Description
For this assignment, you will read and analyze Chapter 1 of the O’Brien and Beattie textbook and research the concepts covered in the chapter utilizing scholarly journals of your choice. After reading the assigned chapter and scholarly journal articles related to the questions on the template, you will complete the provided template.
Parameters to follow for this assignment.
Use the SPED Concepts Template to complete the assignment.
No abstract is needed for this assignment.
Each section contains a question with multiple sub-sections that are either yellow, green, and/or gray.
Each sub-section should contain at least one citation (unless otherwise noted).
Each sub-section (yellow, green, and gray) should have its word count totaled.
Each sub-section (yellow, green, and gray) should contain between 200-300 words.
Include a references page written in current APA format.
a.The yellow section should include the book citation.
b.The green section should include a journal article citation.
c.Each gray section will include a citation as needed.
Important Notes:
Everything needed for the assignment has been posted. I have also included the template and a sample assignment to use as a reference.
Unformatted Attachment Preview
EDSP 726
SPED CONCEPTS ASSIGNMENT INSTRUCTIONS
For this assignment, you will read and analyze Chapter 1 of the O’Brien and Beattie textbook
and research the concepts covered in the chapter utilizing scholarly journals of your choice. After
reading the assigned chapter and scholarly journal articles related to the questions on the
template, you will complete the provided template.
Parameters to follow for this assignment.
1. Use the SPED Concepts Template to complete the assignment.
2. No abstract is needed for this assignment.
3. Each section contains a question with multiple sub-sections that are either yellow, green,
and/or gray.
4. Each sub-section should contain at least one citation (unless otherwise noted).
a. The yellow section should include the book citation.
b. The green section should include a journal article citation.
c. Each gray section will include a citation as needed.
5. Each sub-section (yellow, green, and gray) should have its word count totaled.
6. Each sub-section (yellow, green, and gray) should contain between 200-300 words.
7. Include a references page written in current APA format.
SPED CONCEPTS
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SPED Concepts
School of Education, Liberty University
Author Note
I have no known conflict of interest to disclose. “”
Correspondence concerning this article should be addressed to
Email:
SPED CONCEPTS
2
SPED Concepts
Chapter 1
“All children are different and have different profiles of ability– strengths and weaknesses.” Given the
assumption that this statement is true, what is the rationale for giving children disability labels in special
education?
Discuss what your book says about this topic –
Word count:
Discuss what your research article says about this topic –
Word count:
What are the implications of labels in the schools/classroom?
Word count:
What categories of children in special education comprise the majority of students served by special
education services in U.S. Schools.
Discuss what your book says about this topic –
Word count:
Discuss what your research article says about this topic –
Word count:
What are the implications of serving this population in the schools/classroom?
Word count:
How does the notion of full-inclusion contrast with the original idea of the Least Restrictive Environment
presented in the 1975 passage of the national disability legislation?
Discuss what your book says about this topic –
Word count:
Discuss what your research article says about this topic –
Word count:
What are the implications of full inclusion in the schools/classroom?
Word count:
SPED CONCEPTS
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Why do some professionals suggest that the continuum of services legitimizes segregating students with
disabilities from their peers?
Discuss what your book says about this topic –
Word count:
Discuss what your research article says about this topic –
Word count:
What are the implications of segregating students in the schools/classroom?
Word count:
Considering that all students are born with different strengths and weaknesses, and taking into account
the multitude of services, accommodations, and laws pertaining to students with special needs.
**Just a bible citation needed, no outside research article or book citation needed .
Discuss what the biblical implications are for serving students with special needs.
Word count:
How does this impact you personally as a leader?
Word count:
With regards to full-inclusion/LRE/segregation, discuss what you have observed in the school district you
work in, have worked in, or are familiar with, and discuss your personal thoughts on the practices they
are using.
**Include a link to the school system’s website you are discussing as your reference. No book or research article is needed.
