Index

Including Learners with Low-Incidence Disabilities

ISBN: 978-1-78441-251-7, eISBN: 978-1-78441-250-0

ISSN: 1479-3636

Publication date: 4 February 2015

This content is currently only available as a PDF

Citation

(2015), "Index", Including Learners with Low-Incidence Disabilities (International Perspectives on Inclusive Education, Vol. 5), Emerald Group Publishing Limited, Bingley, pp. 351-357. https://doi.org/10.1108/S1479-363620140000005028

Publisher

:

Emerald Group Publishing Limited

Copyright © 2015 Emerald Group Publishing Limited


INDEX

Academic adjustment
, 213

Action planning
, 63, 73, 75

Advocacy
, 7, 91, 98, 159, 164, 166, 170–171, 274, 276

Alignment
, 9, 56, 66, 78–79, 100, 115, 148

Assessment
, 18, 46, 52, 54, 64–69, 71–72, 74–83, 101, 122–124, 130–131, 147–148, 173, 185–186, 197, 206, 211, 217, 255, 260–262, 280, 320, 324–325, 329

tools
, 63, 65–67, 71–72, 78, 80, 260

Attitudes and perceptions
, 37–38, 42–46, 51

Behaviour
, 195–196, 244–245, 249, 259

Beliefs
, 25, 43–44, 49, 51, 65, 75–76, 89–90, 92–94, 97, 104, 269–270, 273–274

Belonging
, 8, 19, 26–27, 33–34, 89–90, 92, 95–98, 104, 106, 166, 188, 194, 231

Building capacity
, 79

Categorical perspective
, 226–227, 236

Child habilitation center
, 222, 224–226, 230

Cognition and learning
, 257

Collaboration
, 9, 46–50, 52–55, 57, 69, 77, 89–91, 93, 100–103, 105–106, 117, 119–120, 123–124, 126, 138, 140, 176, 208, 210–211, 215–216, 224, 250, 280, 285, 305–306

Common Core State Standards (CCSS)
, 141

Communication
, 21, 23–25, 28, 75, 101, 125, 147, 152, 154, 164, 166, 169, 171–173, 176, 187, 193, 199, 226, 229–230, 233, 242, 250, 252, 256–257, 278, 306, 319, 323

Community
, 5, 8, 16, 19, 23–24, 27, 31–32, 51, 53, 79, 92–94, 96, 98, 104, 114, 127, 140, 144–145, 147–148, 154, 161, 163–164, 166–167, 175, 185, 188, 247, 263–264, 273, 282

community-based instruction
, 144

families
, 80, 167, 276

school community
, 84, 90, 92, 102, 104, 167, 188, 194

Complex needs
, 8, 244–245, 249–250, 253, 255, 261–262

Compulsory
, 184, 222–223, 225–229, 236, 243, 291–293, 295, 323–326, 330

education
, 223, 291–293, 295, 323–326

school
, 184, 222–223, 225–229, 236, 323, 330

Consultation
, 117, 119–120, 123–124, 172, 328

Cooperative learning
, 26, 91, 125, 152, 212–213

Criterion of ultimate functioning
, 140

Culture
, 16–17, 29, 44, 90, 92–93, 95–96, 102–104, 203–204, 216, 234, 271, 273–274, 277, 279, 291, 300, 309

Curriculum
, 4, 9, 23, 25, 40–42, 53, 55, 73–74, 91–92, 100–102, 114–116, 119, 123–125, 137–155, 161, 194, 197, 204, 208–209, 211, 233, 242–243, 248–251, 253–255, 260–262, 279, 281, 283–284, 294, 296–297, 304–308, 311, 317, 323, 328, 332

accommodations
, 4, 9

adaptations
, 8, 23

data-driven
, 68, 74, 343

individualized curriculum
, 138, 146, 150

modifications
, 4, 23, 73, 91, 117, 294

personalized curriculum
, 251

Developmental sequence
, 140

Disability
, 4–7, 9, 31, 33, 38–40, 43, 46–47, 50–51, 90, 112, 114, 118, 121, 124, 127–128, 160–163, 168, 172–174, 176, 185, 194, 205, 208, 223–225, 228–229, 244, 271–274, 276–278, 283, 293–295, 298–301, 305, 308, 317–325, 329, 331–333

