Course: Introduction to Inclusive Education

Code : 6413

Semester: Spring, 2021

B.Ed (1.5 Years)

Assignment No.1

Q.1 Disability, Impairment and handicappers are the terms which mostly mixed by

the teachers of general and special education. In unit these three terms are explained in

detail with examples. Now explain these terms as you perceived and comprehend. How

can you make difference among these three concepts for the teachers of general

education that they can accommodate the special needs of these children accordingly?

Disability

Disability is an umbrella term, covering impairments, activity limitations, and participation

restrictions. Impairment is a problem in body function or structure; an activity limitation is a

difficulty encountered by an individual in executing a task or action; while a participation

restriction is a problem experienced by an individual in involvement in life situations.

Disability is thus not just a health problem. It is a complex phenomenon, reflecting the

interaction between features of a person’s body and features of the society in which he or she

lives. Overcoming the difficulties faced by people with disabilities requires interventions to

remove environmental and social barriers.

People with disabilities have the same health needs as non-disabled people – for

immunization, cancer screening etc. They also may experience a narrower margin of health,

both because of poverty and social exclusion, and also because they may be vulnerable to

secondary conditions, such as pressure sores or urinary tract infections. Evidence suggests

that people with disabilities

1
face barriers in accessing the health and rehabilitation services they need in many settings.

Now we will discuss terms related to disability umbrella.

Impairment: With this concept, health professionals customarily designate an existing or

developing injury to bodily functions or to vital life processes in a particular person that

affects one or more parts of the organism or that indicates a defect in the psychic, mental or

emotional functioning as the result of an illness, accident or congenital or hereditary

condition. Impairment can be temporary or permanent. The influences of professional or

social contexts or of the environment as a whole are not taken into consideration in this

category. Here, the physician’s assessment of a person’s medical condition or impairment is

exclusively at issue, without consideration of the consequences that this impairment may

have upon that person.

Handicap:

As soon as persons with physical or mental impairments enter their social, professional or

private context, difficulties may arise which bring them into a situation of disadvantage, or

handicap, in relation to others.

In the original version of the ICIDH, the definition of handicap signifies a disadvantage

which emerges as the result of impairment or a disability, and which limits an individual in

the performance of what is regarded as a “normal” role. This definition of handicap, which

bases the problem exclusively upon the personal situation of the person afflicted, has since

come under criticism, for the reason that it does not sufficiently take into account the role of

the environment and the attitude of society in bringing about the situation of disadvantage. A

definition which takes these objections into account should reflect upon the relationship

between the disabled individual and the manifold environmental, cultural, physical or social

barriers that a society reflecting the attitudes of non-disabled members tends to erect. In light

of this, every disadvantage in the life of a specific person that is not so much the result of an

impairment or a disability, but of negative or unaccommodating attitudes in the largest sense,

situation of disabled individuals, including those that help them to fully participate in life and

in society, would contribute to preventing the “handicap”. A handicap thus is not the direct

result of an existing impairment or disability, but the result of the interaction between an

individual with a disability, the social context and the immediate surroundings.

It may not be assumed at the outset; therefore, that a person with an impairment or disability

must automatically also has a handicap. Many disabled individuals succeed, despite the

limitations caused by their disability, in the full pursuit of a profession. On the other hand, not

every handicap can be attributed to a disability. It can also be caused by a lack of education

that may or may not be linked with disability. This hierarchical system of classification-

impairment, disability, handicap-can be compared with the various phases of rehabilitation;

for example, when the purely curative treatment is followed by rehabilitation of functional

and psycho-social limitations and is completed with vocational rehabilitation or training for

an independent pursuit of life. The objective assessment of the degree of a disability in the

sense of its social consequences (handicap) cannot, for this reason, rely solely upon medical

criteria, but must take into account the vocational, social and personal contexts-especially the

attitude of the non-disabled population. This state of affairs makes it quite difficult to

measure and unequivocally establish a “state of disability”.

References

UNESCO (2000). Inclusion in Education: The Participation of Disabled Learners.

World Education Forum: Education For All 2000 Assessment. Paris: UNESCO.

Corker, M. and S. French, Eds. (1999). Disability Discourse. Buckingham, Open

University Press. Cronbach, L.J. and R.E. Snow (1977). Abilities and Instructional

Methods. New York: Irvington.

measured to overcome these challenges. Support your answer with suitable examples of

references?

