1. Chapter 6: Exceptionality
Multicultural Education in a Pluralistic Society,
9th Edition
Donna M. Gollnick and Philip C. Chinn
any public performance or display, including transmission of any image over a network;
preparation of any derivative work, including the extraction, in whole or in part, of any images;
any rental, lease, or lending of the program.

2. Students with Disabilities and Those Who Are Gifted and Talented
According to the U.S. Census Bureau, there are over 54 million individuals in the United States with some type of disability. Approximately 10% of students (over 6 million) receive special education services. Exceptional children differ from the norm (either below or above) to such an extent that they require an individualized program of special education and related services to fully benefit from education.

3. Labeling
Labels such as ID can carry connotations and stigmas that impact school relationships. Some disabilities are more socially acceptable than others. Despite the controversy surrounding labeling, it is necessary for funding and services.

4. Historical Antecedents
The history of persons with disabilities has closely paralleled that of oppressed ethnic groups. The treatment and care of people with disabilities have typically been a function of the socioeconomic conditions of the times. Society’s treatment of people with disabilities has frequently been questionable with respect to their civil rights.

5. Brown v. Board of Education
Litigation
Set the precedent of guaranteeing equal educational opportunity for all students, including those with disabilities.
Brown v. Board of Education
All children ages 6 to 21 were to be provided a free public education.
PARC v. The Commonwealth of PA
The District of Columbia schools were to provide a publicly supported education to all children with disabilities.
Mills v. Board of Education

6. Legislation
Section 504
Section 504 prohibits the exclusion from programs solely on the basis of an individual’s disability.
Exclusion is permissible under certain circumstances.

7. Legislation
Public Law
A free and appropriate education for all children with disabilities ages 3-21
Education in the least restrictive environment
Individualized Educational Programs
Parental involvement in educational decisions related to children

8. Americans with Disabilities Act
Legislation
Americans with Disabilities Act
Designed to end discrimination against individuals with disabilities in private-sector employment, public services, public accommodations, transportation, and telecommunications.

9. Individuals with Disabilities Education Act (IDEA)
Legislation
Individuals with Disabilities Education Act (IDEA)
Amendments to Public Law
The addition of students with autism or traumatic brain injury as a separate class entitled to services
Added a transition plan to a student’s IEP

10. IDEA Amendments 1997 Strengthened parents role in the process.
Legislation
IDEA Amendments
1997
Strengthened parents role in the process.
Gave school officials greater latitude in disciplining students by altering some procedural safeguards
2004
Response to intervention (RTI)
School districts must employ highly qualified teachers.

11. Legislation
IDEA Funding
Congress set a goal to fund the mandate at 40% of the cost to educate children with disabilities.
As recently as 2009 Congress’ IDEA funding has barely reached the 16.8% funding level, less than half the mandated level.

12. Legislation
Post-P.L Litigation
IDEA does not provide a substantive definition of a “free and appropriate education,” so the issue has often been left to the courts.
School districts too often have been found to be out of compliance with legislation, either deliberately, or due to the negligence of personnel.

13. Laws and Funding for Gifted and Talented Students
Legislation
Laws and Funding for Gifted and Talented Students
There are 3 million academically gifted students in the United States.
The Javits Gifted and Talented Students Education Act, passed by Congress in 1988, is the only federal program dedicated specifically to gifted and talented students.

14. Exceptional Individuals and Society
The media generally shows people with disabilities as children or childlike with severe disabilities. Individuals who deviate significantly from physical norms are subject to possible rejection. As we stereotype individuals with disabilities, we deny them their rightful place in society.

15. Exceptional Cultural Groups
The failure to provide adequate educational and vocational opportunities for individuals with disabilities may preclude the possibility of social and economic equality. Individuals with disabilities often find comfort and security with each other and may form their own enclaves and social organizational structures.

16. Disproportionate Placement in Special Education
Overrepresentation of ethnic minority students in special education is a major issue in education.
At least three major problems with over-representation have been identified:
Negative effects of labeling
Placement in isolated and restrictive settings
Ineffectiveness of services in some settings

17. Reporting by Composition and Individual Risk
Two valid means of reporting data (special education and race)
Composition index
Compares the percentage of a group with the percentage that group represents in the population
Risk index
Measures the percentage of a group in a program compared to that the percentages of other groups

18. Contributing Variables
Poverty
Lead poisoning
Overreferrals
Racial bias
Assessment issues
Unexplained issues

19. Need for Disaggregated Data
There is considerable diversity within categories. There are considerable differences when comparing groups to national data. Special education overrepresentation has persisted for decades and will not be easily amended.

20. California Proposition 227 and Special Education
This law requires all language minority students to be educated in sheltered English immersion programs for a period of 1 year. The law intended to dismantle bilingual education. The federal law, IDEA, always takes precedence over state law, so if a student’s IEP requires bilingual education, it must be provided.

21. Teaching Children with Exceptionalities
Educators should remember that exceptional children are more like than unlike normal children.
Teachers must be constantly cognizant of the unique needs of their exceptional children.
Teachers of exceptional children may find it necessary to check records carefully to determine potential problem situations with these students in the classroom.

22. Three Types of Needs for Exceptional Students
Communication
Acceptance
Freedom to Grow
Exceptional children are perceptive and sensitive to nonverbal communication and hidden messages.
Teachers can facilitate the acceptance of an exceptional child in a classroom by exhibiting an open and positive attitude.
Students with disabilities need acceptance, understanding, and freedom to grow.

23. Normalization and Inclusion
Normalization is making available to all persons with disabilities patterns of life and conditions of living which are as close as possible to the regular circumstances of society. Social role valorization takes normalization a step further, and gives value to individuals with disabilities.

24. Inclusion
Inclusion is the placement of special education students in general education settings.
Full inclusion involves serving students with disabilities entirely within the general classroom.
Federal law requires the least restrictive environment (not inclusion), which is the educational setting closes to a general education setting in which the child with a disability can be educated.