Table Of ContentDisorders of Human Learning,
Behavior, and Communication
Ronald L. Taylor and Les Sternberg
Series Editors
Kathryn A. Haring David L. Lovett
Norris G. Haring
Editors
Integrated Lifecycle
Services for Persons
with Disabilities
A Theoretical and Empirical Perspective
Springer-Verlag
New York Berlin Heidelberg London Paris
Tokyo Hong Kong Barcelona Budapest
Kathryn A. Haring, The University of Oklahoma, Department of Educational Psychology,
Norman, OK 73019-0260, USA
David L. Lovett, The University of Oklahoma, Department of Educational Psychology,
Norman, OK 73019-0260, USA
Norris G. Haring, University of Washington, Seattle, WA 98105, USA
Series Editors: Ronald L. Taylor and Les Sternberg, Exceptional Student Education,
Florida Atlantic University, Boca Raton, FL 33431-0991, USA
With 7 Illustrations.
Library of Congress Cataloging-in-Publication Data
Integrated lifecycle services for persons with disabilities: a
theoretical and empirical perspective I [edited by] Kathryn A. Haring,
David L. Lovett, and Norris G. Haring.
p. cm. - (Disorders of human leaming, behavior, and
communication)
Includes bibliographical references and index.
ISBN-I3:978·1-4612· 7709·5
I. Handicapped-Services for-United States. 2. Handicapped
Education-United States. 3. Handicapped children-Services for
United States. 4. Handicapped children-Education-United States.
I. Haring, Kathryn A. II. Lovett, David L. III. Haring, Norris G.
1923- . IV. Series.
HV1553.I55 1992
362.4'048'0973-dc20 91-40745
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©1992 Springer-Verlag New York, Inc.
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ISBN-I3:978·1-4612-7709·5 e-ISBN-13:978-1-4612-2886-8
DOl: 10.10071978-1-4612-2886·8
Preface
The field of education is under pressure, both external and internal, to
improve the services provided to all students. In American society, and
elsewhere, there is a concern that current educational practices fail to
adequately prepare many students to be productive citizens. There has
been a call for educational services that are more responsive to the needs
of students, that use effective educational practices, that involve parents
and the local community, and that adequately prepare teachers to assume
more professional roles. Over the last several decades special educators
have addressed these and other critical issues as they relate to students
with disabilities. The knowledge gained from these endeavors can be
useful in the reshaping of schools for all students, those with disabilities
and those without. Indeed, this information may be useful for services
beyond school whether for young children or adults.
This volume has been written to address how people with disabilities
can be effectively served in settings with their nondisabled peers. Because
many of the students who are not well served by current educational
practices have similar needs as students with disabilities, it is anticipated
that some of this information may be useful in the discussion regarding
the reshaping of educational systems. It is also anticipated that the mate
rial presented will help in the design of more effective coordinated sys
tems that serve people with disabilities throughout their lives.
This book is designed to provide the reader with a concept of special
education that is expansive and somewhat contrary to traditionally held
views. The material describes a theoretical framework that can serve as
the basis for the expansion of special education to serve young children
and a,dults as well as school age children and youth. In addition to the
theoretical foundation, practical implications arising from this concept are
addressed. The book has been designed to (a) review the extant research
concerning various special education service delivery systems, (b) develop
a philosophical and empirical basis for the lifecycle provision of special
services, (c) demonstrate exemplary models for expanding the field of
v
vi Preface
special education, and (d) provide a redefinition of the roles of special
educators.
The material presented in this book is not discussed according to
specific categories of disability. The delivery of services must be based on
the individual's needs. Services should not be delivered according to what
is presumed to be appropriate for a person with a particular label. A
primary reason for service delivery based on categories is for administra
tive convenience, not for appropriate individualized education. The
allocation of funds, the placement of persons with disabilities, and the
preparation and employment of personnel to provide services have been
considered more efficiently achieved through the use of categories of
disabilities. One of the emphases of this book will be to show that more
effective and efficient provision of services can be achieved through the
individualization of those services.
