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Chapter One: Overview of Todays Special Education

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Title: Chapter One: Overview of Todays Special Education


1
Chapter One Overview of Todays Special
Education
2
Chapter OneOverview of Todays Special Education
  • In the 1999-2000 school year, approximately 5.75
    million students, ages 6 to 21 received some form
    of special education in US.
  • More than two-thirds of all students receiving
    special education are male.
  • Students with specific learning disabilities,
    speech or language impairments, mental
    retardation, and emotional disturbance make up
    about 90 of all students with disabilities.

3
Labels and Language
  • Labels can qualify students for special services
    but they also stigmatize students.
  • Educators are trying to replace current
    categories with a system that identifies special
    individual needs 1) only as such needs become
    relevant to providing an appropriate education
    and 2) through the process and terminology that
    have direct relevance to intervention and that
    minimize negative consequences.

4
Terms Reflecting Social ChangesArea of
disability
Present terms
  • Mental Retardation mild, moderate, severe
  • Learning disabilities learning disabilities,
    dyslexia
  • Emotional disturbance emotional/ behavioral
    disorders
  • Attention Deficit Disorder ADD or AD/HD
  • Head injuries traumatic brain injury
  • Deafness severely/ profoundly hearing impaired
  • Orthopedic Disabilities physical disabilities
  • Autism autism

5
Esteeming Labels
  • Cognitive worthy, competent, strong
  • Affect attraction/ affection
  • Action nurture/ empower

6
Family Income
  • The proportion of American children living in
    poverty has increased significantly in the past
    decade.
  • The greatest concentration of poverty is found
    among single-parent households.
  • Each of these trends is stronger in households
    where a child has a disability than in households
    where a child does not have a disability.

7
Ethnic Trends
  • Children from diverse backgrounds
    disproportionally are members of families with
    low incomes.
  • Low income is associated with higher rates of
    exposure to dangerous toxins, poor nutrition,
    sell stimulating home and child care
    environments, and lower birth rates.
  • Given the higher accumulation of risk factors in
    children by race/ethnicity groups, it is not
    surprising that race/ethnicity differences are
    evident in school readiness at the kindergarten
    level.

8
Ethnic Trends
  • Three major factors are associated with
    underrepresentation of students from African
    American, Latino, and Native American
    backgrounds
  • 1) Teachers and parents tend to refer students
    from diverse backgrounds less frequently, and
    students from diverse backgrounds tend to be not
    as proficient in performing well on standardized
    tests as students from other backgrounds

9
Ethnic Trends
  • 2) Educators place students from poor and
    diverse backgrounds in lower ability grouping and
    have lower expectations and provide fewer
    opportunities for them than for other students.
  • 3) They may feel isolated in gifted programs
    when the percentage of other students from
    diverse backgrounds in those programs is low.

10
The Law and Special Education
  • In the early and middle decades of the 20th
    century schools discriminated against students
    with disabilities by completely excluding them or
    by not providing an effective or appropriate
    education.

11
History of Discrimination
  • Cases Prior to IDEA that Prohibited
    Discrimination
  • Separate is not equal Brown v. Board of
    Education (1954)- This case held that schools
    may not segregate by race or discriminate by
    ability or disability.

12
History of Discrimination
  • In 1972 the federal courts ordered that
    Pennsylvania and Washington D.C. to 1) provide a
    free appropriate public education to all students
    with disabilities, 2) educate students with
    disabilities in the same schools and 3) put into
    place a way for students to challenge the
    schools. -Pennsylvania Association for
    Retarded Citizens (PARC) v. Commonwealth of
    Pennsylvania (1972) and Mills v. Washington, DC,
    Board of Education (1972)

13
IDEA
  • In 1975, Congress enacted the IDEA (then called
    the Education of All Handicapped Students Act, or
    Public Law 94-142).
  • IDEA defines special education as specially
    designed instruction, at no cost to the childs
    parents, to meet the unique needs of a student
    with a disability.
  • There is a categorical and functional component
    to this definition.

14
IDEA
  • Part A Sets out Congresss intent and national
    policy to provide a free appropriate public
    education to all students, ages birth through 21.
  • Part B Benefits students ages 3 through 21 who
    have a disability and because of it need special
    education.
  • Part C Benefits any child under age 3 who needs
    early intervention services because of 1)
    developmental delays, or 2) has been diagnosed
    with a physical or mental condition that might
    lead to developmental delays.

