Continuum of Services

Paper Summary:

In this paper, the writer presents an examination of special education and looks at how the continuum of services applies to a specific disability. The writer uses the example a student who has ADHD and explores each level on the continuum of services roster to see how services could be addressed in each setting. The writer includes a discussion about the new federal mandates and examines how they impact each level with regard to least restrictive environment. The writer concludes that the continuum of services for the student with a qualifying disability provides the ability to tailor the student's individual needs to a variety of settings. The writer notes that students can now receive an education that incorporates a regular education experience, special education classroom time when needed and other areas designed to help the student get an education in the least restrictive environment.

Outline:
Introduction
Continuum of Services
Case Study Example
Continuum of Services for ADHD

From the Paper:

"Before one can begin to evaluate the effectiveness of continuum of services and how that relates to a student with ADHD it is important for one to understand what a continuum of services means and how it operates."
"The basic explanation of continuum of services as it relates to special education is an option that provides or offers educational services to the students in public education settings who have special needs and that offer includes a range of settings. Some examples of settings that a continuum of services can incorporate include a regular education classroom, a special education classroom, a resource room, and specialized school settings. A continuum of services is a plan that offers a wide range of services that are designed on an individual basis for special need students."

Sample of Sources Used:

• Bickel, W., Zigmond, N., McCall, R., & McNelis, R. (1999). Instructional Support Team best practices in Pennsylvania: Final report. Pittsburgh: Pennsylvania Bureau of Special Education and the University of Pittsburgh.
• Chalfant, J. C., & Pysh, M. V. (1989). Teacher assistance teams: Five descriptive studies on 96 teams. Remedial and Special Education, 10(6), 49-58.
• Conway, S., & Kovaleski, J. (1998). A model for statewide special education reform: Pennsylvania's instructional support teams. International Journal of Educational Reform, 7, 345-351.
• Denton, C. A., Vaughn, S., & Fletcher, J. M. (2003). Bringing research-based practice in reading intervention to scale. Learning Disabilities Research & Practice, 18, 201-211.
• Dybvik, Ann Christy (2004) Autism and the inclusion mandate: what happens when children with severe disabilities like autism are taught in regular classrooms? Daniel knows. Education Next

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