Although 68% of students with handicaps in the United States receive
some type of regular education services and 93% receive services on
regular school campuses (U.S. Department of Education, 1990), reg
ular and special education, in many respects, are two distinct systems
(Stainback & Stainback, 1984). Many students in special education are
segregated from the mainstream and stigmatized with labels (Lipsky &
Gartner, 1989; Wang, this volume). Their opportunities for success in
school and later in adult life often are hampered by the segregated nature
of the system in which they are served. Few students who are placed into
special education ever completely reenter regular education or receive
post-secondary education. Many authors have recently called for the total
integration of people with disabilities into regular education. The benefits
include increased interaction with nondisabled peers while deemphasizing
the negative effects of the label handicapped. However, there is no
assurance that these students will receive an appropriate education in the
regular classroom nor that their interaction with nondisabled students
will be positive and meaningful. These issues and recommendations for
addressing them form a large part of this volume.
Much of the information in this book concerns why and how students
with disabilities can be effectively served and integrated in regular educa
tion settings. Numerous factors have influenced the philosophy under
lying the integration concept. These include legislation and litigation, the
development of principles and theory, shifts in philosophical orientation,
and research into the efficacy of a service delivery system that has tradit
ionally removed people with disabilities from normal environments.
These factors and the issues surrounding them are discussed in the first
chapter of this book. Chapter 1 explores the many trends and issues
behind the emergence of integration as a critical construct in the pro
vision of special education.
Extensive research has been conducted into the principles of instruc
tion. One of these major theoretical approaches, the applied behavior
Preface vii
analysis paradigm, has focused on the development of techniques, data
collection, and decision-making rules to guide instructional practice. The
fact that new skills can be acquired to fluency by individuals with severely
limited cognitive, communicative, and motoric repertoires is well estab
lished. A major challenge is in developing new instructional method
ologies that enable persons with disabilities to increase their indepen
dence in natural settings.
A review of the literature that describes the learning process and the
behavioral principles of acquisition, maintenance, and generalization is
presented in chapters 2, 3, and 4. Application of these principles and
rules into naturally occurring opportunities for instruction in a wide range
of settings that may promote integration is also explored. The intent in
these chapters is to provide the reader with a brief historical perspective
on the development of applied behavior analysis, describe the current
limitations of this approach, and suggest innovative practices and con
cepts that may promote generalization to integrated environments and
independence.
Strategies and implications for improving special and regular education
efforts, while emphasizing individualized instruction, are delineated in
chapter 5. The material presented in this chapter examines these dual
systems. Methods for determining the success of students with disabilities
and their achievement in learning important skills are also presented.
Chapter 6 explores the basic, essential elements of curriculum for
students with disabilities. This chapter discusses the historical precedents
within curricular development and the philosophical basis for current
curricular requirements. Chapter 6 explores how developments in cur
riculum reflect changes in theoretical and philosophical viewpoints and
practices in the field of special education and implications for services in
integrated environments.
Several chapters in this book address the concepts of individualized
education and integration at specific ages. Chapter 7 discusses the first
years of life of a child with disabilities. The services provided to the child
and family in the hospital are described and recommendations for im
proved services are included. The importance of ensuring smooth transit
ions from hospital to home and community services is also emphasized.
Chapter 8, on early childhood services, delineates several principles on
which exemplary early childhood special education programs should be
based. The chapter also describes the results of a recent survey designed
to identify best practices in this area. Implications for integrated services
and strategies to provide those services are included.
Chapter 9 describes secondary education services for students with
disabilities. Much of the emphasis in this chapter focuses on determining
functional skills and teaching those skills in community settings. A dis
cussion of the importance of planning and preparing for the transition to
adult life is a major focus of this chapter.
viii Preface
Chapter 10 presents information on the methods and results of follow
up research and implications for integrative services. It describes current
adult services and provides recommendations for how those services may
be improved to increase the independence and integration of people with
disabilities.
The last chapter on age specific services (chapter 11) addresses the
needs of and existing services for elders with disabilities and how the
concept of integration relates to those services. The chapter also provides
a detailed discussion of the many issues surrounding the quality of life for
individuals with disabilities.
