Michael L. Hardman

The Impact of Federal Public Policy on Curriculum and Instruction for Students With Disabilities in the General Classroom

The promise that all children will achieve higher levels of academic performance is the foundation of the current educational reform movement. Standards-based reform began with financial assistance to the states for the development of content and performance standards, improved teacher quality, and increased school accountability. The reform movement has evolved to federal corrective action under the No Child Left Behind Act (2001) and the Individuals With Disabilities Education Act of 2004 for schools and states that fail to make adequate yearly progress. In this article, the authors briefly examine (a) the history of the federal role in standards-based reform over the past two decades, (b) the role of federal policy in ensuring access to the general curriculum and research-based instruction for students with disabilities, and (c) future policy issues pertaining to achieving higher levels of academic performance for all students.

Preparing Highly Qualified Teachers for Students with Emotional or Behavioral Disorders: The Impact of NCLB and IDEA.

No Child Left Behind (NCLB) and the reauthorization of the Individuals with Disabilities Education Act (IDEA) require that by 2005–2006 all teachers be highly qualified, a designation that for the first time in history is actually specified by federal statute. The authors discuss how the federal definition of highly qualified is influencing the preparation of special education teachers and how these changes could impact the education of students with disabilities, most notably those with emotional or behavioral disorders (E/BD). They explore the evolution of the federal role in educational reform and consider how NCLB and IDEA have fostered the development of alternative routes to teacher preparation. The extensive range of skills, competencies, and dispositions required for success in teaching students with E/BD is discussed, Finally, what is known about alternative route programs in special education is reviewed, with the conclusion that the secondary content model, often cited in NCLB as a rationale for encouraging alternative routes, has limited applicability to special education and E/BD. Considerations and suggestions to ensure that highly qualified teachers of students with challenging behaviors receive high-quality preparation are delineated.

Cross-Cultural Perspectives on the Classification of Children With Disabilities Part II. Implementing Classification Systems in Schools

This article is the second in a 2-part synthesis of an international comparative seminar on the classification of children with disabilities. In this article, the authors discuss classification frameworks used in identifying children for the purpose of providing special education and related services. The authors summarize 7 papers that addressed aspects of disability classification in educational systems in the United States and the United Kingdom. They discuss current policies for determining which children receive special education services, the origins and evolution of these policies, and current dilemmas and challenges associated with classification schemes and the provision of special education. The authors also describe emerging data and possible models and practices that might be used in educational systems. They conclude with the recognition that both formal and informal educational classification systems will continue to be required within a system that must address the competing priorities of individual needs and the broader social and community goals of education. However, as was argued in the previous article, by understanding the mix of intentions that underpin these policies, as well as periodically reviewing the norms that underlie them, it may be possible to move classification to descriptors that can be used to efficiently and effectively define educational needs and distribute resources.

The Desegregation of America's Special Schools: Strategies for Change.

There is strong philosophical, legal, and empirical support for integrated educational programs for students with severe disabilities. In spite of this support, significant numbers of students with severe handicaps continue to be educated in segregated special schools. This article briefly reviews the support for integration and presents a framework for planned educational change, based on the extant racial desegregation literature. This report includes a discussion of the logistical issues facing school administrators and an analysis of effective leadership roles in the change process.

Educating Students with Severe Disabilities in Their Neighborhood School The Utah Elementary Integration Model

The Utah Elementary Integration (UEI) Model, a federally funded model demonstration project, focused on providing a comprehensive and appropriate education for students with severe disabilities within their neighborhood elementary school. In this article we (a) review the rationale and data base for supporting neighborhood school placements, (b) provide an overview of UEI model components, (c) summarize data on the outcomes of model implementation, and (d) discuss issues related to the successful implementation of neighborhood school models. Outcome date are reported on several measures of adaptive behavior and social integration for participating students (n = 27), as well as on the reactions of the general education homeroom teachers who included the participating students with severe disabilities in their classrooms for part of the school day.

Promoting friendship through best buddies: a national survey of college program participants.

Best Buddies is a nonprofit organization whose mission is to enhance the lives of people with intellectual disabilities through one-to-one friendships with individuals without disabilities. A cross-sectional survey was conducted with Best Buddies College Program participants located within the United States. Survey findings suggest that college students and people with intellectual disabilities benefited from participation in Best Buddies. The vast majority of college students and people with intellectual disabilities reported enjoying their experience and engaging in friendship activities that were mutually beneficial to those involved. Most people with intellectual disabilities also indicated their lives had been enhanced as a result of Best Buddies, although the percentage was lower than that of college students.

