Session 1 SPE 568 Historical perspectives/ Core principles of special education

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Session 1 SPE 568 Historical perspectives/
Core principles of special education

• This powerpoint presentation will be available at
  http//jeffmcnair.com
• under the lectures link, but you are going to
  help me complete it.

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Key Terms/Core principles

• normalization
• integration
• least restrictive environment
• social validation
• chronologically age appropriate skills
• functional skills
• natural environments
• disability spread
• partial participation
• applied behavior analysis

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normalization

• Treating people with disabilities as normally as
  possible

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integration

• Moving them into society normally as much as
  possible
• Integrating into general education
• Kinds of integration-physical integration vs.
  social integration

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least restrictive environment

• Very least is Gen ed
• Most freedom, with least possible restrictions,
  BUT they still have their educational needs met

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social validation

• Subjective evaluation
• Social comparison

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chronologically age appropriate

• Dont put 16 with 5 year old
• Infantilization

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functional skills

• Skills that have a high probability of being
  required of someone

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natural environments

• generalization

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disability spread

• The manner in which persons with disabilities are
  perceived

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partial participation

• Partially participating in whatever

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applied behavior analysis
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Brief historical background

• Itard, Seguin
• Institutions in the US
• Urbanization/IQ/Overcrowding
• Menace to sick and useless
• Willowbrook video
• 70s and deinstitutionalization
• Communities and integration

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Who are students with severe disabilities?

• People who
• TASH (2000) require ongoing support in one or
  more major life activities in order to
  participate in an integrated community and enjoy
  a quality of life similar to that available to
  all citizens.

• People with
• AAMR (Luckasson et al., 2002) significant
  limitations both in intellectual functioning and
  in adaptive behavior as expressed in conceptual,
  social, and practical adaptive skills. The
  disability originates before age 18.

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Who are people with severe disabilities?

• The concept of
• Marc Gold (1980) mental retardation refers to a
  level of functioning which requires from society
  significantly above average training procedures
  and superior assets in adaptive behavior on the
  part of society, manifested throughout the life
  of both society and the individual.

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Reasons/impediments to optimism

• Reasons
• Inclusive education opportunities
• Transition to supported employment and supported
  community living
• Self-determination through positive behavior
  support

• Impediments
• Access to inclusive classrooms
• Questionable quality of instruction
• Family frustration with professional
  nonresponsiveness
• Use of aversives
• Working conditions for special educators
• Limited postschool options

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What is our goal?

• Access to the LRE

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What is our goal?

• Access to the LRE
• Access to appropriate curriculum

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What is our goal?

• Access to the LRE
• Access to appropriate curriculum
• CAAFSNE vs. core curriculum

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What is our goal?

• Access to the LRE
• Access to appropriate curriculum
• CAAFSNE vs. core curriculum
• Effective instructione.g.

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What is our goal?

• Effective instruction
• Know each students characteristics/individualizat
  ion
• Set meaningful learning outcomes/functionality
• Establish shared expectations among team members
• Create a motivating learning environment
• Select effective teaching methods
• Provide sufficient and consistent learning
  opportunities
• And finally

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What is our goal? USE DATA TO MAKE
INSTRUCTIONAL DECISIONS AND DETERMINE SOCIAL
VALIDITY OF OUTCOMES
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USE DATA TO MAKE INSTRUCTIONAL DECISIONS

• Thanks for your attention!