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Integration, Inclusion, and Support of Positive Outcomes
Chapter 2
This multimedia product and its contents are protected under copyright law. The following are prohibited by law:
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• Integration into the larger society• Normalization and deinstitutionalization• Self-determination, universal design, and new
technologies• Integration into schools• Arguments for and against full inclusion• Collaboration and response to intervention• Participation in assessments• Early intervention and transition• Discipline of students with disabilities• Concluding thoughts on trends and issues
• Full Inclusion All students with disabilities attend general
education classrooms in their neighborhood schools for the entire day and general education teachers have the primary responsibility for all students with disabilities
Least restrictive environment Continuum of alternative placements (CAP)
• Differentiated Instruction• Prereferral Teams (PRTs)
Groups of professionals who work with general education teachers to help identify alternative strategies for students before a referral for special education evaluation is made
• Response to Intervention (RTI) Usually provides for three standardized levels of
intervention for students having problems, with closely monitored progress before a referral is made
Suggested Curriculum for Career Development at Various Grade Levels
Fig. 2.1Source: Brolin, D. E., & Loyd, R. J. (2004). Career development and transition services: A functionallife-skills approach (4th ed., p. 430). Upper Saddle River, NJ: Prentice Hall. Reprinted with permission.
Transition in Relation to Standards,Opportunities, and Multiple Domains
Fig. 2.2Source: Greene, G., & Kochhar-Bryant, C. A. (2003). Pathways to successful transition for youth with disabilities (p. 447). Upper Saddle River, NJ: Prentice Hall. Reprinted with permission.