Word count:
SPED CONCEPTS
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References
SPED CONCEPTS
1
SPED Concepts
Tamara Martinez-Fernandez
School of Education, Liberty University
Author Note
Tamara Martinez-Fernandez
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Tamara MartinezFernandez
Email: [email protected]
SPED CONCEPTS
2
SPED Concepts
Chapter 1
“All children are different and have different profiles of ability– strengths and weaknesses.” Given the
assumption that this statement is true, what is the rationale for giving children disability labels in special
education?
Discuss what your book says about this topic –
According to O’Brien et al. (2019), the use of labels for students receiving special education services allows for
schools to “group or categorize students receiving special education services in accordance with their main
characteristics and needs in school” (p. 3). Despite some of the negative attention which may present itself due
to the labeling of a student’s disability (feelings of inadequacy, hopeless, low self-esteem, etc.), the labeling of a
student’s disability allows for individuals to understand and acknowledge not only their areas of strength and
need but will allow for opportunities for students to advocate for themselves. Levine (1990) as cited in O’Brien
et al. (2019) also note that through the process of demystification, students can increase their awareness of their
disability and work toward realizing their academic, social, and emotional potential. Although students may
interpret “labels as a polite way of describing a brain that is wholly inadequate,” the use of labels in special
education allows for instruction to be tailored to the needs of that child, and for the implementation of teaching
techniques and curriculums designed to promote progress (O’Brien et al., 2019, p. 5). Lastly, the use of labels to
identify students with disabilities promotes self-advocacy efforts. When students are aware of the “why” behind
their academic, social and/or emotional struggles, they will be better able to “use their strengths to overcome
their weaknesses to be successful” in the classroom setting (O’Brien et al., 2019, p. 5).
Word count: 240
Discuss what your research article says about this topic –
Lauchlan and Boyle (2007) address the question of the helpfulness of labels in special education and whether
their use presents more negative outcomes for students with disabilities. Throughout their discussion of the use
labels in special education, Lauchlan and Boyle (2007) present arguments for and against the practices of
labeling students. The labeling of a student’s disability, according to Lauchlan and Boyle (2007) presents
opportunities for resources, funding and other opportunities that may not have been available without the
presence of a label or diagnosis but can also hinder student efforts if a proper plan for intervention is not in
place. Additionally, Lauchlan and Boyle (2007) also highlight that the use of labeling may lead to awareness and
student self-advocacy efforts due to an increased understanding of why an individual has specific difficulties.
Similar to the discussion presented by O’Brien et al. (2019), Lauchlan and Boyle (2017) present data that
suggests that the labeling of students is useful when a diagnosis provides a pathway to interventions that
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promote learning and progress and “assists teaching staff in planning for the curricular and social needs of
children” (p. 36). Lauchlan and Boyle (2007) argue that while there tends to be an over-reliance on the labeling
students with disabilities, labels provide some “educational functions and are a supportive resource for parents,
children, and perhaps some teachers” (p. 41).
Word count: 225
What are the implications of labels in the schools/classroom?
There are positive and negative implications associated with the use of labels in special education. To best serve
students with disabilities, labels must be used to identify the needs of any given population of students. Positive
implications associated with the use of labels in school and classroom settings are instruction tailored to meet
the needs of individual students, modifications, and accommodations created by educators to assist students in
the making of progress on annual IEP goals, along with more opportunities for the allocation of funding for
services based upon the needs of those students in any specific category or disability type. Additionally, when
labels are utilized by schools, educators in the general education setting providing instruction to students with
disabilities are better able to support inclusive efforts. When students are aware of the labels associated with
their disability, they can cultivate needed self-advocacy skills and work toward refining skills in their areas of
need. Of the negative implications associated with the use of labels in school and classrooms settings, many are
associated with their effects on self-esteem and self-actualization. The use of labeling may cause students to feel
defined by their disability or that their accomplishments are not as significant when compared to their nondisabled peers. Additionally, educators may view students with disabilities through preconceived notions rather
than upon the actual abilities of their students and become quick to segregate students based upon their disability
type.
Word count: 236
What categories of children in special education comprise the majority of students served by special
education services in U.S. Schools.
