Teachers and Learners in Inclusive Schools EEX 3070

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Teachers and Learners in Inclusive Schools (EEX
3070)

• Classifications of Disabilities,
• The Process of Special Education, and
• Continuum of Services
• Fall, 2002

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Class Agenda

• Classifications
• Data
• Process of Special Education
• Continuum of Services/ Placements
• Data

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CLASSIFICATIONS
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• Mentally Handicapped (MH)
• significantly subnormal general intellectual
  functioning
• deficits in adaptive behavior
• manifested during the developmental period
• CLASSIFICATION REQUIRES conferences, behavioral
  observations, prereferral intervention,
  assessment of intelligence, adaptive behavior,
• individual achievement, social/developmental
  history
• Educable Mentally Handicapped (EMH)
• IQ test scores 2-3 SD below mean (52-68)
  adaptive
• behavior below that of age and socio-cultural
  peers
• Trainable Mentally Handicapped (TMH)
• IQ test scores 3-5 SD below mean (20-52)
• Profoundly Mentally Handicapped (PMH)
• IQ test scores more than 5 SD below mean
  (0-20)

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Causes of MR (Mental Retardation)

• Socio-cultural Influences Behavioral Factors
• Nature vs. Nurture Infection Intoxication
• Cultural-familial Trauma or Physical Agents
• Biomedical Factors Unknown Prenatal
• Chromosomal abnormalities Influences
• Metabolism and nutrition Anencephaly
• Postnatal brain disease Hydrocephalus

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• Specific Learning Disabilities (SLD)
• Psychological processing disorder
• Difficulty acquiring language, reading, writing
  or mathematics
• CLASSIFICATION REQUIRES conferences, behavioral
  observations, and prereferral intervention
  vision, hearing, and speech language
  screening assessments of psychological
  processing, IQ, and achievement discrepancy
  between intellectual capability and achievement
• For children age 7-11, a discrepancy of 1 SD
• For children age 11, a discrepancy of 1.5 SD

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• Severe Emotional Disturbance (SED)
• Emotional Handicap (EH)
• Persistent and consistent maladaptive behavior
• Need a program for the full school week (A. Quinn
  Jones School, Gainesville)
• Need for extensive support services
• CLASSIFICATION REQUIRES conferences, behavioral
  observations, and prereferral intervention
  psychological evaluation individual achievement

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• Speech and Language Impaired (SLI)
• Impairments in language (incl. language delay,
  differences in language devt. and devt. in
  other domains, etc.)
• Articulation (incorrect sound production)
• Fluency (stuttering)
• Voice (abnormal production of voice quality,
  pitch, loudness, etc.)
• CLASSIFICATION REQUIRES KG screening for
  language, articulation, fluency, and voice
  disorders diagnostic assessments of language,
  articulation, fluency, and voice, conducted by a
  speech and language pathologist.

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• Deaf or Hard of Hearing/
• Hearing Impaired (HI)
• A hearing impairment that interferes in
  processing linguistic information and which
  adversely affects academic achievement
• Significant hearing loss that interferes in
  processing linguistic information
• CLASSIFICATION REQUIRES audiological
  evaluationhearing threshold of 25 5 db, unaided
  in the better ear, hearing threshold of 50 5
  db, unaided in one ear (0 equals no hearing
  loss) assessments of intelligence, social
  development, and achievement KG screening for
  language, articulation, fluency, and voice
  disorders diagnostic assessments of language,
  articulation, fluency, and voice, conducted by a
  speech and language pathologist.

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• Physically Impaired (PI)
• Includes
• Orthopedically Impaired (OI) severe skeletal,
  muscular, or neuromuscular impairments which
  adversely affect educational performance
• Other Health Impaired (OHI) having limited
  strength, vitality, or alertness due to health
  problems
• CLASSIFICATION REQUIRES medical evaluation
  observations of behavior, individual achievement,
  educational evaluation (to determine
  environmental adaptations required).

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Orthopedic Impairment (in FL, Physically
Impaired)

• a condition that adversely affects a childs
  educational performance. The term includes
  impairments caused by congenital anomaly (i.e.,
  clubfoot, absence of some member, etc.),
  impairments caused by disease (i.e., poliomye-
  litis, bone tuberculosis, etc.), and impairments
  from other causes (i.e., cerebral palsy,
  amputa-tions, and fractures or burns that cause
  contractures).

Other Health Impairment (OHI)

• having limited strength, vitality or alertness,
  due to chronic or acute health problems such as a
  heart condition, tuberculosis, rheumatic fever,
  nephritis, asthma, sickle cell anemia,
  hemophilia, epilepsy, lead poisoning, leukemia,
  or diabetes, that adversely affects a childs
  educational performance.

