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

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.

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

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

Continuum of Placement Options Fig. 1.1

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

Approximate Percentages of Students with Disabilities in Various Placement Options Fig. 1.3 Source: Data from the annual reports of the U.S. Department of Education to Congress on Implementation of the Individuals with Disabilities Education Act.

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

Steps:The Basics of Special Education Process under IDEA Steps:The Basics of Special Education Process under IDEA Step 1. Step 1. Child is identified as possibly needing special education and related services

Steps: The Basics of Special Education Process under IDEA Steps: The Basics of Special Education Process under IDEA Step 1. Step 1. Child is identified as possibly needing special education and related services

Steps:The Basics of Special Education Process under IDEA Steps:The Basics of Special Education Process under IDEA Step 1. Step 1. Child is identified as possibly needing special education and related services Step 2. Step 2. Child is evaluated

Steps: The Basics of Special Education Process under IDEA Steps: The Basics of Special Education Process under IDEA Step 3. Step 3. Eligibility is decided Parents are part of the group that decides eligibility

Steps:The Basics of Special Education Process under IDEA Steps:The Basics of Special Education Process under IDEA Step 3. Step 3. Eligibility is decided Step 4. Step 4. Child is found eligible for services Yes

Steps:The Basics of Special Education Process under IDEA Steps:The Basics of Special Education Process under IDEA Step 3. Step 3. Eligibility is decided Step 4. Step 4. Child is found eligible for services Yes

Steps:The Basics of Special Education Process under IDEA Steps:The Basics of Special Education Process under IDEA Step 5. Step 5. IEP meeting is scheduled

Steps:The Basics of Special Education Process under IDEA Steps:The Basics of Special Education Process under IDEA Step 6. Step 6. IEP meeting is held, and the IEP is written

Steps:The Basics of Special Education Process under IDEA Steps:The Basics of Special Education Process under IDEA Step 7. Step 7. Services are provided

Steps:The Basics of Special Education Process under IDEA Steps:The Basics of Special Education Process under IDEA Step 8. Step 8. Progress is measured and reported to parents

Steps:The Basics of Special Education Process under IDEA Steps:The Basics of Special Education Process under IDEA Step 9. Step 9. IEP is reviewed Step 10. Step 10. Child is reevaluated

IDEA 2004 IEP Parent and Student Participation Evaluations Eligibility Procedural Safeguards Least Restrictive Environment IDEA 2004 Six Main Principles

Eligibility Children (birth through the end of the school year in which they turn age 21) with the following disabilities may be eligible for special education: –Mental disability; –Hearing impairments (including deafness); –Speech or language impairments; –Visual impairments (including blindness); –Emotional disturbance; –Physical or Orthopedic impairments; –Autism; –Traumatic brain injury; –Multiple disabilities; –Developmental Delay (3-8); –Other health impairments (e.g., ADHD, Tourette's, HIV); –Specific learning disabilities; or –Deaf-blindness

 Prior to 1940’s People with disabilities were excluded from society Considered unable to learn  1940’s ’s General shift in society’s attitudes toward people with disabilities Parent advocacy groups developed Civil rights movement\  1970’s to the present Increase in number of court cases Many new laws passed Shift towards philosophy of inclusion Brief History of Special Education

Legislation and Litigation PL — Education for All Handicapped Children Act (1975) IDEA — Individuals with Disabilities Education Act (1990) IDEA Amendments (1997, 2004) ADA — Americans with Disabilities Act (1990)

Legal Protections for Persons with Disabilities in IDEA ‘04 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

 FAPE (Free Appropriate Public Education)  Special education and related services  Provided at no expense to parents  To students who qualify for special education  In an IEP developed by a team  LRE (Least Restrictive Environment) Students eligible for special education will be educated with students who are not disabled  The regular education class must be considered first  Supplementary aids/services help students be successful FAPE in the LRE IDEA ’04: What It Requires

 Class Action lawsuit from 1994 focused on LRE  Goal is to ensure that IEP teams look at placement in regular classroom with supplementary aids and services before considering a more restrictive placement.  Activities are designed to increase the capacity of school districts to support students with special needs placed in regular classrooms The Gaskin Settlement Agreement

 Describes FAPE in an IEP  Sets annual goals Progress monitoring to ensure adequate progress  Identifies specially designed instruction and accommodations to help student be successful Individualized Education Program (IEP) IDEA ’04: What It Requires

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

Expectations for Special Educators Academic instruction of students with learning problems Management of serious behavior problems Evaluating technological advances Knowledge of special education law