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CUIN  6321  Principles  of  Curriculum  Development   Diane  Prince  
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I  will  be  asking  you  a  question  on  bringing  about  change  in  a  learning  environment  (schools,  etc
...
 If  you  do  not  have  
the  book  ,  you  might  look  for  articles  by  Michael  Fullan  on  Educational  change  or  Neal  Gross  on  
overcoming  resistance  to  change
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     Hope  this  helps
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   It  depends  on  whether  or  not:  
• The  change  gets  embedded/built  into  the  structure  
• The  change  has  generated  a  critical  mass  of  administrators  or  teachers  who  are  
skilled  and  committed  
• The  change  has  established  procedures  for  continuing  assistance  
o Outcome  
§ To  be  positive  and  successful  
• Active  initiation  &  participation  
• Pressure,  support  and  negotiation  
• Changes  in  skills,  thinking,  and  committed  actions  
• Overriding  problem  of  ownership  
o What  can  we  learn  from  change  process?  
§ Can’t  mandate  what  matters  
§ Change  is  a  journey  not  a  blueprint  
§ Problems  are  our  friends  
§ Vision  and  strategic  planning  come  later  
§ Individualism  and  collectivism  must  have  equal  power  
§ Neither  centralization  nor  decentralization  works  
§ Connection  with  the  wider  environment  is  critical  for  success  
§ Every  person  is  a  change  agent  
Change  requires  restructuring  and  replacement,  adjusting  personal  habits  
Getting  educators  to  shift  from  current  program  to  the  new  program  
Teachers  need  time  to  try  the  new  program  to  be  implemented
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Innovations  designed  to  improve  student  achievement  must  be  technically  sound  
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Innovation  must  be  manageable  and  feasible  for  the  average  teacher  
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Avoid  the  “do  something,  do  anything”  syndrome  
to  get  a  program  implemented,  we  need  people  willing  to  engage  in  something  new,  to  push  boundaries  
and  then  attract  other  colleagues
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   School  administrators  should  accept  that  teachers  will  initially  be  negatively  predisposed  toward  
the  change  and  will  resist  it
...
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o
o

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CUIN  6341  Teaching  Problem  Solving    
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Barbara  Patton  

Discuss  in  detail  the  steps  you  would  ask  students  to  learn  to  follow  to  do  all  problem  solving  
activities  
Four  Step  Problem  Solving  Plan  
1
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The  student  is  a  reader,  a  thinker,  and  an  analyzer
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   If  unusual  names  of  people  or  places  
cause  confusion,  the  student  may  substitute  a  familiar  name  and  see  if  the  
question  now  makes  sense
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   When  the  student  
identifies  the  main  idea,  he  or  she  should  write  it  down,  using  words  or  phrases
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Details  
a
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   The  student  identifies  and  records  any  details,  
using  numbers,  words,  and  phrases
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   Look  for  hidden  
numbers
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Strategy  
a
...
 
o Find  a  Pattern  
§ Can  I  see  something  happening  over  and  over  again?    Will  this  
help  me  solve  the  problem?  
o Make  a  Table  
o Work  Backwards  
§ Can  I  start  at  the  end  of  the  question  to  help  work  it  out?    Will  
my  answer  work?  
o Guess  and  Check  
o Draw  a  Picture  
§ Can  I  draw  something  about  the  problem?  Will  this  help  me  to  
find  the  answer?  
o Make  a  List  
o Write  a  Number  Sentence  
o Use  Logical  Reasoning  
4
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To  make  sure  they  understand  what  is  being  said  the  student  uses  words  or  
phrases  to  describe  how  they  solved  the  problem
...
   It  requires  the  students  to  
record  their  thinking
...
   Part  B  specifically  speaks  to  the  educational  requirements  for  
students  aged  3-­‐21,  therefore  this  is  the  section  that  is  most  important  for  special  education  
personnel  to  understand
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   These  principals  are:  zero  reject,  identification  and  evaluation;  free  appropriate  
public  education  (FAPE);  leas  restrictive  environment  (LRE);  procedural  safeguards;  technology-­‐
related  assistance;  personnel  development  and  parent  participation  
6  guiding  principles  of  IDEA  
1
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   It  is  the  

sates  responsibility  to  identify,  locate,  and  evaluate  these  students
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   This  
principal  is  not  dependent  on  whether  or  not  the  parents  have  notified  the  school  of  
the  disability,  it  is  the  schools  districts  responsibility  to  identify  these  students
...
 This  principle  applies  
regardless  of  the  nature  or  severity  of  the  disability;  no  child  with  disabilities  
may  be  excluded  from  a  public  education
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 If  a  state  provides  educational  services  to  children  without  
disabilities  between  the  ages  of  3  to  5  and  18  to  21,  it  must  also  educate  all  
children  with  disabilities  in  those  age  groups
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 This  requirement  is  called  the  child  find  system
...
2    One  
of  the  most  important  aspects  of  FAPE  is  that  the  services  provided  must  conform  
with  the  students  Individualized  Education  Plan  (IEP)
...
     
