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, Leeds, 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