Getting Oriented to Exceptionality and Special Education There is no single accepted theory of normal development, so relatively few definite statements

Getting Oriented to Exceptionality and Special Education

• There is no single accepted theory of normal development, so relatively few definite statements can be made about exceptional learners. Reasons for optimism Importance of abilities Disability versus handicap Disability versus inability

Educational Definition of Exceptional Learners

• Exceptional learners are those who require special education if they are to reach their full human potential. Diversity of characteristics Need for special education

• Assessment must show that learner is unable to make satisfactory progress without special services.

Prevalence of Exceptional Learners

• Approximately 10 in every 100 students receive special education.

• Over 6 million students in the U.S. receive special education services.

• There have been changes in prevalence for certain disabilities.

• There are high-incidence and low-incidence categories.

Definition of Special Education

• Special education means specially designed instruction that meets the unusual needs of an exceptional student. Possible forms of special education:

• Special materials• Specialized teaching techniques• Specialized equipment and/or facilities• Related services

Providing Special Education

• Levels of integration How and how much the student differs

from average students Resources available in the school and

community

• Least Restrictive Environment

Continuum of Placement Options

Fig. 1.1

Teacher’s Roles

• Relationship between general and special education Radical reformers recommend that special

education be eliminated as a separate, identifiable part of education.

• No clear distinction between “at risk” students and those with disabilities

• Controversy about inclusion of students with disabilities in general education classrooms

Approximate Percentages of Students with Disabilities in Various Placement Options

Fig. 1.3Source: Data from the annual reports of the U.S. Department of Education toCongress on Implementation of the Individuals with Disabilities Education Act.

Individualized Education for Students with Disabilities

• Individualized Education Program (IEP) All teachers must be trained to understand its purpose and

function General educators should see IEPs as an opportunity to

solicit program supports Teachers must work more closely with parents Teachers must balance students’ needs for achievement in

the general curriculum with their need for specialized curricula

Hearing officers and courts are permitted to determine procedural violations of the IEP

• Individualized Family Service Plan (IFSP) For infants and toddlers with disabilities

Steps:The Basics of Steps:The Basics of Special Education Process under IDEASpecial Education Process under IDEA

Step 1.Step 1. Child is identified as possibly needing special education and related services

Steps: The Basics of Steps: The Basics of Special Education Process under IDEASpecial Education Process under IDEA




Step 2.Step 2. Child is evaluated

Steps: The Basics of Steps: The Basics of Special Education Process under IDEASpecial Education Process under IDEA

Step 3.Step 3. Eligibility is decided

Parents are part of the group that decides eligibility



Step 4.Step 4. Child is found eligible for services

Yes



Step 4.Step 4. Child is found eligible for services

Yes


Step 5.Step 5. IEP meeting is scheduled


Step 6.Step 6. IEP meeting is held, and the IEP is written


Step 7.Step 7. Services are provided


Step 8.Step 8. Progress is measured and reported to parents


Step 9.Step 9. IEP is reviewed Step 10.Step 10. Child is reevaluated

IDEA 2004Six Main Principles

Eligibility Children (birth through the end of the school year in which they turn age 21) with the following disabilities may be eligible for special education:

– Mental disability;– Hearing impairments (including deafness);– Speech or language impairments;– Visual impairments (including blindness);– Emotional disturbance; – Physical or Orthopedic impairments;– Autism;– Traumatic brain injury; – Multiple disabilities;– Developmental Delay (3-8);– Other health impairments (e.g., ADHD, Tourette's, HIV); – Specific learning disabilities; or– Deaf-blindness

Prior to 1940’s People with disabilities were excluded from society Considered unable to learn

1940’s - 1960’s General shift in society’s attitudes toward people with

disabilities Parent advocacy groups developed Civil rights movement\

1970’s to the present Increase in number of court cases Many new laws passed Shift towards philosophy of inclusion

Brief History of Special EducationBrief History of Special Education

Legislation and Litigation

• PL 94-142 — Education for All Handicapped Children Act (1975)

• IDEA — Individuals with Disabilities Education Act (1990)

• IDEA Amendments (1997, 2004)• ADA — Americans with Disabilities Act

(1990)

Legal Protections for Persons with Legal Protections for Persons with Disabilities in IDEA ‘04Disabilities in IDEA ‘04

• Identification• Free, Appropriate, Public Education (FAPE)• Due process• Parent/guardian surrogate consultation• Least Restrictive Environment (LRE)• Individualized Education Program (IEP)• Nondiscriminatory evaluation• Confidentiality• Personnel development, inservice

FAPE (Free Appropriate Public Education) Special education and related services Provided at no expense to parents To students who qualify for special

education In an IEP developed by a team LRE (Least Restrictive Environment) Students

eligible for special education will be educated with students who are not disabled

The regular education class must be considered first Supplementary aids/services help students be

successful

FAPE in the LREFAPE in the LRE

IDEA ’04:

What It Requires

Class Action lawsuit from 1994 focused on LRE Goal is to ensure that IEP teams look at

placement in regular classroom with supplementary aids and services before considering a more restrictive placement.

Activities are designed to increase the capacity of school districts to support students with special needs placed in regular classrooms

The Gaskin Settlement AgreementThe Gaskin Settlement Agreement

Describes FAPE in an IEP Sets annual goals

Progress monitoring to ensure adequate progress

Identifies specially designed instruction and accommodations to help student be successful

Individualized Education Program Individualized Education Program (IEP)(IEP)

IDEA ’04:

What It Requires

Expectations for All Educators

• Maximum effort to accommodate individual needs

• Evaluate academic abilities and disabilities

• Refer for evaluation• Participate in

eligibility conferences

• Participate in writing individualized education programs

• Communicate with parents or guardians

• Participate in due process hearings

• Collaborate with other professionals

Expectations for Special Educators

• Academic instruction of students with learning problems

• Management of serious behavior problems

• Evaluating technological advances• Knowledge of special education law

Documents

Getting Oriented to Exceptionality and Special Education There is no single accepted theory of normal development, so relatively few definite statements