1. Enhancing Access to General
Education for Students with Special
Needs
Sloane Merdinger - Special Education Teacher
Brigid Walsh - General Education Teacher
Sarah Warda - School Counselor
Wenhua Deng - Speech Pathologist
Anthony Valsamis - Parent

2. Outline
● School information
● Special Education
● Inclusion
● General recommendations
● Specific recommendations
o Speech and language disability
o Autism
o Physical disability
● Conclusion

3. School Information
Student profile (2012 - 2013)
● Demographics
o Total enrollment - 458 students
o Low-income - 96%
o English learners - 1%
o Students with disabilities - 18%
o Homeless - 11%
● Race
o Black/African American - 94%
o Hispanic/Latino - 3%
o White - 1%
o Two or more races - 2%
(http://illinoisreportcard.com)

4. School Information
School Performance (2012-2013)
● Academic Growth (0-200)
o Reading - 102
o Math - 101
● ISAT scores (% students who
meet or exceed standards)
o Reading - 25%
o Mathematics - 34%
o Overall - 29%
o Science - 56%
Learning Conditions (2012-2013)
● Student mobility - 34%
● Chronic truancy rate - 40%
● Student attendance - 92%
● Average class size - 24 students
● Total school days - 181
(http://illinoisreportcard.com)

5. What is Special Education?
Special education is individualized instruction, including related services and
supplementary aids, at no cost to a child’s parents, that meets a child’s unique
academic needs (Turnbull et al., 2012)
IDEA states six principles that govern a student’s education:
1. Zero reject: a rule against excluding any student.
2. Nondiscriminatory evaluation: a rule requiring schools to evaluate students
fairly to determine if they have a disability
3. Appropriate education: a rule requiring schools to provide individually tailored
education for each (Turnbull et al., 2007)

6. What is Special Education?
4. Least restrictive environment: a rule requiring schools to educate students
with disabilities alongside students without disabilities to the maximum extent
appropriate for the students with disabilities.
5. Procedural due process: a rule providing safeguards for students against
schools’ actions, including a right to sue schools in court.
6. Parental and student participation: a rule requiring schools to collaborate
with parents and adolescent students in designing and carrying out special
education programs.
(http://idea.ed.gov)

7. Inclusion
● Students with disabilities be educated with their non-disabled peers
● Students removed only when the nature or severity of the disability,
even with support, inhibits academic achievement
● Four consecutive phases of inclusion:
○ Mainstreaming
○ Regular Education Initiative
○ Inclusion through accommodations
○ Inclusion through restructuring
(Turnbull et al., 2012, pg. 38)

8. Inclusion
Characteristics:
● Home-School Placement
● Principle of Natural Proportions
● Restructuring Teaching and Learning
● Age- and Grade-Appropriate Placements
(Turnbull et al., 2012, pg. 39)

9. Inclusion
Benefits of inclusion with supports:
● Increased communication and social skills (Jackson et al., 2009)
● Greater progress in math and reading (Cole et al., 2004)
● Promotes universal design for learning
● Support in intended for students with disabilities helpful
for all students

10. General strategies for enhancing inclusion
Classwide Peer Tutoring (CWPT)
● Dyads: student with disability + same-aged peer
● 7 operational components
o Multimodal learning
o Reciprocal and distributed practice
o Immediate error correction and feedback
o Games and competing teams
Co-teaching: general and special education teacher working together
● An essential element of including students in the general education classroom
● Six methods
o One teach, one observe
o One teach, one assist
o Parallel teaching
(Turnbull et al., 2012)
o Built-in reinforcement
o High-mastery levels
o Measured outcome
o Station teaching
o Alternative teaching
o Team teaching

11. General strategies for enhancing academic
achievement
Response to Intervention (RTI)
● According to the Center on Response to Intervention, RTI “integrates assessment and
intervention within a multi‐level prevention system to maximize student achievement and
reduce behavior problems.”
● The RTI framework consists of 4 components. Schools use data throughout the RTI process
for:
o Screening - identify students at risk for poor learning outcome
o Progress monitoring - monitor student progress
o Multi-level or multi-tier prevention system - provide evidence‐based interventions
o Data-based decision making - adjust the intensity and nature of those interventions
depending on a student’s responsiveness and identify students with learning disabilities
or other disabilities
(Essential Components of RTI)

12. General strategies for enhancing social skills
Schoolwide positive behavior support (SWPBS)
● SWPBS is “a systems-level and evidence-based method for improving valued social and learning outcomes for
all students.”
● The 3 levels of SWPBS include:
o Universal support
 Creating a positive learning context for all students
 Setting clear and specific expectations for student behavior
 Positively rewarding students for demonstrating expected behaviors
o Group support
 Addressing problem behavior that is occurring with groups of students who are not responding to
universal support
 This may occur in areas of school where there are higher rates of problem behaviors
o Individualized support
 Addressing problem behavior that is occurring with individual students who are not responding to
universal support and group support
(Turnbull et al., 2012, p. 256)

