Search

The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population's diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income countries (LMICs) continue to struggle with accurately identifying and supporting students with disabilities, including knowing how to effectively screen, evaluate, and qualify students for additional services (Hayes, Dombrowski, Shefcyk, & Bulat, 2018a). These challenges stem from the lack of policies, practices, and qualified staff related to screening and identification. As a result, many students with less-apparent disabilities--such as children with learning disabilities--remain unidentified and do not receive the academic supports they need to succeed in school (Friend & Bursuck, 2012). This guide attempts to address the lack of appropriate, useful disability screening and identification systems and services as countries look to educate all students in inclusive settings. Specifically, this guide introduces viable options for screening and identification related to vision, hearing, and learning disabilities in inclusive classrooms in LMICs. It also provides guidance on how LMICs can transition from an assessment-center model toward a school-based identification model that better serves an inclusive education system.

Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to learning disabilities and describes the processes and practices that are necessary for the identification process. It also describes a phased approach that countries can use to assess their current screening and evaluation services, as well as determine the steps needed to develop, strengthen, and build systems that support students with learning disabilities. This guide also provides intervention recommendations that teachers and school administrators can implement at each phase of system development. Although this guide primarily addresses learning disabilities, the practices, processes, and systems described may be also used to improve the identification of other disabilities commonly encountered in schools. [This guide is a complimentary resource to "School and Classroom Disabilities Inclusion Guide for Low- and Middle-Income Countries. Occasional Paper. RTI Press Publication OP-0031-1701" (ED582357) and "Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries. Occasional Paper. RTI Press Publication OP-0043-1707" (ED581498).]

Over the past decade, RTI International has pursued the goal of quality, inclusive, differentiated early grade literacy instruction in nearly 30 early grade reading or early grade literacy programs in low- and middle-income (LMI) countries. Across our diverse portfolio, we have supported Ministries of Education (Ministries) in diverse contexts in their development and implementation of research-based early grade literacy programs and have learned important lessons based on our experience working with Ministries to design, develop, and implement early grade literacy programs. This paper describes the core elements that we have found to improve early grade literacy instruction and learner outcomes: the approach to teaching (Teach), the availability of quality, relevant learner materials (Text), the effective use of instructional time (Time), the use of formative assessment to guide instruction (Test), and provision of instruction in the most effective language (Tongue). This paper focuses on the acquisition of literacy in alphabetic and alphasyllabic languages in the early primary years (most typically, academic levels 1 through 3) and the kinds of exposures, instruction, and support learners need to become fully literate. These are the elements of a literacy program that can be taught, that should be present in teaching and learning materials and in teacher trainings, and that relate specifically to what happens in a classroom. Many more factors contribute to literacy acquisition. However, we focus on the core elements in this paper to delve deeper and facilitate a richer discussion about these components. No one-size-fits-all approach to the development and implementation of literacy programs exists; the local context and constraints of any implementation can require adaptation and adjustments. In many cases, the fully diversified approach to early grade literacy instruction described in the classroom scenario has not yet been achieved. However, we hope that this compilation of lessons learned and best practices achieved through our experiences will help to further the efforts of all to provide high-quality, effective literacy instruction to all learners, particularly those in LMI countries.

Having a disability can be one of the most marginalizing factors in a child's life. In education, finding ways to meet the learning needs of students with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education--which fully engages all students, including students with disabilities or other learning challenges, in quality education--has proven particularly effective in helping all students learn, even while challenges to implementing inclusive education systems remain. This guide provides suggestions for developing inclusive education systems and policies, especially for low- and middle-income countries that are moving from a segregated system toward an inclusive system of education. We specifically address the needs of countries with limited resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education practices have not yet been adopted. Two appendices are included.

Having a disability can be one of the most marginalizing factors in a child's life. In education, finding ways to meet the learning needs of children with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education--which fully engages all children in quality education, including children with various types of disabilities or other learning challenges--has proven particularly effective in helping all children learn, including those with disabilities. This guide provides strategies and recommendations for developing inclusive classrooms and schools. We specifically address the needs of Sub-Saharan African countries, which lack the resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education practices have not yet been adopted.

