intro to sped

Title, EditionISBN

© 2009 Pearson Education, Inc.All rights reserved.

Exceptional Children: An Introduction to Special Education, 9th EditionISBN 013514454X


© 2013, 2009, 2006, 2003, 2000Pearson Education, Inc. All rights reserved.

William L. Heward

Exceptional ChildrenAn Introduction to Special Education

Tenth Edition

Title, EditionISBN


Exceptional Children: An Introduction to Special Education, 9th EditionISBN 013514454X


Chapter 1The Purpose and Promise

of Special Education

© 2009 Pearson Education, Inc.All Rights Reserved.3

Exceptional Children: An Introduction to Special Education, 9th EditionHewardISBN 013514454X


Focus QuestionsWhen is special education needed? How do we know?

If disability labels do not tell us what and how to teach, why are they used in special education?

Why have court cases and federal legislation been required to ensure that children with disabilities receive a free, appropriate education?

How can a special educator provide all three kinds of intervention—preventive, remedial, and compensatory—on behalf of an individual child?

In what ways do general and special education differ? Are those differences important? If so, why and how?

Key Terms and Concepts Disability, at-risk, handicap, exceptional children, impairment, related

services (PT, OT, ST, Transportation, Counseling, other), Universal Design, Assistive Technology

Section 504 of the Rehabilitation Acct of 1973: Civil rights legislation for those with disabilities Accessibility to all Mandate

Court cases: PARC vs the Commonwealth of Pennsylvania, Brown vs Brown, Mills

IDEA – everything (FAPE, Zero reject, confidentiality, etc.) Non-discriminatory identification and Evaluation Free and Appropriate Public Education (FAPE) LRE: What is it, Continuum , how to determine placement, viewpoints on full inclusion, etc. Zero Reject Parent rights Confidentiality Disciplining students with disabilities,

Americans with Disabilities Act (ADA): What is it, who is covered by itNCLB: Requirements, how differs from IDEA, Research based teachingInterventions (Preventive, Remedial, Compensatory)Most common eligibility category for special educationPros and Cons of labels




Who Are Exceptional Children?

Exceptional children differ from the norm (either below or above) to such an extent that they require an individualized program of special education. More like typical children than different.

Four key terms Impairment - The loss or reduced function of a body part or organ Disability - Exists when an impairment limits the ability to perform

certain tasks Handicap - A problem encountered when interacting with the

environment Not all children with a disability are handicapped

At risk - Children who have a greater-than-usual chance of developing a disability




How Many Exceptional Children Are There?

More than 7 million children and youth with disabilities, ages birth to 21, received special education services during the 2009–2010 school year.

Children in special education represent about 12% of the school age population ages 6 to 17.

Twice as many males as females receive special education.

The percentage of students receiving special education under the learning disabilities category has almost doubled (from 23.8% to 42.3%), whereas the percentage of students with intellectual disabilities has decreased to just one-third since the government began collecting data in 1976 – 1977.

About 1 in 6 students with disabilities ages 6 to 13 are “declassified” and no longer receive special education services 2 years later.




Why Do We Label and Classify Exceptional Children?

Possible benefits of labeling Recognizing differences in learning and behavior is the

first step to responding responsibly to those differences A label can provide access to accommodations and

services May lead to more acceptance of atypical behavior by

peers Helps professionals communicate and disseminate

research findings Funding and resources are often based on categories Helps advocacy groups promote more awareness Makes special needs more visible to policy makers and

the public




Why Do We Label and Classify Exceptional Children?

Possible disadvantages of labeling Focuses on what students cannot do May stigmatize the child and lead to peer rejection May negatively affect self-esteem May cause others to have low expectations for the student Disproportionate number of culturally diverse groups are labeled May take the role of fictional explanatory constructs Takes away from the child’s individuality Suggest that there is something wrong with the child Labels have permanence Basis for keeping children out of the regular classroom Requires great expenditure that might be better spent on planning

and delivering instruction




Why Are Laws Governing the Education of Exceptional Children Necessary?

An Exclusionary Past Children who are different have often been denied

full and fair access to educational opportunities

Separate Is Not Equal Special education was strongly influenced by

social developments and court decisions in the 1950s and 1960s (e.g., Brown v. Board of Education)

Equal Protection All children are entitled to a free, appropriate

public education




Additional Court Cases Parc (Pennsylvania Association for

Retard Citizens) v The Commonwealth of Pennsylvania (1972) Right to free appropriate education to those with intellectual disabilities.

Mills v The Board of Education of the District of Columbia (1972) Finances are not a reason for denying FAPE




Education of All Handicapped Children Act or P.L. 94-142 (1975)

Mandated free appropriate public education for all children with disabilities ages 6 – 21

Protected the rights of children with disabilities and their parents in an educational decision making

Required development of IEP for each child with a disability

Educational services must be provided in least restrictive environment

Later name was changed to IDEA – Individuals with Disabilities Education Act




Purposes of IDEAThe Purposes of IDEA are:To ensure that all children have available to them a free appropriate public education; to ensure that the rights of children with disabilities and their parents are protected; and to assist state and local educational agencies in providing for the education of children with disabilities

To assist States in the implementation of a statewide, comprehensive interagency system of early intervention

To ensure the necessary tools are available to improve educational results for children with disabilities

To assess, and ensure the effectiveness of, efforts to educate children with disabilities




The Individuals with Disabilities Education ActSix Major Principles of IDEA Zero Reject: Schools must educate all children with disabilities

Nondiscriminatory Identification and Evaluation: Schools must

used nonbiased, multi-factored methods of evaluation, more than 1 test

Free, Appropriate Public Education: all students are entitled to an education no matter their ability level; if they need special education, then an IEP must be developed for each child (FAPE)