Issue of Inclusive Education

Throughout history, not all school-age children have been afforded the same opportunities to

education. In fact, initiatives aimed at correcting these imbalances only truly began in the

20th century on any expansive scale. This is reflected within the issues affecting aspects of

classroom inclusion and the moral, ethical and legal viewpoints that have entered related

debate.

One of the difficult challenges regarding inclusion in the classroom is actually defining what

inclusion means and who it concerns. While the notion of inclusion may point toward many

types of differences --such as racial, ethnic, economic or social -- the primary focus of the

inclusion debate in the United States has concerned students with disabilities or those

designated "at risk." Strategies for their ethical inclusion in the classroom revolve around

how to best acclimate them to a normal relationship with nondisabled peers, enhance their

quality of education and cater to their essential and specialized needs for support and

services.

Inclusion's central ethical issue is whether or not the disabled deserve equal access to

educational establishments and to not be segregated in demeaning and detrimental ways. In

the 19th century, this issue was of little concern to legislators, pedagogues and educators who

had the disabled (physical, mental, emotional and others) sent to asylums. While some day

schools emerged in the 20th century for these children, it was not until the 1950s and '60s

those parents and other individuals began pressing for expanded rights and means of access

for disabled students. In 1975, the Education for All Handicapped Children Act was passed,

requiring all children to have the "least restrictive environment possible" for their education.

Trends towards inclusion have continued since then. Another principle issue is deciding
whether inclusion is a
moral, legal or philosophical concern. Some phrasing, such as that which links inclusion to a

form of integration, is decidedly a legal perspective and one that follows from the Civil

Rights Movement of the 1950s and '60s as well. Philosophically, supporting inclusion

maintains that disabled children have every right, in a moral sense, to be around their peers

and not isolated as second class citizens or human beings. In both cases, however, inclusion

invokes strong sentiments regarding the ethics and values of society more generally and for

how difference is either managed or accepted.

inclusion must be made functional. This is an issue of planning, logistics and research.

Educators must find balanced ways for disabled students to spend quality time with their

peers as well as with their special education teachers who are critical to their supplemental

support. Similarly, educators need to find ways to involve peer support groups that truly

bolster the child's sense of inclusion and allow them to establish actual relationships with

fellow students. As stated by Richard Thompkins and Pat Deloney in their article "Inclusion:

The Pros and Cons," this necessitates that education and care are truly "child-centered" -- that

every student is allowed adaptable, unique and specialized forms of help and encouragement

that suit their circumstances.

Challenges To Inclusive Education

Inclusive education is a new concept, therefore numbers of concerns and challenges we are

facing. In a study conducted by Symeonidou & Phtiaka (2009) reported that educators’

attitudes are important as potential predictors of success or failure of inclusion, equally

important are their concerns about inclusion. Agbenyega (2007) investigated attitudes and

concerns of 100 teachers about teaching in inclusive classrooms in Ghana. He found that

teachers’ major concerns related to their i) lack of skills to effectively teach students with

disabilities, ii) and lack of resources to accommodate individual differences, concluding that
teachers’ acceptance and commitment to implementing inclusion are likely to be affected by

their attitudes and concerns. Changpinit, Greaves, and Frydenberg (2007) examined attitudes

and concerns of 702 in-service educators to teach in inclusive classrooms in Thailand. They

found that there was a significant and negative correlation between participants’ attitudes and

concerns. Participants who had relatively positive attitudes towards inclusive education were

likely to have lower degree of concerns about it or vice versa. In a recent study, Forlin and

Chambers (2011) expanded on the work by other researchers by examining how confidence

in teaching students with disabilities and knowledge about local policies impacted pre-service

teachers’ attitudes and concerns. They reported that level of confidence and knowledge of

legislation were positively and significantly correlated with attitudes towards including

students with disabilities and conversely negatively correlated with concerns about inclusion.

They also found, though, that increasing knowledge about legislation and policy related to

inclusion, and improving confidence did not likewise address the participants’ concerns or

perceived stress associated with having students with disabilities in their classrooms.