acquired disability
, 160, 172, 176–177

awareness
, 51, 293, 295, 308

brain injury
, 6, 84, 159–161, 163–165, 167, 169, 171, 173–178, 204, 216

developmental disability

intellectual disability
, 5, 112, 130, 223, 271, 305, 320, 322–323, 333

low- incidence disabilities
, 83

profound and multiple learning difficulties
, 241–244, 248, 264

severe learning difficulties
, 243

significant cognitive disabilities
, 83, 138

studies
, 208, 210

Diversity
, 8, 15, 92, 94, 173, 227, 236, 271

Early child find system
, 295, 309

Ecological

framework
, 140, 141, 146–148, 155

inventories
, 147

Educational equity
, 112, 130

Educational placement
, 112, 207

E-Learning
, 293, 309–310

Equilibrium
, 272

Evaluation of systems
, 65

Evidence based practices
, 37–38, 43, 49–50, 52, 56–57, 67, 79, 100, 103

Explicit, student-focused instruction
, 142, 144, 150

General education
, 4, 6–9, 40–43, 46–47, 49–51, 53, 64–65, 67, 72–77, 80, 91–92, 95–96, 98, 100, 102, 104, 112, 115–116, 118–119, 122–126, 137–155, 204, 206–217, 271, 278–281, 283–284, 291, 303, 305–307

access
, 42, 119

classroom
, 4, 7–9, 13–33, 40–42, 44–45, 54–55, 65, 75, 77, 91, 97–98, 101, 104, 117, 123–124, 126, 128–129, 142–143, 145–146, 148–150, 152, 163, 170, 172, 174–175, 186, 188, 191–193, 195–197, 207–209, 212–214, 229–232, 234, 247, 249, 252, 255, 257, 259–260, 263, 273, 278–279, 281, 283, 292, 296, 305–306, 322–323, 330, 333

curriculum
, 4, 9, 23, 25, 40–42, 53, 55, 73–74, 91–92, 100–102, 114–116, 119, 123–125, 137–155, 161, 194, 197, 204, 208–209, 211, 233, 242–243, 248–251, 253–255, 260–262, 279, 281, 283–284, 294, 296–297, 304–308, 311, 317, 323, 328, 332

Generalization
, 46, 120–121, 144, 152, 211, 214

History
, 66, 90, 98, 113–114, 153, 236, 271, 275, 289–290, 299–300, 316, 319

Horizontal relationships
, 222, 230, 234–236

Improvement goals
, 68, 76, 78, 81

Improvement planning
, 64

Inclusion

barriers
, 51, 103, 262, 269

best practices
, 37–56, 64–65, 67–68, 71–72, 76–77, 80, 269–270, 278, 282, 303

effective practices
, 89–90, 92, 100, 102, 104–105

framework
, 13, 15, 18

full inclusive educational setting
, 207

inclusive education
, 7–8, 10, 14–16, 18, 33, 39, 41–49, 51–56, 64–68, 79, 82, 90, 92, 94, 96–97, 99–100, 103–105, 112, 114–116, 118–120, 122, 126, 184, 203–216, 226, 236, 241–264, 270, 277, 282, 290–294, 297–298, 300–301, 303–309, 316–317, 331–334

inclusive practices
, 40, 52, 56, 63–83, 90–95, 99–105, 112, 118, 154, 203, 269–285

partial inclusive educational setting
, 207–208, 216

strategies to promote inclusion
, 52, 174, 204, 208

sustaining inclusive practice
, 68, 80

Independence
, 94, 121, 141, 145–147, 150, 193, 197, 242, 259, 323, 325

Indicators
, 66, 68–70, 73–76, 79, 82, 93

Individualized Education Program (IEP)
, 6–7, 11, 41, 56, 70, 72, 75–76, 84, 101, 116–117, 126–127, 138, 142, 148–149, 151–152, 164, 169–172, 177, 207, 211, 217, 328–329, 332

Institutional
, 118, 129, 225, 284

Instruction

differentiated
, 53, 120, 142, 212, 215–216

direct
, 53

embedded instruction
, 137–139, 142, 144–145, 149–155

indirect

systematic instruction
, 138–139, 144–145, 149–151, 155

trials
, 138, 144, 150, 153–155

Intervention
, 6, 10, 17, 25, 32–33, 74, 79, 95, 104, 115, 211–212, 215–216, 222, 226, 278, 284, 292, 295, 298, 307, 318, 330

Itinerary service
, 207, 216

Joint working
, 250

Knowledge
, 6, 9–10, 16, 32, 37–38, 42–46, 48–49, 51–52, 54, 68–69, 75–76, 79, 100, 103, 147–149, 171, 173, 176, 195–196, 215, 227–228, 232, 248, 250, 254, 274, 276, 298, 322, 324, 334–335