Discuss what your book says about this topic –
According to O’Brien et al. (2019), the total number of students receiving special education services as of 2015
is 6,130,637. Of those students ages 6-21, the majority of special education services are provided to students
identified under the disability category of specific learning disability. At approximately 38.2 percent, students
with a specific learning disability are those identified as having “a disorder in one or more of the basic
psychological processes involved in understanding or in using language, spoken or written” (O’Brien et al.,
2019, p. 7). In addition to difficulties associated with the comprehension or use of language, O’Brien et al.
(2019) note that students with a specific learning disability may also have impairments in other aspects of
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learning such as listening, processing, speaking, reading and mathematical computations. O’Brien et al. (2019)
also noted that the term specific learning disability is not applicable to those students who have difficulties due
to concurrent disabilities. The authors also acknowledge that despite the fact that many students being served are
identified as having a specific learning disability, there has been a significant decrease in the total number of
students within this disability category due to an increase in ADHD recognition as other health impairments
(OHI) and the pattern of disabilities such as ADHD being comorbid in nature. Other disability categories
discussed by O’Brien et al. (2019) requiring the serving of students in special education include speech or
language impairment, other health impairments (OHI), autism, intellectual disability, emotional disturbance,
developmental delay (for students ages 3-9), multiple disabilities, hearing impairments, orthopedic impairments,
traumatic brain injury (TBI), blindness/visual impairments and deaf-blindness.
Word count: 265
Discuss what your research article says about this topic –
In a 2020 study on disability categories and the placement of students in general education classrooms, Barrett et
al. found that while “schools must provide services structured to meet or exceed appropriately ambitious
academic and behavioral goals” schools are struggling in providing the proper support for students with
disabilities considering the pressures associated with increasing student performance and achievement on
standardized tests (p. 497). The correlation between “disability category and special education programming has
not been well researched” with the majority of students being served in regular classrooms having been
identified as having a specific learning disability (p. 500). Due to “considerable confusion regarding which
educational settings and services are the most appropriate for students within any given disability category or
performance level” students with specific learning disabilities are often placed into regular education classrooms
as it is believed to yield the highest potential outcome for this population of students (p. 501). In their review of
the data available, Barrett et al. (2020) also found evidence which suggests that the regular education classroom
is the best environment for students to make academic, social, and behavioral improvements despite the fact that
“slightly more than half of the school districts lacked the necessary definitions and documentation for making
appropriate placement decisions” (p.501). Other disability categories identified in the research performed by
Barrett et al. (2020) include other health impairment (OHI), speech and language impairment, autism spectrum
disorder (ASD), emotional impairment, hearing impairment, cognitive impairment, physical impairment, and
visual impairment.
Word count: 247
What are the implications of serving this population in the schools/classroom?
The implications of working with students of varying disability categories requires that educators be highly
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qualified in providing instruction and ensuring progress on annual IEP goals. The annual goals created and
implemented by educators for individual students must challenge them to reach their fullest potential through the
use of instructional practices designed for students with disabilities. Through the assignment of disabilities to
specific categories, special education teachers may choose to work in “specialized subgroups” of students
(O’Brien et al., 2019, p. 8). Identified as mild, high, and low incidence disabilities, these subgroups are
organized by level of need and the extent to which students are placed into general education classrooms. As
more students are identified as having a disability, schools will become better equipped to handle the academic,
social, and emotional needs associated with their students. This improvement in the instruction provided to
students will stem from the recognition that specific methods must be utilized when providing instruction to
students with disabilities over a one-size fits all approach. With regard to teacher preparation programming, it
will become necessary for future educators to become better acquainted with the disability categories as any
number of students in their classrooms may have an exceptionality. Lastly, the implications for educators already
in the classroom will require more sensitivity from general education teachers when working with students with
disabilities and for special educators to be viewed as experts in their specializations due to their “highlyqualified and specialized” role in providing instruction.
Word count: 246
How does the notion of full-inclusion contrast with the original idea of the Least Restrictive Environment
presented in the 1975 passage of the national disability legislation?