Increasing the Number of Special Education Faculty: Policy Implications and Future Directions

The provision of a free and appropriate public education to students with disabilities is dependent upon quality personnel, and the availability of such personnel is dependent upon quality teacher education and related services programs taught by university and college faculty. As suggested by Smith et al., “. . . as the number of [higher education] faculty decreases, fewer children with disabilities can be adequately served.” This article briefly reviews the history of national policy for personnel preparation under Part D of IDEA; offers some recommendations for future directions in federal policy that may enable our nation to live up to the promise of a free and appropriate public education for every student with a disability; and presents a perspective on the need for higher education to rethink current recruitment and retention approaches that influence such policy. The authors conclude that as the repository of knowledge and expertise in the field, higher education must develop new ways of communicating its important role to policy makers and other stakeholders. In doing so, alliances must be formed with families and advocates to work in partnership with the federal government, as well as state and local education agencies to meet the needs of students with disabilities.

Implementing Federal Transition Initiatives for Youths with Severe Handicaps: The Utah Community-Based Transition Project

This article describes the Utah Community-Based Transition Project, a model guiding transition planning for youth with severe disabilities. This planning process is aimed at facilitating the coordination and expansion of community services for each graduate. Model components are discussed, and barriers facing states as they attempt to implement effective transition planning models are addressed.

Successful transition programs: Pathways for students with intellectual and developmental disabilities

Section I. Foundations of Transition Programs 1. Historical and Legislative Foundations - Michael L. Hardman and Shirley Ann Dawson 2. Expected Outcomes and Emerging Values - Margret A. Crockett and Michael L. Hardman 3. The Role of Secondary Education in Transition - Margret A. Crockett and Michael L. Hardman Section II. Curriculum and Transition Planning 4. Curriculum - John McDonnell 5. Developing IEPs/Transition Plans - Shamby Polychronis and John McDonnell 6. Promoting Self-Determination - Jayne McGuire 7. Parent and Family Involvement - Andrea P. McDonnell and Catherine Nelson Section III. Instruction and Educational Supports 8. Inclusion in General Education Classes - John McDonnell and Brigid E. Brown 9. Instruction in Community Settings - John McDonnell Section IV. Critical Program Components 10. Home and Community Living - J. Matt Jameson and John McDonnell 11. Leisure and Recreation - Tessie Rose 12. Employment Training - John McDonnell 13. Job Placement - John McDonnell Section V. Postschool Options 14. Postschool Residential Alternatives - Tim Riesen 15. Postschool Employment Alternatives - Tim Riesen 16. Transition to Postsecondary Education - John McDonnell, Sharlene A. Kiuhara, and Margaret Collier Developing IEPs/Transition Plans - Shamby Polychronis, John McDonnell Expected Outcomes and Emerging Values - Margret Crockett, Michael Hardman Historical and Legislative Foundations - Michael Hardman, Shirley Dawson Home and Community Living - J Jameson, John McDonnell Instruction in Community Settings - John McDonnell Leisure and Recreation - Tessie Rose Parent and Family Involvement - Andrea McDonnell, Catherine Nelson Promoting Self-Determination - Jayne McGuire The Role of Secondary Education in Transition - Margret Crockett, Michael Hardman Transition to Postsecondary Education - John McDonnell, Sharlene Kiuhara, Margaret Collier Postschool Residential Alternatives - Tim Riesen

Perspectives on the Future of IDEA

Since its original passage in 1975 as Public Law 94-142, the Individuals with Disabilities Education Act (IDEA) has been the cornerstone of practice in special education. This federal law has enabled all eligible students with disabilities to access a free and appropriate public education. During the past 2 years, the 104th Congress has debated vigorously some of the laws basic tenets (e.g., definition of disability, content of the individualized education plan [IEP], parental rights to attorneys, fees, discipline, and placement). The basic requirements of the law remain intact and continue to shape the scope and content of special education. This article addresses whether or not the assumptions upon which IDEA is based remain valid as we approach the 21st century. We critique these assumptions within the context of four requirements of IDEA: (a) eligibility and labeling, (b) free and appropriate public education, (c) the individualized education program (IEP), and (d) the least restrictive environment. Recommendations for changes in existing law relative to each of the above requirements are presented.