In light of the fiftieth anniversary of President Kennedy's call to action back in 1961, The Arc wanted to know if people with intellectual and developmental disabilities (I/DD) are still living in the shadows. So, they launched a national online survey, Family and Individual Needs for Disability Supports (FINDS), from July 22, 2010 to October 31, 2010 to find out. The survey was widely disseminated through a variety of groups, including: the Association of University Centers on Disabilities, the American Association on Intellectual and Developmental Disabilities, the American Network of Community Options and Resources, the National Association of Councils on Developmental Disabilities, Self-Advocates Becoming Empowered, the National Council on Independent Living, Best Buddies, Easter Seals, the Autism Society of America and state and local chapters of The Arc. Families from all 50 states and DC completed surveys. Nearly 5,000 caregivers responded (4,962). The vast majority of caregiver respondents were family members (95%) who are living with their family member with disabilities (75%), and who are female (89%), Caucasian (90%) and married (75%). Additional detail regarding respondents is available in the FINDS Technical Report. The results are representative of the people who heard about the survey and responded and may not be representative of all people with disabilities and their families. This paper presents the findings from the survey. (Contains 9 endnotes.) [Funding for this paper was provided by Ecology and Environment, Inc.]

Over seventy percent of students who are deaf or hard of hearing will attend a public school and enroll in a classroom with their hearing peers or in a self-contained classroom with other deaf and hard of hearing students. Teacher-librarians who work in these schools can improve their instruction by understanding not only what it means to be deaf or hard of hearing but also how deaf and hard of hearing students learn to read and what challenges they may encounter in the school library classroom. This paper offers practical suggestions and recommendations to help teacher librarians teach within the concept of Universal Design for Learning to make learning accessible for all students, but specifically for students who are deaf and hard of hearing. A list of Web sites, publishing houses, and journals is appended. (Contains 10 figures.)

American demographics are shifting, most notably among the student population (G. Orfield, 2009). The proportion of white student enrollment has steadily decreased since the 1960s, from approximately 80% of students to 56% today (G. Orfield, 2009). In the South and the West--two of the most populous regions in the country--schools report nonwhite majorities (G. Orfield, 2009). This growing diversity brings new opportunities and challenges for educators seeking to create healthy, inclusive learning environments in the 21st century. A generation ago Congress passed legislation, known as the Emergency School Aid Act, to help train teachers and administrators to adapt school practices and build community support for newly desegregated schools (G. Orfield, 2007; 1978). Evaluations of the legislation provided evidence of its success (G. Orfield, 2007), but few subsequent comprehensive policy efforts have been focused on understanding issues that confront diverse schools. Now, as districts experience racial transition, teachers and administrators with little training for diversity must make daily choices on matters like outreach to families and communities, school discipline and addressing the academic needs of racially diverse students (Sleeter, 2007; Frankenberg & Siegel-Hawley, 2008). These varied decisions work together to structure students' schooling experience. As such, it is increasingly vital to grasp how differing levels of student diversity and stability are associated with factors that promote inclusive educational environments. This report seeks to build on individuals' contemporary understanding of these issues by exploring relationships between school racial and socioeconomic contexts and teachers' perceptions of positive school community indicators. The authors' examine the following research questions in the study: (1) How do teachers perceive the fairness of internal school structures and procedures across different school contexts?; (2) How do teachers in schools of differing student racial and socioeconomic composition and stability perceive their relationship with school communities and families?; (3) How do teachers view student interracial outcomes in different racial and socioeconomic contexts, as well as in schools with varying levels of racial stability?; and (4) Do teacher perceptions of internal and external school community indicators vary by race?; The authors find that the racial diversity and stability of schools is significantly related to the way teachers view many features associated with inclusive school environments. Schools with high percentages of underrepresented students of color and low income students are perceived by teachers of all races as less likely to have family and community support. By contrast, teachers in diverse schools with a white student majority, along with teachers in stably diverse learning environments, report more positive student relations and school-community relationships. The authors also probe whether white and nonwhite teachers view factors related to the health of their school community in different ways. Nonwhite teachers in this sample are more likely than white teachers to perceive significant issues of discrimination on several key internal dimensions, including perceptions of racially disparate discipline practices and assignments to special education tracks. Heightened sensitivity to these critical elements could potentially push schools to reexamine their practices and shift policies towards more equitable communities, underscoring the importance of increasing the share of nonwhite teachers in the school systems. Further study of the way other key education stakeholders--parents, students, and community members--interpret these external and internal school dynamics is much needed. Still, the findings from this report have important implications for federal, state and local policymakers committed to fostering healthy school-community relationships, training teachers for racially diverse classrooms and designing student assignment policies to promote stable, healthy and diverse school settings. The first section of this paper describes the scope of the literature regarding the elements of inclusive school communities. It also explores the extent to which research documents the relationship between inclusivity and student body diversity. The authors then turn to a description of their findings, discussing both internal and external factors associated with inclusive educational environments. They close with a consideration of the implications of these findings for policy and practice. A bibliography is included. Additional tables are appended. (Contains 42 tables and 14 footnotes.)