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• Visually Impaired (VI)
• Disorders in the structure of function of the
  eye that interfere with learning.
• Visual acuity of 20/70 or less in the better eye
  with correction.
• Blind students have no useful vision or has
  little potential for using vision for learning
  after best correction.
• CLASSIFICATION REQUIRES medical eye examination
  documentation of functional vision loss
  assessment of developmental and/or academic
  functioning.

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• Dual Sensory Impaired
• Impairments affecting both vision and hearing.
• Visual acuity of 20/70 or less in the better eye
  after best possible correction.
• AND
• Hearing threshold of 25 5 db, unaided in the
  better ear.
• CLASSIFICATION REQUIRES individual intelligence
  test psychological evaluation individual
  achievement speech/language assessment medical
  examination including audiology, visual acuity,
  etc.

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• Autism
• Severe disorders of communication, behavior
  socialization, and academic skills.
• Evident in the early developmental stages of
  childhood.
• Some characteristics include
• withdrawal and aloneness
• mutism or language that fails to convey meaning
• delayed developmental milestones
• phenomenal rote memory
• echolalia
• concrete thinking
• reference to self in the third person
• obsessive desire for sameness
• good relation to objects but not to people
• fascination with spinning objects and rhythm
• staring through people rather than at them
• anxiousness in the presence of others, with a
  placid smile of beatitude, often accompanied by
  happy though monotonous humming and singing.
• CLASSIFICATION REQUIRES behavioral observations
  social and developmental history psychological
  and educational assessments assessment of speech
  and language development and sensory functioning.
  

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• Traumatic Brain Injury (TBI)
• AN acquired injury to the brainresulting in
  total or partial functional disability or
  psychosocial impairment
• Sometimes temporary.
• CLASSIFICATION REQUIRES recent medical report of
  documented brain injury and/or a
  neuropsychological assessment a report of pre-
  and post-injury capabilities assessments of
  cognitive strengths and deficits, academic
  functioning, fine and gross motor skills,
  communication abilities, behavior, and adaptive
  skills.

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• Gifted
• Superior intellectual devt.
• Capacity for high performance
• CLASSIFICATION REQUIRES individual intelligence
  test-IQ of 2 or more SD above mean (i.e., 132 or
  greater) for members of underrepresented groups,
  fulfillment of district approved criteria
  (classwork, achievement test, teacher
  nominationin FL Plan B Gifted)

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• IDEA Classifications
• Specific Learning Disabilities (SLD)
• Speech or Language Impairments
• Mental Retardation (MR)
• Serious Emotional Disturbance (SED)
• Multiple Disabilities
• Hearing Impairments (HI)
• Orthopedic Impairments (OI)
• Other Health Impairments (OHI)
• Visual Impairments (VI)
• Autism
• Deaf-blindness
• Traumatic Brain Injury (TBI)

• Florida Classifications
• Specific Learning Disabilities (SLD)
• Speech and Language Impaired
• Educable Mentally Handicapped (EMH)
• Trainable Mentally Handicapped (TMH)
• Profoundly Mentally Handicapped (PMH)
• Emotionally Handicapped (EH)
• Severely Emotionally Disturbed (SED)
• Deaf or Hard-of-Hearing
• Physically Impaired (PI)
• Homebound or Hospitalized
• Visually Impaired (VI)
• Autistic
• Dual-Sensory Impaired
• Gifted

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• DATA--
• Classifications

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Florida and U.S. Prevalence Estimates of
Disability
(1996-1997)
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Percentage of Special Education by Disability
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PROCESS OF SPECIAL EDUCATION
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The Process of Special Education

• STEP 1. Referral Who refers? Why?
• STEP 2. Assessment What tests are administered?
  By whom?
• STEP 3. Identification What do we need to know
  to diagnose different disabilities?
• STEP 4. Individual Planning
• 1. IEPs
• 2. The Florida Matrix of Services
• a. Domains
• b. Levels of Intensity
• STEP 5. Placement LRE, FAPE, and the Cascade of
  Services
• STEP 6. Implementation
• STEP 7. Evaluation

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• CONTINUUM OF SERVICES

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Federal Governments definitions of educational
placements for students with disabilities (U.S.
DOE 1996)
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• DATA--
• Placements

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Percentage of students with disabilities ages
6-21 served in six educational environments
1995-1996 school year
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Percentage of students with disabilities ages
6-21 served in six educational environments
1995-1996 school year
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