Discuss what your book says about this topic –
According to O’Brien et al. (2019), the original idea of the least restrictive environment (LRE) as described in
the 1975 passing of the Education for All Handicapped Children Act required that schools meet the needs of
students with disabilities by providing them with instruction in an environment that included children without
disabilities to the maximum extent possible. Prior to the passing of this legislation, schools frequently failed to
meet the needs of their students with disabilities due to support that was considered inadequate, inappropriate,
and often “forced students into a segregated, often institutional educational settings” (O’Brien et al., 2019, p.
14). After its renaming to the Individuals with Disabilities Education Act (IDEA), the general education
classroom was identified as the LRE for students with disabilities. In its reauthorization in 1990, IDEA clarified
that not only was the general education setting the LRE, but schools were now required to identify the “optimal
environment” for each student on an individual basis with the goal established to place students as close to the
general education classroom as possible. In contrast to the original idea of the LRE, full-inclusion allows for the
education of students with mild to moderate disabilities in regular classrooms. O’Brien et al. (2019) note that the
inclusion of students in regular classrooms reflects the importance of individuals being seen as “integrated and
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equal members” of the society where they will live, work, and interact (p. 17). By placing students into regular
classrooms, students with disabilities are permitted to take ownership of their place within the classroom setting
with their non-disabled peers. Another contrast between the original definition of the LRE and full inclusion
identifies full-inclusion settings as those which provide the accommodations and modifications students require
to be successful members of their classrooms with pull-out support delivered to students to augment the
instruction presented in the regular education setting.
Word count: 309
Discuss what your research article says about this topic –
According to Francisco et al. (2020), “inclusion is not the destination, it is the journey. It is not a linear reform
movement that was required by a public law, instead it is an incremental, multifaceted evolution process as
school systems adapt to the changing needs of learners” (p. 13). By providing students of diverse needs with the
opportunity to engage with their non-disabled peers, inclusion in the LRE offers students with disabilities the
chance to benefit from accessing the general education curriculum. Francisco et al. (2020) also point out that
simply placing students into general education classrooms does not equate to success. Research found that
students placed into general education curriculums may not reap the benefit of their placement if inclusive
efforts are “low quality” (p. 9). To provide students with a fully inclusive experience in the LRE, general and
special education teachers must work collaboratively and have an in-depth knowledge of not only the legal
mandates associated with providing instruction to students with disabilities, but of the best practices for working
with diverse learners. According to Francisco et al. (2020) “curriculum modifications can only be effective if
there is collaboration” among all members of the IEP team with an understanding that FAPE in the LRE are
“equally important” (p. 10). Greater consistency across districts in implementing fully inclusive educational
programs is critical to the success of students due to the fact that at the present time there “are no standards,
thus, everyone has their own interpretations; resulting in ineffective special education and inclusion programs”
(Francisco et al., 2020, p. 13).
Word count: 261
What are the implications of full inclusion in the schools/classroom?
Despite the potential for poor implementation by professionals, there are several positive implications associated
with full inclusion practices in schools/classrooms. By implementing full inclusion practices, students are being
provided with opportunities to engage with their non-disabled peers in a way that will closely resemble the
world in which they will one day live, work and interact. Other positive outcomes include an increase in student
self-esteem, in self-advocacy efforts by students, and an impact on academic effort. O’Brien et al. (2019)
concurred with studies performed by Fitch (2000) in that students who participate in full inclusion classrooms
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have positive outlooks not only on themselves but on their academic achievement. However, in order for
students to reap the benefits of fully inclusive classrooms, educators must have the appropriate methods,
training, and support from special education professionals. Hehir (2006) as cited by O’Brien et al. (2019)
concluded that the purpose of special education is to “minimize the impact of disability and maximize the
opportunities for children with disabilities to participate in general education in their natural community” and
that it is through the “presumption that the general education classroom is the first placement consideration for
all children with disabilities” that all students can be successful (p. 19).
Word count: 204
Why do some professionals suggest that the continuum of services legitimizes segregating students with
disabilities from their peers?