Some of the concerns and challenges to inclusive education are:

Social Attitude towards Disability

Lack of Awareness

Scarcity of Trained Teachers

Absence of Barrier- Free Environment

Scarcity of proper Learning Material

Resistance of parents

References

Carter, E.W., Cushing, L.S., Clark, N.M, & Kennedy, C.H. (2005). Effects of peer

support interventions on students' access to the general curriculum and social

interactions. Research and Practice for Persons with Severe Disabilities, 30, 15-25.
Carter, E.W. & Hughes, C. (2006). Including high school students with severe

disabilities in general education classes: Perspectives of general and special educators,

paraprofessionals, and administrators. Research & Practice for Persons with Severe

Disabilities, 31(2), 174-185.

Q.3 Discuss the historical concepts of inclusion which highlights the pros and cons of

diverse attitudes affecting inclusion of children with special needs on different aspects of

life?

Even though the Universal Declaration of Human Rights in 1949 emphasized the right of

every human to be educated, Johnson (1986,p 1-2) documented several instances in United

States of America, from as early as 1893 to 1973, of discrimination against learners with

disabilities and who were prevented from receiving an education. These learners were

institutionalized because they could not be accommodated in the education system. In 1975,

an Education for All Handicapped Children Act was passed to provide free education and

appropriate services to learners with disabilities and furthermore in Article 2 of the

Convention on the Right of the Child, (UN, 1989), it was also indicated that no child should

be discriminated against and every child has the right to receive an education.

The greater integration of pupils with special educational needs into mainstream schools was

emphasized in the Warnock Report (HMSO, 1978) and ratified in the 1981 Education Act.

The Warnock Report signaled a departure from policies and approaches to “handicap” that

were pervasive until the late 1970s (Evans, 1995; Armstrong, 1998). With certain important

provisos the Report recommended that the mainstream setting was the best for all pupils.

This commitment to ‘integration’ as it was termed in the Warnock Report has had a wide

ranging influence on later policy and practice, particularly in the original and revised Code of

Practice on Special Educational Needs (1994; 2002), where the aspirations of the Report,

were
amplified and developed. The Warnock Report was clearly an important historical and

influential perspective on the development of ‘inclusive education’; and yet other models and

perspectives on SEN (Clough and Corbett, 2000, Croll and Moses, 2000).

At the 1990 Jomtien World Conference, in Thailand, the goals for 'Education for All' were set

and it was proclaimed that every person - child, youth and adult shall be able to benefit from

educational opportunities which would meet their basic learning needs. Ever since that

conference, UNESCO, along with other UN agencies, a number of international and national

non-governmental organisations have been working towards these goals. The inclusion of

pupils with barriers to learning and development in ordinary schools and classrooms is part of

a global human rights movement. In 1994, at the UNESCO World Conference on Special

Needs Education held in Salamanca, Spain, the idea of inclusive education was given further

impetus. The conference considered the future international direction of Special Needs to

ensure the rights of children to receive a basic education. The marginalization and exclusion

of learners from an educational system was addressed at the Dakar World Education Forum

in April 2000 and it was so aptly captured in the statement:

“The key challenge is to ensure that a broad vision of Education for All as an inclusive

concept is reflected in national government and funding agency policies. Education for All…

must take account of the need of the poor and the most disadvantaged…young people and

adults affected by conflict, HIV/AIDS, hunger and poor health: and those with special

learning needs…..” The three traditional provisions of integration identified by the Warnock

Committee (DES, 1978) - locational, social and functional - have been the main methods of

bringing children with special educational needs together with their peers. Inclusion strategy

is based on the learning activities as well which depends on the extent where learning

objectives of the student with disabilities are similar to those of peers and depends on the

resources which are available to enhance the inclusion. This is called the Instructional

Inclusion. Whereas the Social Inclusion refers to

interactions are one directional or dual, with non-disabled persons taking most of the

initiative and seeing themselves as helpers, or equal status, with both parties reaching out to

include each other. Equal status relationships lead to shared initiative in social inclusion.

Physical inclusion is achieved easily by administrative mandate, instructional and social

inclusion are problems that require considerable commitment and hard work. Exclusion, real

or perceived, strongly influences self-concept, well-being, and motivation. Schools must

therefore address self- esteem. An important goal is to help every student develop at least one

best friend of approximately the same age. Inclusion has also been the main focus of

educational debate in United Kingdom for the past ten years, indicating a progression from

the controversy of the last twenty-five years surrounding the concept and practices of

integration.

