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Special Education: Contemporary Perspectives for School Professionals, 4th ed, Marilyn FriendISBN 0132836742 © 2014, 2011, 2008, 2005 Pearson Education, Inc. All rights reserved.0

Special Education:Contemporary Perspectives for School ProfessionalsFourth Edition

By

Marilyn Friend

Kerri Martin,Contributor

Special Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend

ISBN 0132836742 © 2014, 2011, 2008, 2005 Pearson Education, Inc. All rights reserved.1

Understanding Special Education

Chapter 1



Objectives

•Explain the fundamental concepts on which special education is based.

•Describe how the history of special education, including key court cases, has shaped its development.

•List the provisions in federal legislation that establish current special education and related policies and practices.

•Describe the students who receive special education services.

•Outline recommended practices that characterize contemporary special education.

•Explain perspectives and concerns of parents and families of children with disabilities.

• Identify contemporary issues influencing the field of special education.

Concepts That Guide Special Education

1. Special Education

Specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability, including—

• instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings; and

• instruction in physical education

Book title, #Special Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend


Concepts That Guide Special Education, cont.

2. Related Services

Transportation and developmental, corrective, and supportive services

• Speech/language and audiology services

• Interpretation and psychological services

• Physical and occupational therapy

• Recreation and social work services

• School nurse services

• Counseling services

• Orientation and Mobility services

• Medical diagnostic and evaluation services

Book titleSpecial Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend


Concepts That Guide Special Education, cont.

3. Supplementary Aids and Services

Aids, services, other supports to enable children with disabilities to be with nondisabled peers to the maximum extent possible

• word-prediction software

• preferential seating

• brainstorm other examples:



History of Special Education

Time Period People or Group Event

1800s Jean-Marc Gaspard Itard

Worked with the “Wild Boy of Aveyron”

Mid-19th c. Edouard Seguin Physiological method

1875 U.S. First public school special class

Late 19th-early 20th c.

Society Industrialization and immigration; eugenics movement; compulsory education; standardization

Early 20th

centurySchools Separate, special classes;

ungraded classes; IQ tests

1954 Brown v. Board of Education

Separate cannot be equal

1950s-1960s Researchers Efficacy studies

1960s Society; research Civil Rights movement; studies by Dunn and Mercer



Litigation for the Rights of Students with Disabilities

Date Case Importance

1970 Diana v. Board of Ed., California

Assessments of Spanish-speakingchildren must be in their native language

1972 PARC v. Pennsylvania

Guaranteed special education forchildren with intellectual disabilities

1972 Mills v. Board of Ed., Washington, D.C.

Extended the right to special education to children of all disabilities

1972 Larry P. v. Riles

Tests used for eligibility for special education must be non-discriminatory



Laws for Students with Disabilities

Year Law Intent

1965 Elementary and Secondary Education Act

Funding to states to assist them in creating and improving programs and services

1974 Education for All Handicapped Children Act (EAHCA)

Increased federal special education funding and charged states with the task of creating full educational opportunities

1975 EAHCA amended as P.L. 94-142, Education of the Handicapped Act (EHA)

Addressed issues in court cases; funded efforts to find children with disabilities who were not in school; mandated that states follow the law in order to receive federal funding



Refinements to PL 94-142

Year Action Intent

1986 Additions include services to infants and young children

1990 Changed to Individuals with Disabilities Education Act (IDEA)

clarified the need for supports for students as they transition from high school to postschool educational or vocational options

1997 Additions procedures for addressing discipline for students with disabilities; parent participation expanded; roles of general education teachers clarified

2004 Additions strategies were specified to resolve disputes with parents



6 Core Principles of IDEA

Zero Reject all students receive public education

FAPE services are free; IEP

LRE educated in general education setting as much as possible

NondiscriminatoryEvaluation

unbiased assessments used for making decisions

Parent and Family Rights to Confidentiality

information is confidential; parents have access to everything

Procedural Safeguards

decisions made with parent input and in compliance with laws



Other Legislation Related to Special Education

Section 504 – Rehabilitation Act of 1973 Civil rights for all people with disabilities; the

term “disability” more broadly defined

Prohibits discrimination based on disability in all programs which receive federal funds

Some students may not need educational services of IDEA, but need accommodations

Americans with Disabilities Act of 1990 (ADA) Extends protections to both public and private

sectors, regardless of federal funding

Most comprehensive legislation



Students Who Receive Special Education: IDEA

Specific learning disabilities

Speech or language impairments

Intellectual disabilities

Emotional disturbance

Multiple disabilities

Orthopedic impairments



Hearing impairments

Intellectual disabilities

Other health impairments

Visual impairments

Autism

Deaf/blindness

Traumatic brain injury

Prevalence of Students with Disabilities

About 8.5% 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 18.7%



Special Education for Young Children

IDEA includes provisions for children from birth to age five

Federal law does not always requirespecial education services for children ages birth to two year, but all states do provide services

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



Students Not Included in IDEA

Gifted and talented

Attention deficit-hyperactivity disorder (may be served under Other Health Impaired)

At risk for school failure



Recommended Practices

1. Inclusive Practices

• a shared belief system that every member of a school community has a responsibility to educate all students

• 1986 regular education initiative

• access to explicit and implicit curricula

• degree to which students with disabilities are included in general education curriculum and settings is controversial



Recommended Practices, cont.

2. Accessible and Effective Instruction• Universal Design for Learning

• Differentiated Instruction

• Evidence-Based Practices

• Assistive Technology

3. Positive Behavior Supports

• Schoolwide and classroom standards

for behavior

• Student behaviors considered in

context



Parents Reports of Positive Aspects 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

Improved family dynamics

Share with others and influence policy



Barriers to Parent Participation

Time

Language

Transportation

Cultural understanding



Strategies to Encourage Parent Participation

1. Use family-centered practices

2. Respect the uniqueness of families

3. Recognize that families have different understandings of their children’s special needs

4. Match your strategies and resources to family preferences



Trends and Issues Influencing Special Education

Disproportionate Representation

Prevention Through Response to Intervention

Rigor and Accountability

Collaboration



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