Discuss what your book says about this topic –
Some professionals may consider that the continuum of services legitimizes segregating students with
disabilities from their non-disabled peers due to the way in which students must take steps in order to reach the
general education classroom. This process, according to O’Brien et al. (2019) is one in which a students’
performance in a special education class is viewed as indicative how prepared they are for placement into the
general education setting. By assuming that students must be ready before being placed into mainstreamed
classrooms, the continuum of services legitimizes the segregation of students by keeping students in selfcontained environments until they have been determined ready for inclusion. Additionally, for students who
struggle academically and whose performance is not strong, the continuum of services precludes them from
participating in the regular education classroom despite the level of effort demonstrated by the student because
they are not as prepared as their peers already participating in the general education setting. Unlike the practices
associated with inclusive classrooms in which students are provided with specialized supports within the general
education setting, the continuum of services offers alternative placements in settings other than the regular
education classroom with students working their way toward placement with their non-disabled peers.
Word count: 203
Discuss what your research article says about this topic –
According to Rix et al. (2015) there are many complexities associated with the continuum of services and school
systems must begin to make a shift in reconceptualizing how services are provided to students with disabilities.
The notion of the continuum of services has “fallen into disrepute” and does not provide students with
opportunities to make significant progress due to its assumption that “people need to be ready for mainstream
participation” in lieu was being met where they are (Rix et al., 2015, p. 320). Rather than providing
opportunities for inclusion with their non-disabled peers, the continuum of services legitimizes the segregation
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of students into self-contained classrooms and works against efforts to cultivate “self-determination, integration
and independence” (Rix et al., 2015, p. 320). Despite federal and state mandates, Rix et al. (2015) noted that
while the continuum of services allowed for some students with disabilities to make the transition into general
education classrooms, “new groups were being identified for exclusion” since maintaining restrictive structures
that allowed financial incentives to schools (Nisbet, 2004 as cited in Rix et al., 2015, p. 320). In order for
students with disabilities to be provided with a FAPE in the LRE, Rix et al. (2015) suggest that the continuum
of services be reconceptualized to enable key stakeholders to have an active, engaged role in the cultivation of
programming aimed at supporting students in becoming their most independent and successful selves; prepared
for integration into a multifaceted world.
Word count: 244
What are the implications of segregating students in the schools/classroom?
There are several negative implications associated with segregating students with disabilities from their nondisabled peers. Considering that the world in which students will live, work, and interact is comprised of people
of different backgrounds, cultures, and abilities, students will not benefit from being segregated and assigned to
placements consisting of other students with similar diagnoses. The purpose of education is to prepare students
for the world in which they will live, and segregating students does not help them in working on skills such as
self-determination, self-advocacy, communication, etc. In order for students with disabilities to be prepared for
an ever-changing world, they must be integrated into settings which closely resemble the environments they will
encounter once they have completed their formal education. An example of integration/inclusion into settings
which resemble the outside world of early elementary students may consist of allowing students with verbal
deficits to be immersed into classes with their same aged peers to experience the telling of stories. For middle
and high schoolers, the same academic opportunities can be provided along with work experiences that closely
resemble potential areas of interest for future employment due to the introduction of transition planning. By not
providing students with opportunities such as the examples previously mentioned, students with disabilities are
ill prepared for the world they will experience post-graduation due to their segregation from students both
disabled and without disabilities.
Word count: 230
Considering that all students are born with different strengths and weaknesses, and taking into account
the multitude of services, accommodations, and laws pertaining to students with special needs.
**Just a bible citation needed, no outside research article or book citation needed.
Discuss what the biblical implications are for serving students with special needs.
There are several biblical implications associated with serving students with special needs. Proverbs 11:14
states: “where no counsel is, the people fall: but in the multitude of counsellors there is safety” (King James
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Bible, 1769/2017). Integration of this verse to the work of educating students with disabilities is important
considering the fact that the instruction of students with special needs is a collaborative, team-based effort, with
no one member of the IEP team being more important than the other since all goals are student centered. The
correlation between student success and the level to which educators and families are able to work
collaboratively has been reinforced through numerous case studies. In order to ensure that students are
successful throughout each stage of their academic career, all members of the IEP team from educators to
administrators, family members to related services providers must be on board and planning with their students’
best interests in mind at all times. Though the lens of Proverbs 11:14 it can be seen that while a multitude of
counselors is not a guarantee of success, but rather safety in knowing that students with special needs are being
protected and provided with the care, counsel, and guidance they need in order to be successful.
