The Purpose and Promise of Special Education Chapter 1 The Purpose and Promise of Special Education William L. Heward Exceptional Children: An Introduction to Special Education, 8e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. 1-1

Who Are Exceptional Children? Exceptional children differ from the norm (either below or above) to such an extent that they require an individualized program of special education Four key terms Impairment - The loss or reduced function of a body part or organ Disability - Exists when an impairment limits the ability to perform certain tasks Handicap - A problem encountered when interacting with the environment Not all children with a disability are handicapped At risk - Children who have a greater-than-usual chance of developing a disability William L. Heward Exceptional Children: An Introduction to Special Education, 8e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. 1-2

How Many Exceptional Children Are There? It is impossible to state the precise number Different criteria used for identification Preventive services Imprecise nature of assessment The child may be eligible at one point in time and not eligible at another Children in special education represent about 9% of the school age population Approximately 75% of students with disabilities receive at least part of their education in regular classrooms William L. Heward Exceptional Children: An Introduction to Special Education, 8e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. 1-3

Why Do We Label and Classify Exceptional Children? Possible benefits of labeling Recognizing differences in learning and behavior is the first step to responding responsibly to those differences May lead to more acceptance of atypical behavior by peers Helps professionals communicate and disseminate research findings Funding and resources are often based on categories Helps advocacy groups promote more awareness Makes special needs more visible William L. Heward Exceptional Children: An Introduction to Special Education, 8e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. 1-4

Why Do We Label and Classify Exceptional Children? Possible disadvantages of labeling Focuses on what students cannot do May stigmatize the child and lead to peer rejection May negatively affect self-esteem May cause others to have low expectations for the student Disproportionate number of culturally diverse groups are labeled May take the role of fictional explanatory constructs Takes away from the child’s individuality Suggest that there is something wrong with the child Labels have permanence Basis for keeping children out of the regular classroom Requires great expenditure that might be better spent on planning and delivering instruction William L. Heward Exceptional Children: An Introduction to Special Education, 8e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. 1-5

Why Are Laws Governing the Education of Exceptional Children Necessary? An Exclusionary Past Children who are different have often been denied full and fair access to educational opportunities Separate Is Not Equal Special education was strongly influenced by social developments and court decisions in the 1950s and 1960s (e.g., Brown v. Board of Education) Equal Protection All children are entitled to a free, appropriate public education William L. Heward Exceptional Children: An Introduction to Special Education, 8e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. 1-6

The Individuals with Disabilities Education Act Six Major Principles of IDEA Zero Reject: Schools must educate all children with disabilities Nondiscriminatory Identification and Evaluation: Schools must used nonbiased, multifactored methods of evaluation Free, Appropriate Public Education: An IEP must be developed for each child Least Restrictive Environment: Must be educated with children without disabilities to the maximum extent appropriate Due Process Safeguards: Parents’ and children’s rights protected Shared Decision Making: Schools must collaborate with parents William L. Heward Exceptional Children: An Introduction to Special Education, 8e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. 1-7

Related Legislation Gifted and Talented Children The Gifted and Talented Children’s Education Act of 1978 provides financial incentives for states to develop programs for students Section 504 of the Rehabilitation Act of 1973 Extends civil rights to people with disabilities Americans with Disabilities Act Extends civil rights protection to private sector employment, all public services, public accommodation, and transportation William L. Heward Exceptional Children: An Introduction to Special Education, 8e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. 1-8

What Is Special Education? Special education as intervention Preventive: Designed to keep minor problems from becoming a disability Remedial: Attempt to eliminate the effects of a disability Compensatory: Enable successful functioning in spite of the disability Special education as instruction Individually planned Specialized Intensive Goal-directed William L. Heward Exceptional Children: An Introduction to Special Education, 8e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. 1-9

Current and Future Challenges Bridge the research-to-practice gap Increase the availability and intensity of early intervention and prevention programs Improve students’ transition from school to adult life Improve the special education—general education partnership William L. Heward Exceptional Children: An Introduction to Special Education, 8e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. 1-10