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Service Delivery Models Observation and Interview

Jody Thatcher

Department of Education, University of Phoenix

APSE 559: Foundations of Special Education

Dr. Marilyn Aspinwall

May 17, 2021

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Service Delivery Models Observation and Interview

Full Inclusion and Self-Contained

Delivery Models and Exceptionalities

According to Dalien (2014), “full inclusion means there are no boundaries and distinctions

between general education and special education”. The special education students will receive the

support and services needed to succeed in the general education classroom. One of the classrooms

observed was a full inclusion classroom and the other was a self-contained classroom, both at a

non-public, therapeutic behavioral school. The full inclusion classroom contained seven male

students ranging from twelve to sixteen in age and ranging in grade level sixth thru tenth.

Exceptionalities serviced in this classroom were general education students with problematic

behavior, and special education students with intellectual developmental disorder of autism.

The second classroom observed was a self-contained delivery model. According to Self-

Contained Classroom (AutismClassroom.com, n.d.), “a self-contained classroom is generally

explained as a classroom for special learners in which all members of the classroom are students

with special needs”. This classroom had six male students ranging from the age of sixteen to

nineteen and ranging in the grade levels of tenth thru twelve. The exceptionalities serviced in this

classroom were all special education students with intellectual developmental disorder of autism,

along with problematic behaviors. Five of the students will be graduating at the end of this month

and will be placed in transitional living programs to learn self-sufficient life and job skills.

Stakeholders

Stakeholders involved in both classrooms included one teacher and one paraprofessional.

There were several youth care professionals (YCP) and one behavior specialist available in case

any problematic behaviors occurred.

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In the full inclusion classroom, the teacher and the para worked very closely with each

other with constant communication about the lessons and students’ behaviors. The teacher was

very trusting of the para and allowed her to make decisions as to when to assist the students and

when to promote for them to attempt an assignment independently.

The teacher and the para in the self-contained classroom worked hand in hand. They have

worked together for almost ten years and were in tune with each other with little communication

on what each person was doing. While the teacher was presenting a lesson, the para was managing

behaviors issues and answering questions the students had.

Instructional Accommodations and Modifications

Instructional accommodations and modifications used in both classrooms included

materials being read aloud, clear directions (in the self-contained classroom they were allowed

processing time before being given a prompt), discussions for knowledge retention rather than

worksheets, shortened assignments, one on one assistance from para when appropriate, and smaller

class sizes.

Behavioral Accommodations and Modifications

Behavioral accommodations and modifications used in both classrooms included copping

skill bin, journals, breaks roughly every thirty min for students to get up and stretch, option for

students to take their space if they are unable to manage in the classroom. In the full inclusion

classroom, cubicle desks were utilized for personal space and nothing extra at students’ desks. In

the self-contained classroom, there were trifold card board areas set up for students to take a

mental break from schoolwork. Also, there is a behavior specialist and YCP’s available to process

if a youth is demonstrating problematic behavior.

Classroom Setting
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Both classroom environments were observed as organized. There are colorful motivational

posters along with math and language arts educational posters which the students can use for

reference during their lessons and assignments to help reinforce concepts. There is a

social/emotional bulletin board the students use every morning to journal their mood and emotion

they are currently in and choices they can make to retain positivity or change negativity. Teacher

and para resources, bookcases, filing cabinets, supplies and materials are kept behind their desk

stations so the students are not able to gain access if they are in a negative spot. There are no

physical accommodations needed in either classroom. The full inclusion classroom is next door to

the main entrance of the school, the students’ cubicles are arranged in a single file line across the

back wall, blocking a large window area with closed blinds so the students are not distracted. The

self-contained classroom window faces a garden area, they are able to have their blinds open to

enjoy the outside scenery.

Technology

Technology incorporated in both classrooms is computer cart access to laptops twice per

week for instructional purposes along with the use of educational games. Calculators are used for

assistive technology when a student individualized education plan determines one is needed. Also,

both teachers utilize the projector often to teach visual lessons rather than reading directly from a

textbook.

Resources and Professional Organizations

The full inclusion teacher and the self-contained teacher supplied several resources they

have found helpful over the years, including:

The National Association of Special Education Teachers

Teachers Pay Teachers

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RubiStar

KaHoot!

Both teachers also gave the advice that audio readings paired with the book being

beneficial for students understanding and retention. Also, both teachers advised to do a simple

google search with any questions or needed resources, there is a lot on the internet for free.

Self-Assessment

The teachers observed stated they use a self-assessment questionnaire yearly to improve

their teaching practice and lesson plans. One resource is “TeachThough.com, The Wonderful

Craft Of Pedagogy: 30 Questions To Evaluate Your Teaching”. Both teachers also stated they

have incorporated self-reflection along with race, cultural, ethnic, and lifestyle self-assessments.

References

Dalien, S. (2014, November 11). Inclusion Classroom Defined | Special Education Resource.

Special Ed Resource. https://specialedresource.com/inclusion-classroom-defined/

Self-Contained Classroom - AutismClassroom.com. (n.d.). Autismclassroom.com. Retrieved May

17, 2021, from https://autismclassroom.com/strategies/self-contained-classroom#:~:text=A

%20self-contained%20classroom%20is%20generally%20explained%20as%20a
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The Wonderful Craft Of Pedagogy: 30 Questions To Evaluate Your Teaching -. (2020, April 25).

TeachThought. https://www.teachthought.com/pedagogy/whole-teaching-whole-teacher-

self-assessment-educator-assessment/