The separation of these learners into various institutions placed a heavy financial burden on

the State. Not only were they separated and categorized on the grounds of their disability, but

also on race and culture. Children who needed special resources, adaptations to the

curriculum or different assessment strategies to aid them with their learning were often

referred to as 'learners with special education needs'. These children were tested by the school

psychologists and depending upon their Intelligence Quotient (IQ) score, they received

instruction either in a 'special or adaptation class' at a mainstream school or at special schools.

This led to the 'labeling', categorizing and stigmatizing of young children, which had an

adverse effect on their self- esteem and self worth. The Green Paper (DfEE, 1997), concerned

with meeting special education needs suggests that special schools should work more closely

with mainstream schools in order to increase inclusion and it states that: "If we are to move

successfully to greater inclusion, it is essential that pupils with complex special education

needs in mainstream schools receive specialist support. The role of the special schools should

reflect this changing context". The turning point for all South Africans occurred in 1994 as a
result of a Democratic
Election and significant educational reforms have taken place characterised by a spirit of

democracy. The South African Constitution (Act 108 of 1996), founded the democratic state

and common citizenship on the values of human dignity, the achievement of equality and the

advancement of human rights and freedoms (Section1a). The Constitution, Sections 29 (1)

and 9 (2,3,4&5), further provides a special challenge to all of us by requiring that we give all

learners the fundamental right to basic education addressing the imbalances of the past by

focusing on the key issues of access, equity and redress.

References

Abrams, D., Jackson, D., & Claire, L. S. (1990). Social identity and the handicapping

functions of stereotypes: Children’s understanding of mental and physical handicap.

Human Relations, 43, 1085–1098.

Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social

behavior. Englewood Cliffs, NJ: Prentice-Hall.

Q.4 What are the different strategies which would help the students to cope with

challenging behaviors and attitudes in an inclusive classroom?

Recalling the previous discussion on IEP in curriculum and instructional needs you must

have realized that each student is on a distinctive pathway of advancement in learning. Even

though it is already determined what the student is anticipated to attain at various areas and

levels during their progress in learning but there are constant individual differences regarding

their ability and in their path and pace of development. No matter what level a

student has accomplished, it is significant that teachers are well acquainted what they already

know, and can manage and build on their skills, in any provided learning milieu. The

Strengths and weaknesses of a student’s include their specific skills or study habits

which need to be
measured to develop accommodation strategies for rapid and expected progress. The methods

used for strength and need assessment are based on curriculum based measurements (CBM).

The CBM, the prevailing examination system is most widely used tool for evaluation of gain

a student has made in learning process and whatever could not be achieved (Jim Wright

Syracuse (NY) City Schools). The review of unaccomplished learning goals and outcomes

could be due to the strengths and weaknesses of students, curriculum and teaching

methodology.

In the process of inclusion the student with special needs are assessed multiple times for their

strengths and probable needs. Strengths of a SENC include all their abilities that can be used

to bring outcome of the efforts made to teach them jointly with children without disabilities.

There are diverse areas that have to be identified for potential strengths including physical

abilities, learning abilities and behavior. When a child is shifted from a dual system of

mainstream education and special education to a system that takes responsibility for all

students that is inclusive education, taking a strengths-based approach to fulfill the needs of

students with diverse learning needs and placing the emphasis on what students can do, rather

than the limitations of their diagnosed condition is required in inclusion. Usually the students

with special needs admitted in the school with a diagnosis that is necessary for the provision

of facilities as per policy and planning the IEP. It is suggested to identify students’ strengths

and their probable needs to accomplish the learning goal. The areas of need of a SENC could

include the academic skills like Comprehension, Oral Language, Reading, Written Work and

Mathematics, Motor Skills, Social Skills and Behavior Skills.

Considering the needs mentioned above, while planning inclusion we need to change the

focus from altering the student to altering the student’s environment so that barriers are

reduced and students have the supports they need to be successful. Students with special

needs are assessed to determine their specific strengths and weaknesses. Placement,

resources, and goals are determined on the basis of the student's needs. Accommodations
and Modifications to the
regular program may include changes in curriculum, supplementary aids or equipments, and

the provision of specialized physical adaptations that allow students to participate in the

educational environment to the fullest extent possible according to the student’s strengths and

needs. Students may need help, to access subject matter, to physically gain access to the

school, or to meet their emotional needs. For example, if the assessment determines that the

student cannot write by hand because of a physical disability, then the school might provide a

computer for typing the assignments, or allow the student to answer questions orally instead. If

the school determines that the student is severely distracted by the normal activities in a

large, busy classroom, then the student might be placed in a smaller classroom such as a

resource room. Different instructional techniques are used for some students with special

educational needs. Instructional strategies are classified as being either accommodations or

modifications.