In the first half of this century, parents were usually told to institu
tionalize their child if disabilities were detected early in life. Professionals
told parents that they lacked the necessary skills and knowledge to raise a
child with handicaps and that the presence of this child would have
drastic, negative effects on the family. Even today, some parents feel that
the advice they receive from professionals reflects a similar message
that they are not competent and that the presence of a child with dis
abilities will be detrimental to their family.
It is evident that professionals can influence initial family perceptions of
the child with disabilities. For example, if a parent is approached with the
perspective that they have a disabled child, treating the disability becomes
the entire focus. If approached with the message that they have a child
who is disabled, the child may be perceived as a child first and second as a
person who has a disability that may require specialized services.
Chapter 12 describes the feelings of families toward their children with
disabilities and how they view the services they receive. This chapter
explores parent involvement in special services received by their children.
The chapter discusses the shifts in roles that families have played in
affecting change in special education. The material also describes how
family needs change over the life span of a child with disabilities.
The final chapter of the book (chapter 13) synthesizes the material
previously presented. It examines the implications of present practices to
projected future developments in improved delivery of services to people
with special needs. Chapter 13 encourages the reader to envision and
strive for a comprehensive and integrated system of service delivery for
individuals with disabilities. This chapter concludes with a description of
what is envisioned as a new role model for professionals in special and
regular education. It also includes a discussion of how present systems
must change in order to support the development of this new role.
The last several decades have witnessed the improvement of service
systems to address the needs of people with disabilities. A main empha
sis of these improvements is the recognition of individual rights. In
service delivery this has recently focused on individualization and integra
tion. Much more remains to be accomplished to support people with dis-
Preface ix
abilities in becoming participating members of their communities. We
hope this book provides some assistance to achieve that goal.
David L. Lovett
Kathryn A. Haring
References
Lipsky, D.K., & Gartner, A. (1989). Beyond Separate Education Quality Educa
tion for All. Baltimore: Paul H. Brookes.
Stainback, W., & Stainback, S. (1984). A rationale for the merger of special and
regular education. Exceptional Children, 51(2), 102-11l.
U.S. Department of Education. (1990). Twelth annual report to Congress on the
implementation of the Education of the Handicapped Act. Washington, DC:
Author.
Contents
Preface......... .......... . . . ................ ........... .. v
Contributors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii
1 Perspectives on Continuous Integrated Services. . . . . . . . . . . . . . 1
Kathryn A. Haring and David L. Lovett
2 Social Competence Issues in the Integration of Students With
Handicaps. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Ruth N. Gustafson and Norris G. Haring
3 Philosophic Foundations of Behavior Analysis in
Developmental Disabilities ............................... 59
Thomas G. Haring, Craig H. Kennedy, and
Catherine G. Breen
4 Behavior Analysis in Supported Education. . . . . . . . . . . . . . . . . . 88
Catherine G. Breen
5 Achieving Schooling Success for All Students. . . . . . . . . . . . . . . . 122
Margaret C. Wang
6 Curricular Concerns in Educating Students With Disabilities. . . 153
Kathleen A. Liberty
7 Promoting Development and Integration of Infants
Experiencing Neonatal Intensive Care. . . . . . . . . . . . . . . . . . . . . . 198
Forrest C. Bennett and Michael J. Guralnick
8 Community-Based Early Childhood Service Practices. . . . . . . . . 220
Marci J. Hanson and Kathryn A. Haring
xi
xii Contents
9 Integrated Services for Adolescents With Disabilities. . . . . . . . . 246
Stephen Richards, David L. Lovett, and Robert Gaylord-Ross
10 Integrated Services for Adults With Disabilities. . . . . . . . . . . . . . 281
David L. Lovett, Stephen Richards, and Robert Gaylord-Ross
11 Integrating Elders With Disabilities into the Community:
A Time of Dichotomy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 312
Thomas B. Pierce, Jr.
12 Integration from a Parent's Perspective: Yesterday Was a Long
Time Ago and Tomorrow Isn't Here Yet. .. . . . . . . . . . . . . . ... 340
Susan Lehr
13 Future Trends in Integrated Lifecycle Services. . . . . . . . . . . . . . . 358
David L. Lovett and Kathryn A. Haring
Index. . . .. . . . . . . . . . . . . . . .. . . . . . . . . . .. .. . . . . . . . . . . . . . . . . .. . 373