13. Speech & Language Delay - Causes & Effects
● Developmental speech and language disorder
○ Trouble producing speech sounds, using spoken language to
communicate, or understanding what other people say
○ Affect communication,expression,reading,written language,etc
● Other Causes
○ Hearing Loss
○ Intellectual disability - common cause of delay
○ Neurological problems - e.g.,Cerebral Palsy, TBI
○ Autism – affects communication
○ Structural problems - e.g., cleft lip or cleft palate

14. Services for Students with S&L Disabilities
•Screening & Evaluation
•Treatments & Consultation Services
•Directive speech-language therapy sessions
•Individual therapy or group therapy
•Sign language
•Picture Exchange Communication System (PECS)
•Augmentative and Alternative Communication (ACC)
•Collaboration with teachers, parents, and other service providers in
meeting the needs of children not requiring direct intervention.
•Progress Monitoring

15. Academic Strategies for Speech & Language
Disabilities
Group Speech & Language Intervention
● Beneficial for them to interact with other students
● Allows for introduction of a greater range of vocabulary words
Individual Speech & Language Therapy
● Tailored according to child’s age, communication problems types,
severity, family's willingness, and ability of involvement
● Allows formulating specific strategies around achievable goals.
Directive Speech-Language Intervention
● Therapist model and prompt desired S&L behavior

16. Social Strategies for Speech & Language
Disabilities
Naturalistic Speech-Language Intervention
● Create opportunities to use speech and language in the pattern of
natural language acquisition
● Most effective in children’ spontaneous language production
● Helpful to learn skills: turn-taking, social interact with others.
Family-Centered Approach & Parent Training Program
● Effective in improving the child's language and also at changing the
parents’ speech patterns
● Build self confidence in their ability to speak, understand and
express ideas in daily life

17. What is Autism?
Autism is a developmental disability that manifests by the age of three,
and that affects children in three main areas:
1. verbal and nonverbal communication 2. social interaction 3. educational performance
3 characteristic behaviors:
-repetitive behaviors
-resist environmental change or changes in daily routines
-display unusual responses to sensory experiences
Autism is a spectrum disorder
-Severity is based on 1. social communication and 2. restricted, repetitive behaviors
-Asperger syndrome (ASD):
-significant challenges in social functioning
-no significant delays in language development or intellectual functioning

18. Academic strategies for students with Autism
Addressing communication needs:
--assistive technologies
ACC devices, TouchChat app
Addressing academic needs:
-Provide structure and consistency (students prize routine)
-detailed instructions
-visual schedules, storyboard, visual aides
-independent learning strategies,: mnemonic devices
-Discrete trial teaching
-extended time, accommodations: having a reader, testing in a separate
location
-

19. Social strategies for students with Autism
Addressing Social Skills
-Hidden Curriculum
-Social stories
-practice skills, then try them in situational experiences
-socials –interpersonal skills development programs –group support –individual support
-Strengths-based approach and person-centered approach
Addressing problem behaviors
-Functional behavioral assessment (FBA)
-Positive behavior support (PBS)
-Group support
-define, teach, and practice behavioral expectations
-acknowledge appropriate behaviors
Other advice: use visual schedules, to reduce off task time and arrange classroom so that
students with autism are see and hear well

20. What are physical disabilities?
● IDEA refers to them as orthopedic impairments
○ C.F.R. Sec 300.8 states: “Orthopedic impairment means a severe orthopedic impairment that adversely affects a
child’s educational performance. The term includes impairments caused by congential anomaly… impairments
cause by disease… and impairments from other causes…”
○ neuromotor impairments, degenerative diseases, musculoskeletal disorders
● Special educators use it broadly to also include students with traumatic brain injury and students with severe and multiple
disabilities
● Examples:
○ Cerebral Palsy (Spastic, Dyskinetic, Athetoid, Ataxic, and Mixed)
○ Spina Bifida (Spina Bifida occulta, Myelomeningocele, and Meningocele)
○ Epilepsy (General/Partial seizures)
○ C.F.R. Sec 300.9: Other health impairments
■ anything limiting “strength, vitality, or alertness” due to chronic or acute health problems (Asthma,
Leukemia, Sickle Cell Anemia, etc.)
● Determined through Non-Discriminatory Evaluation Process (Turnbull, Turnbull, Wehmeyer, & Shogren, 2013, p. 276):
○ Doctor, parent, and/or teacher evaluations → medical tests → referral of educational assessment →
Nondiscriminatory evaluation, procedures, and standards (medical history, IQ test, behavior rating scales, direct
observation, curriculum-based assessment) → Determination

21. Academic strategies for students with physical
disabilities
● Use Effective Instructional Strategies:
o Explicit Instruction
o Errorless learning
o Positive reinforcement (token economy system)
o Transition to adulthood (driver’s education)
o Extra time for completion of exams and assigned work
o Guidance notes
o Mnemonic strategies
o Spatial organizers
o Scribe & Personal Note Taker
o Peer Mediation/ Buddy System
● Classroom set up
o accomodate for wheelchairs, larger table, sitting student near entrance, toileting systems
● Assistive Technology
o adaptive switches, laptops (keep all school work and lectures accessible), iPads, voice
recorders, text to speech, computer assisted instruction

