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Educational Placements and Services

Educational Placements and Services. Chapter 9. Deno’s Cascade. General Education Inclusive Class General Education Class and Resource Class Full-Time Self-Contained Class Special School Homebound. Self-Contained Classrooms.

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Educational Placements and Services

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  1. Educational Placements and Services Chapter 9

  2. Deno’s Cascade General Education Inclusive Class General Education Class and Resource Class Full-Time Self-Contained Class Special School Homebound

  3. Self-Contained Classrooms • Most restrictive setting in which students with LD are generally served • Teacher’s Role: instruction in the entire curriculum plus non-subject areas (e.g., social skills, self-concept enhancement • Student Characteristics: LD is so severe that student could not succeed in inclusive setting • Effectiveness of SC: more costly and not found to be more effective than mainstream placements

  4. Resource Rooms • Types: • Categorical – only students with LD • Cross-Categorical: across disabilities at approximately same functioning level • Noncategorical: all children with disabilities • Specific-skills: curricular content • Itinerant: not scheduled on daily basis • Role of Teacher: a resource for the entire educational community, child with disability, parents, teachers, administrators, psychologist, and therapists, etc.

  5. Resource Room Cont. • Instruction: spend approx. 57% of time on direct instruction with students • Assessment and Diagnosis: spend approx. 16% on formal and informal assessments • Communication and consultation: assist general ed. with instructional strategies • Paperwork: More than 10% of time on writing IEPs, parental notifications, documentation for eligibility, etc. • Effectiveness: preferred placement, is effective when coupled with general ed. instruction

  6. Inclusion • Regular Education Initiative (REI) recommend elimination of all pull-out, recommend consultation instead primarily due to politics and costs • Co-teaching model: general education teacher and special ed. work together

  7. Issues in Placement • Prereferral Modifications: simple as single-subject design-reinforcement • Project RIDE: Responding to Individual Differences in Education – team approach • Schoolwide Assistance Team: SWAT teams, team of teachers assist teacher and recommend a course of action and modifications

  8. Specialized Instructional Strategies • Peer Tutoring • Reciprocal • Across grade levels • Across ability levels • Cooperative Instruction (see 9.7, pg 293) • Jigsaw • Student Team Achievement Division • Team-Assisted Individualization • Group Investigation • Attribution Training: practice positive statements about themselves (works on internal locus of control)

  9. Specialized Instructional Strategies Cont. • Color Lenses: visual-perceptual deficit theory • Scotopic sensitivity (oversensitivity of white light) Irlen lenses • Dietary and Biomedical approaches: • Feingold diet: restriction of certain food additives such as artificial colors, flavors, and salicylates • Megavitamins • Trace elements: deficiencies in zinc, magnesium, chromium, and copper

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