Activities.
Using the Process with Parallel Subject Areas.
Content Related to General Education Settings Content Related to General Education Curriculum Content Content Related to Functional Curriculum Content Negotiating Annual Goals Determining Locations for Instruction.
Underlying Issues.
Summary.
11. Application to Special Education Curricular Areas with No General Education Parallels (Alper, S., McMullen, V., McMullen, B., & Miller, P.J.).
Self-Help Skills.
Toileting and Considerations for General Education Settings Eating and Considerations for General Education Settings Dressing and Grooming, and Considerations for General Education Settings.
Self-Determination Skills and Considerations for General Education Settings.
Social Skills and Considerations for General Education Settings.
A Case Study: John F. Kennedy Middle School.
Summary.
IV. ADJUNCTS TO CURRICULUM IMPLEMENTATION.
12. Management of Excess Behavior in Inclusive Settings (Green, J.C., and Menscher, S.L.).
Definitions of Excess Behavior.
Progression from Aversive to Nonaversive Management Strategies.
Purposes of the Communicative Intent of Behavior.
Functional Analysis and Functional Assessment.
Functional Analysis Functional Assessment.
Suggested Guidelines for the Management of Excess Behavior.
Teacher Preparation for Intervention From Theory to Practice Aggression.
Summary.
13. Managing the Needs of Students with Physical and Health Challenges in Inclusive Settings (Wisniewski, L., & Anderson, R.).
Attitudes and Concerns.
Attitudes and Concerns of Teachers Attitudes and Concerns of Nondisabled Classmates.
Students with Physical or Health Challenges and Their Attitudes and Concerns.
Curriculum and Instructional Modifications.
Variables to be Considered Prior to Inclusion Scheduling Considerations Classroom Modifications Curriculum Modifications.
Assistive-Devices and Microcomputer Technologies.
Communication Environmental Control Mobility Microcomputers.
Summary.
14. Addressing Medical and Emergency Procedures in Inclusive Settings (Cross, G., & Jones, M.J.).
Legislation and Litigation.
Wyatt v. Stickney Welsh v. Likins Board of Education of the Kendrick Hudson Central School District v. Amy Rowley Smith v. Robinson Irving v. Tatro.
Responsibilities of the School.
Health Care Needs-Treatment and Procedures.
Common Classroom Health Care Procedures.
Handwashing Disposable Gloves Medication Seizure Management First Aid and CPR Positioning and the Prevention of Decubitus Ulcers Fluids and Nourishment Respiratory Care-Tracheostomy Care Atypical Elimination Ostomy/Stoma Care.
The Health Care Plan.
Summary.
15. Planning for Transition Across Ages and Settings (Butterworth, J.R., & Ryndak, D.L.).
Definition of Transition.
Transitions Within One Service Provider.
Transitions Between Service Providers.
Types of Transitions Interagency Agreements and Local Post School Transition Teams Post-School Student Transition Team High School Services that Support Post School Transitions.
Potential Services and Programs for Adults.
Division of Rehabilitation Services Job Training and Partnership Act Programs Private Nonprofit Employment Agencies Residential Options.
Legal Concerns for Adults.
Longterm Advocacy Guardianship Wills and Trusts.
Financial; Concerns for Adults with Disabilities.
Social Security Administration Medical Issues.
Summary.
Appendix A: Student Profiles (Ryndak, D.L.).
Including Mark in Kindergarten.
Including Jason in First Grade.
Including Alice in Fifth Grade.
Including Tony in Fifth Grade.
Including Dave in Ninth Grade.
Appendix B: Portrait of Maureen Before and After Inclusion (Ryndak, D.L.).