Plagiarism and How to Combat this Growing Scourge

Plagiarism and How to Combat this Growing Scourge

Special Education and Research using Art

Preservice Teacher Preparation for Inclusion

An Exploration of Higher Education Teacher-Training Institutions

Michael W. Harvey

Ball State University, Muncie, Indiana

Nina Yssel

Ball State University, Muncie, Indiana

Adam D. Bauserman

Ball State University, Muncie, Indiana

John B. Merbler

Ball State University, Muncie, Indiana

Performance mandates of the No Child Left Behind Act of 2001 and the Individuals with Disabilities Improvement Act of 2004 have demanded ever-greater access to the general curriculum for all students, including those with disabilities. Inclusive classrooms and the elevated expectations for all students have a profound impact on preservice teacher preparation. This study obtained information about preservice teacher preparation for inclusive classrooms from a national sample of faculty members in special education, elementary and secondary education, and curriculum and instruction at teacher-education institutions. Faculty perceptions of training efforts used to prepare preservice teachers for inclusion were assessed through electronic survey methods. The survey instrument used a 5-point, Likert-type scale and open-ended questions focused on program elements and perceived effectiveness of inclusion and collaboration. Results indicated a high level of agreement among respondents regarding training efforts and program effectiveness. The study identified issues with current practices, program coordination or collaboration efforts, and training needed for preservice educators. Recommendations for further research and programming suggestions for inclusion and collaboration are provided.

This version was published on January 1, 2010

Remedial and Special Education, Vol. 31, No. 1, 24-33 (2010)
DOI: 10.1177/0741932508324397

How to write a BIP, a Behavior Intervention Plan

Required by IDEA for Children with Problem Behavior, a BIP can Shape Success.

By Jerry Webster, About.com Guide

A BIP or Behavior Intervention Plan, is required by Federal Law (IDEA) when behavior is cited as an impediment to a child’s academic success in the IEP. A parent who knows special ed law or a district that is concerned about solving behavior problems will use a BIP as a proactive way to deal with problem behaviors. When well written, a BIP is a great tool for tackling challenging behaviors, identifying goals, identifying those responsible for the intervention and laying out an intervention.

The BIP Plan is written once an FBA (Functional Behavioral Analysis) has been prepared. The plan may be written by the teacher, a school psychologist or a behavior specialist. In most large city school districts or smaller or rural districts, it’s likely that the teacher will be writing his or her own BIP. A well written Functional Behavioral Analysis will identify target behaviors operationally (described so any two observers will recognize the behavior.) It will describe the antecedent conditions, or the specific circumstances that usually lead to the behavior. It will also describe the consequence, which in an FBA is the thing that reinforces the behavior. See ABC in Special Ed 101. Understanding the consequence will also help choose a replacement behavior. Read more »

IEP Writing – How to Prepare an IEP or Individual Education Plan

This Important Document is Central to Special Education Instruction and Program

By Jerry Webster, About.com Guide

Writing an IEP is one of the biggest responsibilities a special educator has. The IEP is the foundational document of special education,along with an Evaluation Report (ER), also known as a Re-evaluation Report (RR). At least a month before the meeting, a meeting time should be set.

General Information

The first part of the IEP is general information. You need to be sure that phone numbers and addresses are correct. Also prepare the signature page which should include the student if the student is 16 or older, as transition plans will need to be included.

Procedural Safeguards Notice

Your district will provide a copy of the Procedural Safeguards, which vary from state to state. The Procedural Safeguards explain the processes of special education and the rights of the child and the parents.

Special Consideration

This offers a number of check offs to indicate if the child has specific challenges: blindness, deafness, communication needs, the need for assistive technology, proficiency in English, and finally behaviors that impede educational progress. Each item checked needs to be addressed either in the goals or the Specially Designed Instruction. A check off in front of behavior requires that an FBA (Functional Behavioral Analysis) and a BIP (Behavior Improvement Plan) must both be written and part of the IEP. Read more »