Special Education in Context: People, Concepts, and Perspectives Chapter One Special Education in Context: People, Concepts, and Perspectives

Key Ideas Classrooms are made up of diverse learners Person first language is essential Attitudes are powerful Exceptionality is always relative to the social or cultural context in which it occurs Exceptionality is determined when compared against a set of norms

Definitions and Terminology

Exceptional Children Both general and special education teachers use this term It is an inclusive term Often refers to individuals who differ from societal or community standards of normalcy Identification of exceptional does not automatically require special education Exceptionality is relative to social or cultural context What is normal?

Disability Versus Handicap Limitations imposed on an individual (physical, cognitive, sensory, emotional, learning difficulties, etc.) Handicap Impact of the disability (social marginalization, discrimination due to perceptions, etc.)

Important Terms Developmental Delay At-Risk Special Education Related Services Incidence Prevalence

Classroom Suggestions Focus on the person rather than the disability Avoid “super achiever” and other stereotypes Avoid terms of pity such as “afflicted with” or “suffers from” and generic labels like “the disabled” Use people first language such as “boy with intellectual disabilities”

More Classroom Suggestions Use language that affirms ability such as “uses a wheelchair” rather than “wheelchair bound” Use correct terminology rather than euphemisms Don’t confuse disease with disability Portray people with disabilities as active participants in life and in society

Thirteen Categories of Disability Autism Deaf-blindness Developmental delay Emotional disturbance Hearing impairments Mental retardation Multiple disabilities Orthopedic impairments Other health impairments Specific learning disabilities Speech or language impairments Traumatic brain injury Visual impairments including blindness

Pioneering Contributors to the Development of Special Education Jacob Rodrigues Pereine (1715-1780) Phillippe Pinel (1745-1826) Jean Marc-Gaspard Itard (1775-1838) Edouard Seguin (1812–1880) Thomas Gallaudet (1787-1851) Dorothea Lynde Dix (1802-1887) Louis Braille (1809-1852) Alexander Graham Bell (1847-1922) Alfred Binet (1857-1911) Maria Montessori (1870-1952)

American History Institutions and Asylums Social perceptions and beliefs of the time period Special Education Classes in Public Schools Began to develop in 1860s Began as separate facilities then self-contained classrooms Changing social beliefs about people with disabilities Legislation and litigation Inclusion

Professionals Who Work with Individuals with Exceptionalities

Examples of Related Services Physical therapy Audiology Transportation Speech and language Psychology Recreational therapy Orientation and mobility Interpreting services Occupational therapy Nutrition Medical Social work Vocational education Rehabilitation counseling Parent counseling School nurse services

Successful Partnerships Family participation Collaboration Individualized education programs (IEP) Consultative services

Service Delivery Teams Multidisciplinary teams Mandated by PL 94-142 and IDEA (2004) Typically formed of professionals across various disciplines that independently conduct their own evaluations Not as collaborative as other types of teams Interdisciplinary teams Evolved from the fragmented approach of multidisciplinary teams Team members conduct their evaluations separately Families may meet with the entire team or with a representative

Service Delivery Teams Transdisciplinary teams Professionals conduct their evaluations and additionally teach their skills to the other team members A team leader, often an educator, is chosen to serve as the primary interventionist. Provides a more coordinated and unified approach

Cooperative Teaching Cooperative teaching, or co-teaching, is an increasingly popular approach for including students with disabilities in general education classrooms.

Co-teaching occurs when a general education teacher and one or more support service providers work together in a collaborative manner in the general education classroom. Common models of co-teaching include: One teach, one observe: one teacher presents the instruction to the entire class while the other teacher collects data on one or more students. One teach, one support: one teacher takes the lead instructional role while the other teacher provides support and assistance to all students who need it. Station teaching: student change their locations, or stations, throughout the classroom and work with all teachers during the rotations. Parallel teaching: each teacher delivers instruction to half the class at the same time as the other teacher is presenting the same lesson to the other half of the class. Alternative teaching: One teacher provides instruction to the larger group while the other teacher works individually with a smaller group to provide alternate teaching strategies. Team teaching: Both teachers take equal turns in presenting the instruction and in supporting students.

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Universal Design for Learning Universal Design for Learning (UDL) can be simply stated as “the design of instructional materials and activities that allows the learning goals to be achievable by individuals with wide differences in their ability to see, hear, speak, move, read, write, understand English, attend, organize, and remember.” (Orkwis & McLane, 1998, p. 9)

Exceptionality Across the Life Span Infants, Toddlers, and Preschoolers With Special Needs Individualized Family Service Plan (IFSP) Early Intervention (EI) (birth to age 2) Early childhood special education (age 3-5) Adolescents and Young Adults With Disabilities Transition Transition services Individualized Transition Plan (ITP) Transition challenges and concerns