Exceptionality and Special Education
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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
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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.
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Copyright © Pearson Allyn & Bacon 2009
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
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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
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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
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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.
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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
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Expectations for Special Educators
• Academic instruction of students with learning problems
• Management of serious behavior problems
• Evaluating technological advances• Knowledge of special education law
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History and Origins of Special Education
• 1800s: “normalization” and physicians• Itard and Séguin
Individualized instruction Sequence of educational tasks Stimulation of senses Arrangement of environment Reward for correct performance Functional skills Belief that every child should be educated to the
greatest extent possible • Howe and Gallaudet
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Development of the Profession
• Emergence of psychology and sociology• Study of learning and development of mental
tests• Importance of families and communities• 1922: Elizabeth Farrell and the Council for
Exceptional Children Every student should have an appropriate
education and receive necessary health and social services.
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Parents and Professional Organizations
• 1950: Parent organizations Informal group for parents Information regarding services and
resources Structure for obtaining needed services
• ARC• National Association for Gifted Children• Learning Disabilities Association, etc.
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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)
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Major Provisions of IDEA
• 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
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Trends in Legislation
• More federal deregulation• Too little federal funding• No Child Left Behind Act (NCLB)
Expectations about standardized testing and achievement
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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