Leadership
, 54, 64, 68–71, 80, 82, 89, 102–103, 214, 252, 254, 262

Least dangerous assumption
, 112, 118–119, 130

Least restrictive environments (LRE)
, 4, 7, 11, 74–75, 77, 84, 98, 141, 204, 206

Legislation

Education for all Handicapped Children Act (P.L.-94 142)
, 4, 90–91, 140

Individuals with Disabilities Education Improvement Act (IDEIA)
, 4, 91, 98–100, 115, 138–139, 146

No Child Left Behind (NCLB)
, 98–100, 115, 138–139, 141

Literacy and numeracy strategies
, 251, 253

Mainstream schools
, 183–185, 187–191, 193, 195, 197–199, 241–250, 252, 254–256, 261–262, 264–265, 325, 328, 335

Maintenance
, 139, 144, 152, 211, 215, 253, 261

Managing challenging behaviors
, 211, 215

Medical model
, 37–39, 56–57, 118, 129, 162–163, 172, 174, 318

Membership
, 13–19, 21–29, 31–34, 55, 93, 98, 120, 130, 145

Mental age
, 140

Mentorship
, 50–51, 55

Multidisciplinary
, 230, 250, 284

Multisensory environment
, 259

Natural conditions
, 139, 152

Neuropsychology
, 169, 178

Normalization principle
, 225

Occupational rehabilitation training
, 295–296, 309

One-to-one tuition
, 231

Operational
, 285

Outcomes
, 4, 15–16, 23, 25–29, 32–33, 66, 73, 78, 80–81, 95, 100, 124, 141, 143, 147, 154, 163, 184, 195, 228, 233, 249, 270, 307–309, 335

Pace of learning
, 253, 255

Paraeducator
, 117, 119–121, 123, 153

Paraprofessionals
, 53–54, 71, 76, 85, 96, 119, 128, 192, 225–226, 230, 233, 235

Partial participation
, 125, 138, 145, 155

Participation
, 125, 138, 145, 155

Pedagogy
, 65, 67, 79, 251, 263, 279

Peer

interaction
, 28–29, 53–54, 95, 102, 121, 152, 208

friendship
, 19

supports
, 8, 24, 30, 89, 91, 98, 102, 105, 119, 125, 169

Perception
, 26, 50–51, 99, 209, 226, 242, 257, 272, 317–318

Personally relevant
, 146

Person-centered planning
, 98, 147, 155

Physical development and sensory needs
, 258

Policy
, 10, 14, 50–51, 78, 89–90, 92, 98, 104, 106, 115, 172, 184, 186, 223, 225, 241, 243–244, 271–272, 276, 280–282, 284–285, 298, 319, 331

Preference
, 7, 96, 126

Presuming competence
, 128, 131

Primary and secondary education
, 206–207

Provision
, 26, 85, 115, 119, 126, 130, 172, 183–193, 195–200, 227, 243, 245–248, 252, 254–255, 258, 260, 262–263, 295–296, 308–309

PScales
, 243

Quality of life
, 56, 95, 141, 146–147, 276

Recovery
, 164, 169–174

Rehabilitation
, 131, 159, 161–162, 164–167, 171, 173, 271, 275–276, 285, 291, 295–296, 309, 319–320, 323

Related services
, 9, 74, 85, 116–117, 119, 121, 125–126, 129, 131, 206, 208, 294, 296–297, 308–310

Relational perspective
, 226–227, 237

Residential education
, 246

Resource classroom
, 204, 207–208, 217, 284

Resources
, 9, 25, 41, 43, 45, 51, 66, 68, 71–82, 84–85, 89, 96, 99, 101, 103, 116, 164, 167–169, 172–173, 205, 212, 225, 250, 255, 258, 261–262, 276, 278, 280–282, 296, 300, 309, 316

Response to Intervention
, 85, 104, 212, 215–216

Rights
, 3, 13, 37, 63, 89–90, 92–95, 98, 104–105, 111, 137, 159, 161–162, 183, 199, 203, 205, 217, 221, 224, 227, 241, 269, 276–278, 281–283, 289, 297, 303, 315–316, 331

Roles
, 13, 15–21, 23, 25, 27, 33–34, 49, 53–54, 73, 82, 97, 101–102, 120–121, 126, 159, 169, 208, 213, 235

