Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Revisiting the Regular Education Initiative: Multi-tiered Systems of Support Can Strengthen the Connection Between General and Special Education

  • Debra Leach, Ed.D. (Author) Winthrop University image/svg+xml
    Dr. Debra Leach is an Associate Professor of Special Education at Winthrop University. She is also the Project Director of the Winthrop Think College program, a post-secondary program for students with intellectual and developmental disabilities. Her research interests include autism spectrum disorders, applied behavior analysis, positive behavioral interventions and supports, and inclusion from birth to adulthood.
  • Shawnna Helf, Ph.D. (Author) Winthrop University
    Dr. Shawnna Helf is an Associate Professor of Literacy Education at Winthrop University. Her research interests include early reading intervention, instructional design, and teaching efficiency.
DOI
https://doi.org/10.64546/jaasep.321
Abstract
In 1986 Madeleine Will proposed the Regular Education Initiative (REI) to share possibilities for eliminating the divide between general and special education. Although great strides have been made over the past several decades in regard to the inclusion of students with disabilities, a significant divide between general and special education still exists. The purpose of this article is to discuss how multi-tiered systems of support (MTSS) models for implementing evidence-based instruction to students with and without disabilities are used to create a culture of inclusive practices that encourage collaboration between general and special education. We offer suggestions for schools looking to establish and/or strengthen a model that is both cohesive and integrated.
Keywords
Disabilities, Educational Strategies, Empowerment, Evidence Based Practice, Inclusion, Principals
References

Ainscow, M., & Sandhill, A. (2010). Developing inclusive education systems: The role of organizational cultures and leadership. International Journal of Inclusive Education, 14(4), 401-416. DOI: https://doi.org/10.1080/13603110802504903

Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of school wide positive behavioral interventions and supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12(3), 133-148. DOI: https://doi.org/10.1177/1098300709334798

Cole, C. M., Waldron, N., & Majd, M. (2004). Academic progress of students across inclusive and traditional settings. Mental Retardation, 42(2), 136-14. DOI: https://doi.org/10.1352/0047-6765(2004)42<136:APOSAI>2.0.CO;2

Copeland, S. R., & Cosbey, J. (2008). Making progress in the general curriculum: Rethinking effective instructional practices. Research and Practice for Persons with Severe Disabilities, 33(4), 214-227. DOI: https://doi.org/10.2511/rpsd.33.4.214

Cook, L., & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices. Focus on Exceptional Children, 28(3), 1–12. DOI: https://doi.org/10.17161/fec.v28i3.6852

Cosier, M., Causton-Theoharis, J., & Theoharis, G. (2013). Does access matter? Time in general education and achievement for students with disabilities. Remedial and Special Education, 34(6), 323-332. DOI: https://doi.org/10.1177/0741932513485448

Dessemontet, R. S., Bless, G., & Morin, D. (2012). Effects of inclusion on the academic achievement and adaptive behaviour of children with intellectual disabilities. Journal of Intellectual Disability Research, 56(6), 579-587. DOI: https://doi.org/10.1111/j.1365-2788.2011.01497.x

Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness-to-Intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research & Practice, 18(3), 157-171. DOI: https://doi.org/10.1111/1540-5826.00072

Gallagher, J., & Coleman, M. (2009). Changing roles with RTI. University of North Carolina, unpublished report. Individuals with Disabilities Education Improvement Act (IDEA) of 2004, PL 108-446, 20 U.S.C. §§1400 et seq.

Konrad, M., Helf, S., & Joseph, L. M. (2011). Evidence-based instruction is not enough: Strategies for increasing instructional efficiency. Intervention in School and Clinic, 47(2), 67-74. DOI: https://doi.org/10.1177/1053451211414192

Kurth, J. A., & Mastergeorge, A. M. (2010). Academic and cognitive profiles of students with autism: Implications for classroom practice and placement. International Journal of Special Education, 25(2), 8-14.

McDuffie, K., Scruggs, T., & Mastropieri, M. (2007). Co-teaching in inclusive settings: Results of qualitative research from the United States, Canada, and Australia. In T. Scruggs, & M. Mastropieri (Eds.), Advances in learning and behavioral disabilities: Vol. 20 (pp. 311-338). Oxford, UK: Elsevier. DOI: https://doi.org/10.1016/S0735-004X(07)20013-8

McLeskey, J., Landers, E., Williamson, P., & Hoppey, D. (2012). Are we moving toward educating students with disabilities in less restrictive settings? Journal of Special Education, 46(3), 131-140. DOI: https://doi.org/10.1177/0022466910376670

Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory & practice. Wakefield, MA: CAST Professional Publishing.

Mostert, M. P. (1991). The Regular Education Initiative: Strategy for denial of handicap and the perpetuation of difference. Disability, Handicap & Society, 6(2), 91-101. DOI: https://doi.org/10.1080/02674649166780121

Murawski, W. W., & Hughes, C. E. (2009). Response to intervention, collaboration, and co-teaching: A logical combination for successful systemic change. Preventing School Failure, 53(4), 267-277. DOI: https://doi.org/10.3200/PSFL.53.4.267-277

Prasse, D. P., Breunlin, R., Giroux, D., Hunt, J., Morrison, D., & Thier, K. (2012). Embedding multi-tiered system of supports/response to intervention into teacher preparation. Learning Disabilities-A Contemporary Journal, 10(2), 75-93.

Shinn, M. R. (2013). Identifying and validating academic problems in a multi-tiered system of services and supports model in a time of shifting paradigms. In R. Brown-Chidsey and K Andrew (Eds.), Assessment for instruction: A problem solving approach: Ch 11 (pp. 199-228). New York, NY: Guilford.

Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD.

Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91. DOI: https://doi.org/10.1016/j.tate.2007.01.004

Waldron, N. L., & McLeskey, J. (2010). Establishing a collaborative school culture through comprehensive school reform. Journal of Educational and Psychological Consultation, 20(1), 58-74. DOI: https://doi.org/10.1080/10474410903535364

Will, M. (1986). Educating students with learning problems: A shared responsibility. Exceptional Children, 52, 411-415. DOI: https://doi.org/10.1177/001440298605200502

There are 22 references in total.
How to Cite
Leach, D., & Helf, S. (2016). Revisiting the Regular Education Initiative: Multi-tiered Systems of Support Can Strengthen the Connection Between General and Special Education. Journal of the American Academy of Special Education Professionals, 11(3), 116-124. https://doi.org/10.64546/jaasep.321

Fall 2016

Article Information

  • Article Type Articles
  • Submitted September 8, 2016
  • Published October 15, 2016
  • Issue Fall 2016
  • Section Articles
  • File Downloads 0
  • Abstract Views 1
  • Altmetrics
  • Share
Download data is not yet available.