1. Exceptionality and Special Education
Chapter 1
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2. 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
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3. 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.
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4. 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.
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5. 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
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6. 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
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7. Continuum of Placement Options
Fig. 1.1
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8. Copyright © Pearson Allyn & Bacon 2009
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
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9. Copyright © Pearson Allyn & Bacon 2009
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.
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10. 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
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11. Expectations for Special Educators
Academic instruction of students with learning problems
Management of serious behavior problems
Evaluating technological advances
Knowledge of special education law
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12. History and Origins of Special Education
1800s: “normalization” and physicians
Itard and Séguin
Individualized instruction
Sequence of educational tasks
Stimulation of senses
Arrangement of environment
Reward for correct performance
Functional skills
Belief that every child should be educated to the greatest extent possible
Howe and Gallaudet
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13. Development of the Profession
Emergence of psychology and sociology
Study of learning and development of mental tests
Importance of families and communities
1922: Elizabeth Farrell and the Council for Exceptional Children
Every student should have an appropriate education and receive necessary health and social services.
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14. Parents and Professional Organizations
1950: Parent organizations
Informal group for parents
Information regarding services and resources
Structure for obtaining needed services
ARC
National Association for Gifted Children
Learning Disabilities Association, etc.
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15. 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)
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16. Major Provisions of IDEA
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
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Trends in Legislation
More federal deregulation
Too little federal funding
No Child Left Behind Act (NCLB)
Expectations about standardized testing and achievement
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18. 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
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