1. At the end of this presentation, you should be able to: Understand the characteristics of special education in today’s schools. Connect individuality with disability in relation to categorization and characteristics. Identify the categories of disability. Describe the various stakeholders in special education. Understand the basic components of IDEA. Chapter 1 Objectives Overview of Today’s Special Education Chapter Objectives

2. Who Is Nolan Smith? Nolan is a preschool student receiving early intervention (EI) services. A collaborative team of professionals provide these services. He enjoys library time, swimming and playing with his older sister. His parents envision him going to all the places his sister goes. “Special education is a service, not a place,” says his father, Sean. Understanding Individual Students Overview of Special Education Connect individuality with disability in relation to categorization and characteristics.

3. Profile of Special Education Almost 5.75 million students, ages 6-21, received special education services in 1999-2000 (11.4% of students enrolled in public school). Almost 206,000 infants and toddlers, ages birth to 2, received early intervention services (1.8% of U.S. infants and toddlers). Almost 590,000 preschool children, ages 3-5, received early childhood services (5% of the preschool population). Who Are the Students? Profile of Special Education Understand the characteristics of special education in today’s schools.

4. Who Are the Students? Profile of Special Education Figure 1-1

5. More than two-thirds of all students receiving special education services are male. Boys greatly outnumber girls in the categories of learning disabilities and emotional disturbance. Three possible reasons for this discrepancy: –Physiological/maturational differences –Education bias –Assessment bias Students who have unusual gifts and talents are served under special education law in 33 states. This is not included in the federal law. Who Are the Students? Profile of Special Education Understand the characteristics of special education in today’s schools.

6. Slightly more than two-thirds of all students with disabilities are classified into two categories, specific learning disabilities and speech or language impairment. Who Are the Students? Profile of Special Education Understand the characteristics of special education in today’s schools.

7. Currently, labeling allows students with disabilities to receive services. Educators must take caution not to view children by their disabilities, but rather by their abilities. Who Are the Students? Profile of Special Education Understand the characteristics of special education in today’s schools.

8. Who Are the Students? Profile of Special Education Understand the characteristics of special education in today’s schools.

9. Two key aspects of socioeconomic status are family income and the level of family members’ education. Family income: –The proportion of children living in poverty has increased significantly. –The greatest concentration of poverty is found in single-parent households. –Both of these are stronger in households where a child has a disability. What Are the Socioeconomic Characteristics of Students with Exceptionalities? Profile of Special Education Understand the characteristics of special education in today’s schools.

10. Family education level: –In families of children without disabilities, 78% of heads of households have a high school education. –In families of children with disabilities, 59% of heads of households have a high school education. –Education level can affect a family’s educational goals for the child, capacity to assist with homework, comfort level with educators, and ability to support children to make educationally-related decisions. What Are the Socioeconomic Characteristics of Students with Exceptionalities? Profile of Special Education Understand the characteristics of special education in today’s schools.

11. Current demographic composition of the U.S. is: –European American = 73% –African American = 12% –Latino (or Hispanic American) = 11% –Asian American = 3% –Native American = 1% Latinos are the fastest growing racial group. The U.S. is expected to become far more diverse by 2050. African American students are overrepresented in special education; African American, Latino, and Native American students are underrepresented in gifted education programs. What Are the Racial/Ethnic Trends Related to Students with Exceptionalities? Profile of Special Education Understand the characteristics of special education in today’s schools.

12. Approximately 387,284 special education teachers were employed in 1998-1999. In 1999-2000, approximately 7,000 job openings existed for special education teachers. At least one special education teacher vacancy existed in almost 97% of school districts. Additional personnel working with students with disabilities include: Who Are Special Education Personnel? Profile of Special Education Understand the characteristics of special education in today’s schools. – School social workers – Occupational therapists – Physical therapists – Recreation and therapeutic specialists – Teacher aides (paraprofessionals) – Supervisors/administrators – Psychologists – Diagnostic/evaluation staff – Audiologists – Speech therapists – Additional specialists

13. The Law and Special Education Schools previously discriminated against students with disabilities in two ways. –Exclusion –Providing ineffective or inappropriate education Additionally, students were often misdiagnosed. In the early 1970’s, advocates began to push for equal education opportunities by relying on the Supreme Court’s decision in Brown v. Board of Education (1954). Two Types of Discrimination The Law and Special Education Understand the basic components of IDEA.

14. In 1972, courts made two significant decisions in Mills v. Washington, DC, Board of Education and Pennsylvania Association for Retarded Citizens [PARC] v. Commonwealth of Pennsylvania. The courts ordered school districts to: –Provide a free, appropriate public education to all students with disabilities –Educate students with disabilities in the same schools and basically same programs as students without disabilities –Put into place procedural safeguards so that students can challenge schools that do not live up to the court’s orders. These decisions led to families advocating for a federal law and federal money that would guarantee students’ rights to an appropriate education and help states pay for this education. Two Revolutionary Judicial Decisions The Law and Special Education Understand the basic components of IDEA.