15
IDEA Categories for Children 6 thru 21
  • Specific learning disabilities
  • Emotional disturbance
  • Mental retardation
  • Autism
  • Other health impairments
  • Orthopedic impairments
  • Traumatic brain injury
  • Speech or language impairments
  • Hearing impairments, including deafness
  • Visual impairments, including blindness
  • Multiple disabilities

16
Individuals with Disabilities Education ActIDEA
  • Six Principles of IDEA (PL 105-17)
  • Least restrictive environment A rule requiring
    schools to educate students with disabilities
    with students without disabilities to the maximum
    extent appropriate for the students with
    disabilities.
  • Procedural due process A rule providing
    safeguards for students against schools actions,
    including a right to sue in court.
  • Appropriate education A rule requiring schools
    to provide individually tailored education for
    each student based on the evaluation and
    augmented by related services and supplementary
    aids and services.

17
Individually Appropriate Education
  • IEP- individualized education program that
    provides the foundation for the students
    appropriate education and assures that the
    student will benefit from special education
    through full participation
  • reviewed at least once a year
  • must promote movement from school to adult
    outcomes

18
IEP Contents
  • Present levels of educational performance
  • measurable annual goals, including benchmarks
  • special education and related services and
    supplementary aids and services
  • extent to which the student will not participate
    with students who do not have disabilities in
    general education classes
  • individual modifications in the administration of
    assessments

19
IEP Contents
  • projected dates for beginning the services and
    program modifications ( frequency, location, and
    duration)
  • transition plans
  • how progress toward annual goals will be measured
    and how parents will be informed

20
IFSP Contents
  • Present levels of development
  • familys resources, priorities, and concerns
  • major outcomes (criteria, procedures, and
    timelines)
  • early intervention services (frequency,
    intensity, and method of delivery)
  • natural environments in which services will be
    provided
  • dates for starting services and how long they
    will last
  • Familys service coordinator
  • transition plan

21
Individuals with Disabilities Education ActIDEA
  • Parent and student participation A rule
    requiring schools to collaborate with parents and
    adolescent students in designing and carrying out
    special education programs.
  • Zero reject A rule against excluding any
    student. This has been controversial in
    disciplining students. Congress decided that a
    student cannot be completely excluded if the
    behavior that got the student in trouble is a
    manifestation of his disability. This is the
    no-cessation rule.
  • Nondiscriminatory evaluation A rule requiring
    the schools to evaluate students fairly to
    determine if they have a disability and, if so,
    what kind and how extensive.

22
Nondiscriminatory Evaluation
  • Evaluation Team- group that performs the full
    nondiscriminatory evaluation
  • Two Purposes of Evaluation
  • 1. Determine whether a student has a disability
  • 2. Decide the nature of the special education
    and related services
  • Four-Step Process
  • 1. Screening
  • 2. Prereferral
  • 3. Referral
  • 4. Nondiscriminatory evaluation procedures

23
Nondiscriminatory Evaluation A Funneling Process
All Students Some students Students in need
of special education and related services
  • SCREENING
  • Prereferral
  • Referral
  • Nondiscriminatory
  • evaluation process

24
Other Federal Laws
  • Entitlements and Services
  • Rehabilitation Act- 1973 Provides for work
    training, especially supported employment.
  • Technology-Related Act (Tech Act)- 1988 Makes
    assistive technology available statewide in each
    state.

25
Other Federal Laws
  • Prohibition of discrimination solely on the basis
    of disability in a wide range of services, both
    in and outside of school.
  • Section 504 of the Rehabilitation Act- 1975
  • Americans with Disabilities Act (ADA)- 1990

26
Outcome Goals
  • Equality of opportunity People with
    disabilities have the same chances and
    opportunities in life as people without
    disabilities.
  • Full participation People with disabilities
    will have opportunities to be included in all
    aspects of their community and will be protected
    from any attempts by people to segregate them
    solely on the basis of their disability.

27
Outcome Goals
  • Independent living People with disabilities
    will have the opportunity to fully participate in
    decision making and to experience autonomy in
    making choices about how to live their lives.
  • Economic self-sufficiency People with
    disabilities will be provided with opportunities
    to engage fully in income-producing work or
    unpaid work that contributes to a household or
    community.

28
Results for Students with Disabilities
  • In the 1996-1997 school year, approximately on
    fourth of all students with disabilities age 17
    and older graduated from high school with a
    diploma.
  • The dropout rate for special education students
    is double that of general education students.
  • In 1990, 31.2 of special education students
    were enrolled in postsecondary academic program
    or postsecondary vocational program.
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