An accommodation is a reasonable adjustment to teaching practices so that the student learns

the same material, but in a format that is accessible to the student. Accommodations may be

classified by whether they change the presentation, response, setting, or scheduling. For

example, the school may accommodate a student with visual impairments by providing a

large- print textbook; this is a presentation accommodation.

Examples of accommodations:

Response accommodations: Typing homework assignments rather than handwriting them

(considered a modification if the subject is learning to write by hand). Having someone else

write down answers given verbally.

Presentation accommodations: Listening to audio books rather than reading printed books.

Agencies like Recording for the Blind and Dyslexic in America and RNIB National Library

Service in the UK offer a variety of titles on tape and CD. These may be used as substitutes

for the text, or as supplements intended to bolster the students' reading fluency and phonetic

skills. Similar options include designating a person to read text to the student, or providing
text to
speech software. (Considered a modification if the purpose of the assignment is reading skills

acquisition). Designating a person to take notes during lectures. Using a talking calculator

rather than one with only a visual display.

Setting accommodations: Taking a test in a quieter room. Moving the class to a room that is

physically accessible, e.g., on the first floor of a building or near an elevator. Arranging

seating assignments to benefit the student, e.g., by sitting at the front of the classroom.

Scheduling accommodations: Students may be given rest breaks or extended time on tests

(may be considered a modification, if speed is a factor in the test).

In addition to how the student is taught the academic curriculum, schools may provide non-

academic services to the student. These are intended ultimately to increase the student's

personal and academic abilities. Related services include developmental, corrective, and

other supportive services as are required to assist a student with special needs and includes

speech and language pathology, audiology, psychological services, physical therapy,

occupational therapy, counseling services, including rehabilitation counseling, orientation

and mobility services, medical services as defined by regulations, parent counseling and

training, school health services, school social work, assistive technology services, other

appropriate developmental or corrective support services, appropriate access to recreation and

other appropriate support services. In some countries, most related services are provided by

the schools; in others, they are provided by the normal healthcare and social services systems.

As an example, students who have behavioral challenges, autistic spectrum disorders, poor

impulse control, may learn self-management techniques if they are kept closely on a

comfortable and easy but predictable schedule .giving extra cues to signal the activities also

help them to modify the behavior.

In short an inclusive education program should be customized to deal with each individual

student's distinctive needs. Teachers are trained with in inclusive education, should have deep
insight of students potential areas of strengths and his needs so that they can provide a

continuum of services, in which students with special needs receive services in varying

degrees based on their individual needs. Special education programs need to be

individualized so that they address the unique combination of needs in a given student and

considering his present capabilities. The whole school system should be Working together to

support students in schools specifying to their needs, which may not be exclusively

educational services rather a collaborative most logical training provided in natural setting,

thus “wrapping” around the student and training him for social adjustment. There exists a

current need for teachers to have additional skills and abilities in technology, specifically

concerning the special needs student and assistive technology. This need extends to all

teachers, not just special education teachers, as all teachers are now likely to have students

with disabilities.

References

http://www.ibe.unesco.org/fileadmin/user_upload/Policy_Dialogue/48th_ICE/Press_Kit/

I nterview_Clementina_Eng13Nov.pdf

Pugach, M. C. & Johnson, L. J. (1995). Collaborative practitioners, collaborative

schools. Denver, CO: Love Publishing Co.

Q.5 Discuss unique features of various educational service delivery models for the

special education need children. Support your answer with reference?

Special schools and mainstream schools are different as a special school is a school catering

for students who have special educational needs due to severe learning difficulties, physical

disabilities or behavioral problems (For mainstream school see previous discussion). Special

schools may be specifically designed, staffed and resourced to provide the appropriate special

education for children with additional needs. Students attending special schools generally do

not attend any classes in mainstream schools. Special schools provide individualized
education,
addressing specific needs. Student: teacher ratios are kept low, often 6:1 or lower depending

upon the needs of the children. Special schools will also have other facilities for the

development of children with special needs, such as soft play areas, sensory rooms, or

swimming pools, which are vital for the therapy of certain conditions. In recent times, places

available in special schools are declining as more children with special needs are educated in

mainstream schools. There will always be some children, however, whose learning needs are

not appropriately met in a regular classroom setting and will require specialized education

and resources to provide the level of support they require. An example of a special need that

may require the intensive services a special school provides is mental retardation. However

this practice is often frowned upon by school districts in the USA in the light of Least

Restrictive Environment as mandated in the Individuals with Disabilities Education Act.

