EDSP 210 Chapter Notes - Chapter 3: Specific Developmental Disorder, Self-Care, Rei
22 Apr 2016
School
Department
Course
Professor
Document Summary
Chapter 3: inclusion and multidisciplinary collaboration in the early childhood and elementary school years. A changing era in the lives of children with disabilities. As children progress in age and development, their world expands to include more. Inclusive education: students with disabilities receive the services and supports appropriate to their individual needs within the general education setting, non synonymous to mainstreaming, placement alone is enough, push-in service. Pushing services and support: providing a student the supports and services necessary to access a general education environment. Evidence-based inclusive schools as defined by idea 2004: diversity, acceptance, belonging, formal and natural supports, age appropriate classrooms, neighborhood school, access to general education classroom and curriculum, meet individual learning needs, multidisciplinary, school-wide support. Characteristics of a multidisciplinary approach: parents and professionals from multiple disciplines (social services, education, health care, psychological) as equal partners in promoting peer support and cooperative learning, multidisciplinary school-wide assistance teams aka teacher assistance teams (tat)
