1. 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 All rights reserved.
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2. 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 All rights reserved.
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3. 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 All rights reserved.
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4. 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 All rights reserved.
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5. 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 All rights reserved.
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6. 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 All rights reserved.
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7. 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 All rights reserved.
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8. 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 All rights reserved.
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9. 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 All rights reserved.
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10. 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 All rights reserved.
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