Scaffolding
, 257, 272

School-based team
, 89, 105–106

School re-entry
, 159–161, 163–165, 167, 169, 171, 173–177

School re-integration
, 160

Segregation
, 10, 113–114, 127, 235, 315, 319, 321, 333, 335

Self-determination
, 94, 147

Self-directed professional development
, 49

Self-efficacy
, 44, 46–47, 52, 54–55, 57

Sense of belonging
, 8, 19, 26, 33–34, 89–90, 92, 95–97, 104, 106, 166, 188, 194

Service delivery models
, 74–75, 77, 83, 113, 272

Shared

decision making
, 64, 68, 80

leadership
, 102

responsibility
, 73, 83, 89, 91, 100–103, 105, 214, 222

Silent epidemic
, 176

Situated learning
, 16, 34

Social

interaction
, 16, 22, 24, 32, 95, 102, 112, 120, 125, 128, 140, 152, 204, 221–237

justice
, 33, 39–40, 233

model
, 37–39, 56–57, 118, 129, 159, 162–164

skills
, 17, 18, 23, 28, 30, 32, 34, 95–96, 106, 121, 147, 161, 187, 212, 234, 242, 259, 303, 311

skills
, 17, 18, 23, 28, 30, 32, 95–96, 147, 161, 187, 212, 234, 242, 259, 303, 311

stigma
, 166, 168–169

training
, 38–39

Sociocultural Theory
, 16

Socio-emotional supports
, 159

Special education

classrooms
, 114, 292–293

recipients
, 294–297, 299–300, 304, 307–310

related services
, 294, 296–297, 308–310

special needs schools
, 223

special teachers
, 225, 230, 233, 235

Special Educational Needs and Disability Code of Practice
, 244

The Special Education Operation Committee
, 294, 310

The Special Education Support Center
, 293–294, 299, 310

Specialized
, 6, 8–10, 79, 114, 145, 160, 172, 278, 282, 284, 295, 298, 320, 323, 329

Staff

staff-to-pupil ratio
, 217

Standards-based framework
, 137, 141, 146

The Student with Disabilities Support Center
, 297, 310

Supplemental trials
, 154

Systems change
, 64–66, 78–79, 81, 89

Systems of Support
, 31, 89, 91–93, 95, 97–99, 101–103, 105, 111, 118–119, 285

Task Variation
, 153

Teacher

co-teaching
, 75, 77, 83, 89, 100–101, 105, 119–120, 122–123, 305

perspectives
, 47, 333

preparation
, 37–38, 97, 274, 278, 304, 308, 311

pre-service teacher
, 215

professional development
, 37–57, 67, 74–76, 215, 235, 254, 294

training
, 37–57, 124, 215, 217, 235, 247, 254, 284, 304–305, 311

Teaching assistant
, 249

Theories
, 249, 269, 271, 273

Therapeutic education services
, 296, 309

Three-part lesson
, 253

Training school
, 221, 225–227, 229–237, 324, 326

Transition
, 16, 56, 79, 154, 164–166, 169–170, 172–173, 176, 212–213, 232, 246, 274, 283, 295, 307

Universal Design for Learning (UDL)
, 89, 100–101, 105, 142, 212, 216

Vertical relationships
, 222, 230, 235–237

Welfare state
, 222

Including Learners with Low-Incidence Disabilities
International Perspectives on Inclusive Education
Including Learners with Low-Incidence Disabilities
Copyright Page
List of Contributors
Introduction
Section I: Strategies and Supports for Inclusion
Moving Toward Inclusion
Beyond Access: Moving toward Increased Participation, Membership, and Skills in the Inclusive Classroom
Best Practices in Teacher Training and Professional Development for Including Learners with Low-Incidence Disabilities
Including Learners with Severe Intellectual Disabilities: System Planning and Support for Greater Inclusive Practices
Facilitating Systems of Support
Facilitating Supports and Services for Learners with Low-Incidence Disabilities
Providing Appropriate Individualized Instruction and Access to the General Education Curriculum for Learners with Low-Incidence Disabilities
Socio-Emotional Support Needs for Re-Entry to School after Traumatic Brain Injury
Section II: International Perspectives on Including Learners with Low-Incidence Disabilities
This is What Works for Me: Students Reflect on their Experiences of Special Needs Provision in Irish Mainstream Schools
Inclusive Education for Students with Low-Incidence Disabilities in Taiwan – Where We are, What We have Learned
Low-Incidence Learners in Sweden – Supporting Systems and Social Interactions in Education
Inclusive Education for Learners with Severe, Profound and Multiple Learning Difficulties in England
21st Century Inclusive Practices and Policies in Russia
Including Learners with Extensive Support Needs in South Korea
Inclusive Education in Poland: Policies, Practices, and Perspectives
About the Authors
Index