Module 3 Strand H1
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Module 3 Strand
H1
Educational Placements and Services
Modular Readings: Chapter 9, Bender text, pages 241-261
Major Presentations -
Caucus Conference
A DIAGRAMMATIC MODEL OF A CASCADE OF
SERVICES
INTEGRATION/INCLUSION
1.Regular Classroom
2.Regular Class and Support Personnel
3.Regular class and Resource Room
..............................................................
SEGREGATION
1.Part-time Special Class
2.Full-time Special Class
3.Special Day School
4.Residential Day School
5.Home Bound Instruction
6.Hospital Instruction
......Pupils should be moving up and down on this continuum......
[Canadian author, Margaret Winzer’s Model (1998, ps. 19-20)]
Study the CASCADE OF SERVICES MODEL (Deno’s, 1970, revised by Hardman et al. in Bender, p.243 (Figure 9.1).
NOTE: Deno’s Cascade model "assumed that students would be relatively mobile along the cascade of services and would be placed at different levels as their educational needs required." (Bender, p. 242). Unfortunately, this goal of flexibility has not been realized.
LD Students in
Regular Classrooms
(Sources of Support for LD Students and their Teachers)
1) Itinerant Teachers
2) Educational Consultants
3) Paraprofessionals
4) Therapists
5) Resource Rooms
6) Collaboration and Consultation
7) Educational Teams
ISSUES IN PLACEMENT
1) INSTRUCTIONAL
MODIFICATIONS (INCLUSIVE CLASSROOMS)
Important for 2 reasons:
a) a legally mandated prereferral intervention
b) encourages successful experiences for child (with LD)
2) ADAPTIVE LEARNING ENVIRONMENTS MODEL (ALEM)
Timely in 3 ways (understanding ALEM facilitates):
a) modification of mainstream classes
b) prereferral services
c) understanding the REI (Regular Education Initiative)
3) Project RIDE
a) Could that information be useful in an inclusive classroom?
b) What is the value of using teacher-identified educational problems rather than problems
identified in research literature?
QUESTIONS, THOUGHTS AND POINTS TO
PONDER
Compare Winzer’s and Hardman’s models to the model currently being applied in your local school district. Is there mobility and flexibility practiced? How is this achieved? Discuss among your colleagues and comment in Caucus as M3SH1.
The history of the mainstreaming/inclusive schools concept is interesting because the same themes seem to reemerge. Locate and read Dunn’s article from 1968 (see reference p.279) and compare it to the writings about REI (Regular Education Initiative) in Stainback & Stainback,1985; Will, 1988, reference p. 280-281.
What has changed in 20 years?
Does inclusion offer more support for mainstream teachers?
Refer to Interest Box 9.1, types of resource rooms, and then comment on what seems to be working or could be changed in your local school district.
Examine: teacher’s role, effectiveness and the summary of the various types of educational placements discussed in Bender, ps. 244-256. Discuss with colleagues in your local school and post any questions, comments for further discussion in Caucus as M3SH1.
NOTE: You do not have to comment or respond to each of the above. However, if you feel strongly in favour of or opposed to any of the above, please respond or probe our thinking.
M3
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