In special class approach schools and early education settings place great importance on

identifying SEN so they can help the child as early as possible. Most children with SEN can

have their needs met in a mainstream school.

Once it has been decided that the child has SEN, the child's teachers will plan their education.

To do this they use the guidance given in a document known as the Special Educational

Needs Code of Practice. The Code of Practice is a guide for early education settings (e.g.

nurseries and playgroups), state schools and local authorities. It provides advice and guidance

on how the SENS have to be identified assessed and provided help.

If a child does not make enough progress under School Action, their teacher should contact

parents. The teacher can advise parents to ask for advice from other people outside the

school. These could include a specialist teacher or a speech and language therapist. This kind

of extra help is called School Action Plus. It is possible that the child's school still cannot

give the child all the help they need. If so, parent or a professional who has been involved

with the child can

special educational needs are and what special help child needs.

A special class is arranged by grouping of students with disabilities because of same

individual requirements so that they can get particularly planned lessons. In special classes,

the content, methodology, or techniques of teaching is adapted, as suitable to the student’s

individual needs. This guarantee the student has approach to the broad-spectrum curriculum

and the prospect to meet the educational standards that apply to all students. Special Class

Services are designed for the students with disabilities whose needs cannot be met within the

general education class, even with the use of augmentative and alternative aids and services.

Before determining that a student requires special class services, the IEP team must consider

the benefits of serving the student in the general education classroom, whether the student

can achieve his/her IEP goals in the general education classroom and the effect that the

student will have on the general education environment, including the education of other

students.

Special class services are provided in community school district schools/high schools,

specialized schools, state-operated/supported and SED-approved non-public schools. These

classes are characterized by intensive and specialized instruction and/or behavioral support.

There is an option to provide special classes for full time or part time. The material used is

modified materials, pacing of information is also modified, specialized instructional

techniques and environmental adaptations as necessary to promote student success and

achievement. Highly individualized instruction can be offered in special classes, additional

adult supervision and/or individual intervention. The special education teacher is responsible

for designing and delivering instruction in special classes. Paraprofessionals may also help

provide support in the classroom. Students receiving special class services may also require

additional supports including, but not limited to, related services, adapted physical education,

assistive technology and travel training.

educational needs. These needs include, but are not limited to, levels of academic or

educational achievement, learning characteristics and styles, social development, physical

development, and the management needs of the students in the classroom. Classes may be

composed of students with the same disability or with different disabilities but with similar

educational/functional needs. When grouping students for special classes by similarity of

needs, the levels of knowledge and development in subject and skill areas (e.g., activities of

daily living, level of intellectual functioning, adaptive behavior, expected rate of progress in

acquiring skills and information, and learning style) must be considered. The range of

academic or educational achievement must be limited to assure that instruction provides each

student appropriate opportunities to achieve his or her annual goals. The learning

characteristics of students in the class must be sufficiently similar to assure that no students

fall behind in academic achievement because their instructional needs are not being

addressed. The achievement levels in reading and math should not exceed 3 years, except for

special classes organized at 8:1:1, 6:1:1 and 12:1:4. If a school operates a class in which

reading and math achievement levels exceed 3 years, the school must notify the Office of

Student Enrollment and the parents of students in the class. This notice, which must be given

no later than Nov. 1 each year, must provide the range of reading and math achievement

levels and the general levels of social development, physical development and management

needs in the class. The notice must also inform the parent of each student in the class that,

upon request, they will be afforded an opportunity to discuss the description with an

appropriate school representative. The parents (and teachers if not previously informed) of

any new students entering that class after Nov. 1 must be provided a description of the class

by the Office of Student Enrollment as detailed above.

New York State’s Continuum of Special Education Services for School-Age Students with

Disabilities: Questions and Answers

New York State’s Continuum of Special Education Services for School-Age Students with

Disabilities: Questions and Answers, Question 49 and 53

No Child Left Behind Highly Qualified Teacher Information for Special Education

Teacher A NYC DOE Division of Human Resources document dated Oct. 28, 2009