Copyright © Allyn & Bacon 2008 Course: PC 213 The Exceptional Child Required Textbook : Special...

Copyright © Allyn & Bacon 2008

Course: PC 213

The Exceptional Child

Required Textbook:Special Education: Contemporary Perspectives for School Professionals, (4th Edition).

by Marilyn Friend

Why you need this textbook:• You will be tested from this book

• Reading Assignments

Copyright © Allyn & Bacon 2008Copyright © Allyn & Bacon 2008

Key Concepts for Understanding Special Education

Chapter 1


What is “exceptional?” Exceptional is the term used to describe

the range of students who receive special education services.

A disability is a limitation, such as a difficulty in learning to read or an inability to hear, walk, or see. that substantially limits a major life activity.

A handicap results from the limitations imposed by the environment and by attitudes toward a person with disabilities. Not a term used in federal law any longer.


Schooling in AmericaBy the Numbers: A Quick Look

Almost 6.9 million students received special education during 2011-2012, which represents 11 percent of public school enrollment in the US.

By 2020 students of color are projected to make up almost half of all school age youth

Approximately 8 percent of young adults do not possess a high school diploma


Students by Disability, Fall 2009


People-First Language Refer to the person first, not the disability

SAY: Student with a disability

(or, for example, a student with autism)

Person who has…

Emotional disorder, mental illness

Condition

INSTEAD OF: Disabled child (or, for

example, an autistic child)

Suffers from, victim of

Crazy, insane

Disease (unless it is a disease)


Special Education -What comes to mind when you think of the term “special education?”

Specially designed instructionno cost to parents

meets the unique needs of a child with a disability

Chapter 1: Key Concepts for Understanding Special Education


Related Services

Physical and occupational therapy

Speech-language pathology services

Psychological services

Interpretation services

Transportation



Supplementary Aids and Services

Provided in regular education classes or other settings

Word prediction software Preferential seatingParaprofessional



Disability Litigation Begins

Extended the right to special education to children of all disabilities

1972Mills v. District of Columbia

Tests used for eligibility for special education must be non-discriminatory; class placement parallel to “Diana” for African American – only in Ca.

1972Larry P. v. Riles

Guaranteed special education for children with mental retardation

1972PARC (PA Association for Retarded Citizens)

no segregation by race - (education - a right and not a privilege)

class placement – students tested in primary language

1954

1970

Brown v. Board of EducationDiana v. State Board of Education

ImportanceDateCase


Federal Special Education Laws

1975 – Education for All Handicapped Children Act (EAHCA) amended as P.L. 94-142

no discrimination Funding Finding children (before 1975, ~3.5

million children did not receive the help they needed in school and another ~ 1 million were excluded



Refinements to the Law1986 - Services to infants and young children1990 – Name changes to Individuals with Disabilities Education Act (IDEA)

Autism and Traumatic Brain Injury added1997 – Additions

Discipline of students with disabilities Parent participation expanded Assessment of all students with disabilities

2004 – Name changes to Individuals with Disabilities Education Improvement Act (IDEIA)

Conflict resolution strategies included Evidence-based practices for instruction

required



Accomplishments and Disappointments

Development of inclusive practices

Overrepresentation of some ethnic groups

Continued improvement needed



Gender of Students with Disabilities


Disproportionality in School Discipline


Core Principles of IDEAZero Reject (Zero exclusion principle)Free Appropriate Public EducationLeast Restrictive EnvironmentNondiscriminatory EvaluationParent and Family Rights to ConfidentialityProcedural Safeguards



Learning Environments for Exceptional Children:

The Continuum of Program Options


Students by Educational Environment


Major provisions of IDEA Nondiscriminatory and Multidisciplinary Assessment

Testing students in their native or primary language.

Using valid tests and evaluation procedures prevent cultural or racial discrimination.

Utilizing several pieces of information.


Major provisions of IDEA

Parent and Family Rights to Confidentiality & Procedural Safeguards

Informed Consent for testing and placement.Participate on the committee.To inspect and review educational records.To request a copy.


Other LegislationSection 504 of the Rehabilitation Act of 1973

Civil rights for all people with disabilities

Prohibits discrimination based on disability

Americans with Disabilities Act of 1990

Extends protections to both public and private sectors, regardless of federal funding

Private-sector employment Public services (public facilities, busses, trains) Public accommodations (e.g. restaurants, hotels,

theaters) Telecommunications



Who Receives Special Education?

Visual impairment

Traumatic brain injuryOther health impairments

Specific learning disability

Speech or language impairment

Orthopedic impairmentMultiple disabilities

Mental retardationHearing impaired

Emotional disturbanceDevelopmental delay (3-9)

Deaf-blindnessAutism


Prevalence

About 9-11% of students ages six to twenty-one receive special education services

Largest groups Specific learning disabilities account for

nearly 50% Speech or language impairments

comprise about 17.9% See Figure 1-3 (page 19)


Special Education for Young Children IDEA includes provisions for children

from birth to age five Federal law does not always require

special education services for children ages birth to two year

Federal law mandates special education services for children ages three to five years


Students Not Served by IDEA Gifted and talented Attention deficit-hyperactivity

disorder (may be served under other health impaired)

At risk for school failure


Recommended Practices

Inclusion Accountable and Accessible

Instruction Universal Design for Learning (UDL) Differentiated Instruction (DI)

Evidence-Based Practices Assistive Technology Positive Behavior Supports Collaboration


Barriers to Parent Participation

Time

Language & cultural understanding

Transportation


Encouraging Parent ParticipationRespect the uniqueness of families.Recognize that families have different understandings of their children’s special needs.Match your strategies and resources to family needs.


Positive Outcomes of having a Child with a disability Child’s positive characteristics

Improved perspective on life Increased tolerance, sensitivity and

patience towards others More learning opportunities (children,

self) Improved family dynamics Share with others and influence

policy


No Child Left Behind Act of 2001 Availability of assessment results Assessment in English of ESL students

after three years of language instruction

Demonstration through standard assessment of academic proficiency for most students by 2013-2014

Sanctions for Title I schools that fail to make AYP (adequate yearly progress) two years in a row

Highly qualified teachers for all students

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