Least Restrictive Environment: Must be educated with children without disabilities to the maximum extent appropriate (INTEGRATED SETTINGS)

Due Process Safeguards: Parents’ and children’s rights protected

Shared Decision Making: Schools must collaborate with parents




Other provisions of IDEA Extending special education services to infants and toddlers

(Early Intervention), and preschoolers (Special Education Services) (IFSP: Newborn – 3) (IEP 3 -21)

Assistive technology Federal funding of special education Scientifically Based Instruction Universal Design for Learning Extended school year Related services (i.e. PT, health services, transportation, etc. p. 25)

Disciplining students with disabilities (if not related to the disability, then the same disciplinary procedures that apply to non-disabled students can be imposed. If disability related, then other actions required. Can’t bring weapons into schools)

Right to education




Universal Design For Learning

Origin: Architectural Design Education:

Curricular materials and learning technologies are flexible enough to accommodate many learning styles including those of children with disabilities

3 Principles: Multiple means of representation (material in different formats), multiple types of demonstrating acquired knowledge, multiple methods of engagement – appropriate challenges and building motivation

General: https://www.washington.edu/doit/Brochures/Programs/ud.html

Education: https://www.washington.edu/doit/Brochures/Academics/instruction.html

https://www.washington.edu/doit/Brochures/Programs/ud.html

https://www.washington.edu/doit/Brochures/Academics/instruction.html





Related ServicesIncludesOccupational TherapyPhysical TherapySpeech Therapy TransportationDoes not include care of surgically implanted devises such as cochlear implants, feeding tubes, breathing devises.




IDEA CATEGORIES

http://nichcy.org/disability/categories

Note: Web site is no longer maintained.

Autism Deaf-blindness Deafness Developmental delay Emotional disturbance Hearing impairment Intellectual disability

Multiple disabilities Orthopedic impairment Other health impairment Specific learning disability Speech or language impairment Traumatic brain injury Visual impairment, including blin

dness




















Related Legislation Gifted and Talented Children

The Gifted and Talented Children’s Education Act of 1978 provides financial incentives for states to develop programs for students

Section 504 of the Rehabilitation Act of 1973 Extends civil rights to people with disabilities.

MANDATE. A person cannot be excluded on the basis of disability alone from any program or activity receiving federal funds. Integrated, not segregated settings. INTEGRATED SETTINGS.

Americans with Disabilities Act Extends civil rights protection to private sector

employment, all public services, public accommodation, and transportation




No Child Left Behind Accountability for student learning Emphasis on what works based on

scientific research – Evidence based Implications for students with disabilities All children will be proficient in all subject

matter by 2014

Effective Fall, 2011, states may apply for a NCLB waiver based upon state standards (stronger than NCLB, improvement plans in-place). NJ has been granted a waiver.




Special Education as Intervention p 28, 31

Special education as intervention Preventive: Designed to keep minor problems from

becoming a disability Primary prevention - designed to reduce the number of new

cases of a disability Secondary prevention - aimed at individuals who have

already been exposed to or are displaying specific risk factors and is intended to eliminate or counteract the effects of those risk factors

Tertiary prevention - aimed at individuals with a disability and intended to prevent the effects of a disability from worsening

Remedial: Attempt to eliminate specific effects of a disability

Compensatory: Enable successful functioning in- spite of the disability




Special Education as Instruction Special education as instruction

Who - the exceptional children whose educational needs necessitate an individually planned program of instruction

What - Special education can sometimes be differentiated from general education by its curriculum

How - Special education differs from general education by its use of specialized, or adapted, materials, and methods

Where - Special education can sometimes be identified (but not defined) by where it takes place.




Current and Future ChallengesClose the research-to-practice gap to improve the quality of instructionImprove the quality of pre and in-service training programs to ensure that all special educators meet professional standardsIncrease the availability and intensity of early intervention and prevention programsIncrease the availability and quality of special education programs for gifted and talented studentsHelp students with disabilities transition from school to adult lifeApply advances in technologies that reduce or eliminate the disabling effects of physical and sensory impairmentsIncrease access to assistive technology that enhance the educational performance and personal independence of individuals with disabilitiesImprove the special education—general education partnership. Help general education teachers understand the IEP process and decision-making process

ResourcesUniversal Design General: https://www.washington.edu/doit/Brochures/Programs/ud.html Education: https://www.washington.edu/doit/Brochures/Academics/instruction.html Miscellaneous Government and legal organizations:Center for Disease control www.cdc.gov National Institute of Health. http://www.nichd.nih.gov/Wrightslaw - Information about special education law and advocacy for children with disabilities: www.wrightslaw.com

https://www.washington.edu/doit/Brochures/Programs/ud.html


http://www.cdc.gov/

http://www.wrightslaw.com/




Resources continuedNJ Administrative code: http://www.nj.gov/education/code/current/title6a/chap14.pdf NJ FORMS (including IEP): http://www.state.nj.us/education/specialed/form/ IEP Goals and Objectives – ExamplesAutism http://www.naset.org/fileadmin/user_upload/Autism_Series/Examples_IEP_Goals_Objectives_for_ASD.pdf

Speech http://www.speakingofspeech.com/IEP_Goal_Bank.html Common Core Standards: http://www.corestandards.org/ The standards http://www.corestandards.org/the-standards for Mathematics http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf Branchburg Child Study Team http://www.branchburg.k12.nj.us/cms/lib6/NJ01000050/Centricity/Domain/10/A_Guide_to_student_Services.pdf Disability Rights NJ: http://www.drnj.org/




Resources continuedDifferentiated Instruction (and UDL)http://www.teach-nology.com/tutorials/teaching/differentiate/www.differentiatedinstruction.nethttp://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl Gardnerwww.infed.org/thinkers/gardner.htm

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