• All  children  with  disabilities,  regardless  of  the  type  or  severity  of  their  
disability,  shall  receive  a  free,  appropriate  public  education
...
 An  individualized  education  program  (IEP)  must  be  developed  and  
implemented  to  meet  the  unique  needs  of  each  student  with  a  disability
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§ Child  Find:  This  system  was  put  together  so  that  all  students  from  birth  to  twenty  
one  who  are  in  need  of  special  education  or  other  services  are  identified,  located  
and  evaluated
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   Child  find  programs  can  be  done  in  many  ways,  for  example,  through  public  
awareness,  mailings  to  parents,  television  and  radio  advertisements,  and  
coordinated  activities  with  local  service  agencies,  such  as  hospitals  and  clinics,  to  
identify  children  and  youth  with  disabilities
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   If  a  school  fails  
to  perform  these  tasks  they  will  be  in  direct  violate  of  FAPE,  which  is  a  series  
violation  of  IDEA
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2
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Testing  and  evaluation  procedures  must  not  discriminate  on  the  basis  of  race,  
culture,  or  native  language
...
 These  provisions  of  IDEA  are  known  as  protection  in  evaluation  
procedures
...
LRE  
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IDEA  mandates  that  students  with  disabilities  be  educated  with  children  without  
disabilities  to  the  maximum  extent  appropriate  and  that  students  with  disabilities  
be  removed  to  separate  classes  or  schools  only  when  the  nature  or  severity  of  their  
disabilities  is  such  that  they  cannot  receive  an  appropriate  education  in  a  general  
education  classroom  with  supplementary  aids  and  services
...
g
...
 To  ensure  that  each  student  with  disabilities  is  
educated  in  the  least  restrictive  environment  appropriate  for  her  needs,  school  
districts  must  provide  a  continuum  of  placement  and  service  alternatives
...
   However,  it  is  
understood  that  some  students  do  much  better  in  more  restrictive  settings,  and  
when  this  problem  occurs  adjustments  need  to  be  made
...
     
• A  school  is  required  to  provide  a  continuum  of  alternative  placements  when  
necessary  in  order  to  allow  the  LRE  to  meet  the  individual  needs  of  the  
students
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   The  IEP  team  is  responsible  for  determining  the  best  
placement  for  the  student  to  receive  their  education
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   Students  with  
disabilities  who  are  disruptive  to  other  students  in  the  general  education  
classroom  should  be  considered  for  a  placement  change
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   The  goal  is  for  the  students  
with  disabilities  to  make  progress  in  the  general  education  curriculum
...
 IDEA  creates  a  presumption  in  favor  of  inclusion  in  the  
regular  classroom  by  requiring  that  a  student’s  IEP  contain  a  justification  and  
explanation  of  the  extent,  if  any,  to  which  a  child  will  not  participate  with  
nondisabled  peers  in  the  general  academic  curriculum,  extracurricular  
activities,  and  other  nonacademic  activities  (e
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,  lunch,  recess,  
transportation,  dances)
...
 
Standards  for  Determining  the  LRE:    The  school  district  must  make  decisions  
based  on  data  that  is  compose  throughout  the  LRE  process
...
   When  a  
student  with  disabilities  is  placed  in  a  general  education  classroom  and  disrupts  the  

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4
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   The  primary  concern  is  that  schools  are  
providing  FAPE  for  all  students  with  disabilities
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   However,  it  is  the  schools  first  concern  to  provide  the  students  
with  FAPE,  LRE  is  secondary,  which  is  why  a  continuum  is  required
...
   For  
example,  in  the  case  Roncker  v
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   Neil  is  a  9-­‐year-­‐old  boy  who  
has  moderate  mental  retardation
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 They  
believed  that  he  would  benefit  from  the  contact  and  socialization  with  his  peers
...
   The  U
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 District  Court  for  the  Southern  District  of  
Ohio  ruled  in  favor  of  the  school  district
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   The  court  decided  that  Neil  
had  not  made  significant  progress  while  integrated,  or  being  a  part  of,  the  general  
education  classroom
...
   If  it  
they  are  attainable  then  it  is  mandated  that  the  school  must  provide  these  
services
...
   