Across the country, teachers are working to provide individualized instruction to the students in their classes. Teachers use their professional judgement to modify teaching to suit the learning needs of students. Occasionally, this modification is required as a result of students being formally identified as having a learning exceptionality. As classrooms become more diverse, the teacher's task becomes more difficult. The challenges associated with teachers adapting to meet individual student needs can be made more difficult given the trend toward standardization in education. It is counterintuitive to be focussing on individualized instruction while at the same time hoping for standardized outputs on a standardized assessment. This paper presents some of the specific conditions of practice necessary for teachers to properly support inclusive schools and classrooms. (Contains 5 charts and 15 endnotes.)

Autism presents parents and families with many challenges under normal circumstances. Autism in a military family magnifies many of those challenges and adds a few more that are unique to the demands of military life and service, further complicating an already complex neurobiological disorder. Military sources indicate that more than 13,000 military dependents, the majority of them children, have some form of autism. Their families face all the emotions and challenges that accompany having a child diagnosed with autism, compounded by the realities of military service: war, extended family separation, frequent moves, varying access to specialized healthcare, and other stressors that complicate and often work against effective treatment for children with autism. These families need help navigating these uncharted and difficult waters. This Guide and its companion Web site are designed for these families. The purpose of these resources is to give each family the tools and access to information that it needs on its unique life journey through autism. More specifically, the goals of this Guide are to provide: (1) An understanding of autism and related intervention and treatment; (2) Strategies for addressing the challenges of autism from the time of diagnosis through adulthood; (3) An overview of the Department of Defense (DoD) and service policies related to having a child with autism; (4) Information on autism treatment options and coverage within the military healthcare system; (5) Practical information and tools to guide your child's education; (6) Tips and advice relative to transitions such as permanent change of station (PCS) moves, new schools and more; and (7) Links to additional resources relative to autism and military families. Appended are: (1) If You Suspect Your Child Has Autism; (2) New to Autism?; (3) Become an Informed Consumer of Information; (4) Keeping It All Organized; (5) Finding Other (Non-Military) Providers; (6) Caring for Siblings of Children with Autism; (7) Establishing Support for Yourself; (8) Finding a Sitter for Your Child with Autism; (9) Where to Start on Base; (10) Communicating with Commanders; (11) Developing Objective and Measurable IEP Goals for Learners with ASD and Preparing for IEP Meetings; (12) Communicating with Teachers; (13) Daily/Weekly Journal for Teach Communication; and (14) Tips for Permanent Change of Station (PCS) Moves. A glossary is included. (Contains 1 footnote and 23 resources.) [Contributors include Scott Campbell, Karen Driscoll, Christine Erdie-Lalena, Matthew Fitzgerald, Joshua Feder, Isabel Hodge, Becky Hunter, and James Phelan. This paper was co-created with the Southwest Autism Research & Resource Center.