Word count: 207
How does this impact you personally as a leader?
As both an educator of students with disabilities and a parent to two children with exceptionalities, the biblical
implications of working with students with special needs has shaped my ability to lead into one that is team
oriented and student focused. At the time that my daughter was diagnosed with autism, I had just begun my
career as a high school autistic support teacher. Despite the overwhelming nature of having concurrent “new
beginnings” taking place, I was able to learn not only from the professionals working with my daughter but from
the parents of the students I case managed thanks to their experiences of having to navigate the system as I was
as a parent for the first time. This experience impacted my leadership abilities because I was aware of the fact
that for my daughter to be successful, she needed the adults around her to work collaboratively. As an educator, I
used this experience along with the experience of my son’s diagnosis three years later to shape my skills as an
advocate for the needs of my students and to cultivate relationships with the families of the students I served.
Through collaborative relationships built on mutual respect, care, and a focus on student goals, I was able to
build a parent support group for the families served within our special education program and witnessed
firsthand the level of success that can be experienced when all members of the IEP team are invested in the
future of students with disabilities.
Word count: 250
With regards to full-inclusion/LRE/segregation, discuss what you have observed in the school district you
work in, have worked in, or are familiar with, and discuss your personal thoughts on the practices they
are using.
**Include a link to the school system’s website you are discussing as your reference. No book or research article is needed.
During my 11-year tenure as an autistic support teacher at Olney Charter High School, I was able to witness
firsthand the impact of collaboration and teamwork on student success. Of the 2,000 students attending Olney
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Charter High School, approximately 500 students received special education services consisting of autistic
support, life skills support, emotional support and learning support programming. Of the special education
environments at Olney Charter High School, none were self-contained, and all students were given opportunities
to experience high school with their non-disabled peers. As a regional center for low incidence programming,
students receiving an education at Olney Charter High School were not only provided with opportunities for
inclusion but were able to cultivate the skills needed to be successful post-graduation through experiences such
as school and community based vocational training placements, and adapted coursework with their non-disabled
peers. To further expose real-world scenarios to our students, and to prepare all of them for the transition
planning process, students entering as a 9th grader were immediately connected with the special education
transition department to begin the process of planning for their future. By cultivating relationships and
connections among all members of the IEP team, students were prepared for success from the moment of their
enrollment.
Website for the Olney Charter High School special education department:
https://olneycharter.org/apps/pages/index.jsp?uREC_ID=1403947&type=d&pREC_ID=1579190
Word count: 217
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References
Barrett, C.A., Stevenson, N.A., & Burns, M.K. (2020). Relationship between disability category,
time spent in general education and academic achievement. Educational
Studies, 46(4), 497-512. https://doi.org/10.1080/03055698.2019.1614433
Francisco, M.P., Hartman, M., & Wang, Y. (2020). Inclusion and special education. Education
Sciences, 10(9), 238-251. https://doi.org/10.3390/educsci10090238
King James Bible. (2017). King James Bible Online. https://kingjamesbibleonline.org (Original
work published 1769)
Lauchlan, F., & Boyle, C. (2007). Is the use of labels in special education helpful? Support for
Learning, 22(1), 36-42. https://doi.org/ DOI:10.1111/j.1467-9604.2007.00443.x
O’Brien, C., Beattie, J., & Sacco, D. (2019). Teaching students with special needs: A guide for
future educators (3rd ed.). Kendall Hunt.
Rix, J., Sheehy, K., Fletcher-Campbell, F., Crisp, M., & Harper, A. (2015). Moving from a
continuum to a community: Reconceptualizing the provision of support. Review of
Educational Research, 85(3), 319–352. http://www.jstor.org/stable/44667624
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