An  individualized  education  program  (IEP)  creates  free  and  appropriate  education  
(FAPE)  for  students  with  disabilities
...
     There  are  several  procedural  requirements  that  schools  must  
follow  in  order  for  a  student  to  receive  an  appropriate  IEP
...
   If  a  violation  
occurs  a  due  process  hearing  officer  will  determine  if  the  IEP  is  invalid  or  not
...
   Once  a  student  has  been  determined  as  eligible  it  is  the  
schools  responsibility  to  have  the  IEP  team  mean  within  30  days  to  develop  the  IEP
...
   During  the  meeting  to  develop  the  IEP  the  
students  evaluations,  current  records  and  relevant  information,  have  to  be  
reviewed
...
 
The  IEP  Team:    There  are  specific  people  that  IDEA  requires  to  attend  IEP  
meetings
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   A  special  education  teacher  attends  the  IEP  meeting  
because  they  are  the  person  who  implements  the  meeting
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   A  representative  of  the  local  
educational  agency  must  attend  because  they  knowledge  of  the  general  education  
curriculum  and  the  districts  resources
...
   The  person  who  interprets  the  evaluation  results  is  usually  a  
psychologist  or  educational  diagnostician  who  is  responsible  for  ensuring  that  all  
the  members  of  the  IEP  team  understand  the  results  of  the  evaluation  and  the  
individuals  needs
...
 
§ The  parents:    The  parents  are  important  part  of  the  IEP  process  and  it  is  important  
that  they  are  involved  from  the  very  beginning  to  the  very  end
...
   If  there  is  to  be  an  
IEP  meeting  a  notice  must  be  sent  at  least  10  days  in  advance  in  order  to  allow  
adequate  time  for  planning
...
   If  parents  are  divorced  the  school  is  
only  required  to  invite  the  parent  that  has  custody  of  the  child
...
   If  
a  child  is  in  foster  car,  the  foster  parents  can  attend  the  meeting  if  allowed  by  the  
state
...
Procedural  Safeguards  
§ This  principle  protects  the  interests  of  students  with  disabilities  and  ensures  that  
parents  are  equal  participants  in  the  special  education  process
...
   The  parent  or  student  has  the  right  to  sue  
if  they  do  not  feel  they  are  receiving  and  appropriate  education  in  the  least  
restrictive  environment
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   If  parents  are  dissatisfied  they  can  request  a  due  process  
hearing  or  a  “mini  trial”  with  an  impartial  person  presiding  over  the  hearing
...
 
§ Schools  must  provide  due  process  safeguards  to  protect  the  rights  of  children  with  
disabilities  and  their  parents
...
 
Schools  must  maintain  the  confidentiality  of  all  records  pertaining  to  a  child  with  
disabilities  and  make  those  records  available  to  the  parents
...
 When  the  school  and  
parents  disagree  on  the  identification,  evaluation,  placement,  or  provision  of  a  free,  
appropriate  public  education  and  related  services  for  the  child,  the  parents  may  
request  a  due  process  hearing
...
 Parents  have  the  right  to  attorney’s  fees  if  they  prevail  in  due  

process  or  judicial  proceedings  under  IDEA
...
 Although  “due  process  hearings  are  a  last  resort  to  resolve  conflicts  or  
problems  between  school  districts  and  parents”  (Getty  &  Summey,  2004,  p
...
 The  majority  of  due  process  hearings  are  over  
placement  or  program  issues  (Newcomer  &  Zirkel,  1999)
...
 
6
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Earning  a  parents  trust  and  support  can  make  the  world  of  difference  when  it  comes  
to  the  students
...
   Parent-­‐professional  collaboration  is  
important  because  it  promotes  (a)  real  change  in  children,  (b)  child  development  
and  learning  across  multiple  environments,  and  (c)  coordination  and  linkages  
between  home  and  school
...
   
There  are  four  recommendations  that  are  given  to  help  increase  family  involvement  
in  the  transition  planning
...
   There  are  many  parents  and  
families  that  do  not  play  an  active  role  in  IEP  planning  for  their  children  and  is  a  
continuous  concern  that  schools  have  when  it  comes  to  transition  planning
...
 
§ IDEA  requires  that  parents  must  be  involved  in  every  aspect  of  the  students’  
education
...
   The  main  goal  of  the  principal  is  for  
parents  to  play  a  meaningful  role  in  the  education  of  their  children  and  their  
participation  is  crucial  in  their  students  success
...
 The  parents’  (and,  whenever  
appropriate,  the  student’s)  input  and  wishes  must  be  considered  in  IEP  goals  and  
objectives,  related-­‐service  needs,  and  placement  decisions

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