22. Adaptive Physical Education for Students with
Physical Disabilities
● Benefits of developing:
o physical and motor skills, cardiovascular health, flexibility, greater self control,
increase in agility and strength
o social skills with peers (team sports/activities)
● Consider instruction, rules, equipment, and environment (Torreno, 2012)
● Modifying Sports with Adaptive Equipment (Torreno, 2012)
o Swimming, liife jackets, pool noodles, arm bands
o Table tennis, use a large racket
o Basketball, can travel with ball in their laps
● Professionals to aid in physical health of student & assist the P.E. educator
o Physical Therapist
o Instructional Assistant
o Paraprofessional

23. Social strategies for students with physical
disabilities
● Promote healthy self-awareness
● Advocate the acceptance of physical disabilities to students in general education curriculum
● Assistive Technology- use for chatting/communicating with their peers and families
● Social Events
o Formal & Informal Gatherings (with students in general education curriculum and special
education curriculum, ex. prom/school dance)
o Participation in Sports and Gaming Events (have coach trained to work with the student)
o Extracurricular Activities- student can pursue their interests and talents
o Regular meetings with other students with physical disabilities
 gives them an opportunity to relate to each other and not feel alone
 a student with a physical disability can serve as an inspirational model to others

24. Conclusion: Schedule for Planning and
Professional Development
We have decided as a Multidisciplinary Team that it is important to have an In-Service Day before the school year starts to
address professional development for the teachers. The day is meant to address the following areas that need to be
strengthened:
09:00-10:00 A.M. - Assistive technologies (presented by Technology Teacher)
10:00-11:00 A.M. - Creation of social classes with curriculum (presented by Social Worker)
11:00-12:00 P.M. - Curriculum planning – Classwide peer tutoring and co-teaching (presented by Special Ed Teacher)
LUNCH
1:00-1:30 P.M. - Discuss physical disabilities and submit floor plan changes (presented by Occupational Therapist and
School Nurse)
1:30-2:30 P.M. - SWPBS, RTI and Autism inclusion (presented by School Psychologist)
2:30-3:00 P.M. - School Nurse available for resources on medical issues of specific students
3:00-3:45 P.M. - Speech and language presentation on treatments and consultation services, group speech and language
intervention, and distribution of sign language videos (presented by Speech Pathologist)
**We can alter this schedule for the second half of the year based on teaching staff feedback**

25. Conclusion: Schedule for Implementation and
Monitoring of Plans
In addition, we will be having scheduled monthly meetings between special education teachers and the general education
teachers for each grade level. These meetings will address classroom wide concerns so that comparisons can be made on what is
working in each classroom and where improvement is needed.
1st Tuesday of each month - 8:00-8:50 A.M. – Grade K, 3, 6
1st Wednesday of each month - 8:00-8:50 A.M. – Grades 1, 4
1st Thursday of each month - 8:00-8:50 A.M. – Grades 2, 5
**We can increase or decrease the frequency of these meetings based on teaching staff feedback**

26. References:
1. Cole, C. M., Waldron, N., & Majd, M. (2004). Academic progress of students across inclusive and traditional settings.
Mental Retardation, 42(2), 136–144.
1. "Education" Title 34 Code of Federal Regulations, Pt. 300. 2002 ed.
1. Jackson, L., Ryndak, D., & Wehmeyer, M. (2009). The dynamic relationship between context, curriculum, and student
learning: A case for inclusive education as a research-based practice. Research and Practice in Severe Disabilities, 34(1),
175–195.
1. Torrenno, S., & Gromisch, E. (2002, June 6). A Guide to Inclusion & Teaching Students with Physical Disabilities. Bright
Hub Education. Retrieved June 11, 2014, from http://www.brighthubeducation.com/special-ed-physical-disabilities/124486-
inclusion-and-teaching-students-with-physical-disabilities/?cid=parsely_rec
1. Turnbull, Ann; Turnbull, H. Rutherford; Wehmeyer, Michael L.; Shogren, Karrie A. (2012-02-08). Exceptional Lives: Special
Education in Today's Schools (7th Edition). Pearson HE, Inc..
1. American Speech-Language-Hearing Association. Late Blooming or Language Problem? Available at:
http://www.asha.org/public/speech/disorders/LateBlooming.htm. Accessed 13 June, 2014
2. Center on Response to Intervention at American Institutes for Research. Essential Components of RTI. Available at:
http://www.rti4success.org/essential-components-rti. Accessed 12 June, 2014
3. Understanding Austism: A Guide for Secondary School Teachers. Available at:
https://www.youtube.com/watch?v=4yAAOI6JUsM#t=100 Accessed 12 June, 2014