15. Introduction to IDEA: Progress but Problems IDEA (originally called Education of All Handicapped Students Act or PL 94- 142) was enacted in 1975.IDEA The intent of Congress in 1975 was to open schools to all students with disabilities and make sure they had a chance to benefit from special education. Now, the focus is more specifically on benefit. Educators and policymakers now are focused on goals and outcomes for students. Introduction to IDEA The Law and Special Education Understand the basic components of IDEA.

16. Special Education and Students’ Eligibility Eligibility is based on need. Special education services are provided wherever there are students with disabilities. –Classrooms –Students’ homes –Hospitals and institutions –Other settings Special education has all components necessary to meet students’ needs, which may include related services. Special Education and Students’ Eligibility The Law and Special Education Connect individuality with disability in relation to categorization and characteristics.

17. Special Education and Students’ Eligibility The Law and Special Education Describe the various stakeholders in collaboration.

18. Eligibility has a two-part standard. –Categorical The student must have a disability –Functional The student must need specially designed services Congress has expanded the age span of students served by special education since IDEA was first passed, from ages 6 to 18, to now provide services to students ages birth through 21. IDEA is divided into two sections: Part B serves children ages 3 to 21 and Part C serves students ages birth to 2. Special Education and Students’ Eligibility The Law and Special Education Connect individuality with disability in relation to categorization and characteristics.

19. Part B combines the categorical and functional approaches to disabilities, and lists 12 disability categories under which students may be served. Part C benefits children under age 3 who: –Need early intervention services because of developmental delays. –Have a diagnosed physical or mental condition that has a high probability of resulting in a developmental delay. –States have the option of serving at-risk children. A child with a diagnosed condition with a “high probability” of resulting delay is not the same as a child “at-risk” of having a delay. Special Education and Students’ Eligibility The Law and Special Education Understand the basic components of IDEA.

20. IDEA Disability Categories Specific learning disabilities Emotional disturbance Mental retardation Multiple disabilities Deaf-blindness Autism Special Education and Students’ Eligibility The Law and Special Education Identify the categories of disability. Other health impairments Orthopedic impairments Traumatic brain injury Speech or language impairments Hearing impairments Visual impairments You will learn about these categories in Chapters 4 through 16.

21. IDEA: Six Principles There are six key principles of IDEA –Zero reject –Nondiscriminatory evaluation –Appropriate education –Least restrictive environment –Procedural due process –Parental and student participation IDEA: Six Principles Understand the basic components of IDEA.

22. Zero reject –Prohibits schools from excluding any student with a disability from receiving a free, appropriate public education –Applies to Educability Expulsion and discipline –“no-cessation”, “ten-day”, “change of placement”, “manifestation determination”, “SBA/BIP”, “stay-put”, and “45-day” rules Zero Reject/Evaluation IDEA: Six Principles Understand the basic components of IDEA.

23. Nondiscriminatory assessment –Has two purposes Does the student have a disability? What kind of special education and related services does the student require? Assessment requirements –Screening –Prereferral –Referral –Nondiscriminatory evaluation Nondiscriminatory Evaluation IDEA: Six Principles Understand the basic components of IDEA.

24. Nondiscriminatory Evaluation IDEA: Six Principles Figure 1-8

25. Appropriate education –Individualized education for each student with a disability –IFSP/IEP IFSP describes the services both the child and family will receive. IEP is based on the student’s evaluation, developed by the same people involved in the evaluation, and is outcome oriented. The IEP is the foundation for a student’s appropriate education. –IEP participants will include the evaluation team, parents, and new members who may be added as needed. –IFSP should be developed within 45 days of referral and reviewed at 6- month intervals and every year thereafter. –IEP should be in effect at the beginning of every school year and reviewed and revised at least once a year. Appropriate Evaluation IDEA: Six Principles Understand the basic components of IDEA.

26. –IFSP/IEP conferences should be a collaborative effort, not just a paperwork process. –Five matters to review at IEP conferences: Lack of expected progress Results of any reevaluation Information about the student provided to or by the parents The student’s anticipated needs Other matters related to the student’s education –Parent Training and Information CentersParent Training and Information Centers Available in every state Provide information to parents so that they may be effective decision makers and collaborators in the education process Appropriate Education IDEA: Six Principles Understand the basic components of IDEA.

27. Least restrictive environment –Education with students who do not have disabilities –Formerly known as the mainstreaming or integration rule –For early childhood education, IDEA favors the “natural environment”. –Three basic reasons for LRE: History of segregating students with disabilities More likely to be equal opportunities in the general curriculum Gives students with disabilities more chances to associate with students without disabilities and develop friendships –Creates a presumption in favor on inclusion; the presumption is only set aside if the student will not benefit from being educated with students who do not have disabilities, even with supplementary aids and services. LRE IDEA: Six Principles Understand the basic components of IDEA.

28. –Schools must offer a continuum of services General education classroom Resource rooms Special classes Special schools Homebound services Hospitals and institutions –Schools must ensure that students with disabilities may participate in extracurricular activities, such as meals, recess times, athletics, recreation, and special interest clubs. LRE IDEA: Six Principles Understand the basic components of IDEA.

29. Procedural due process –Seeks to make the schools and parents accountable to each other for carrying out the student’s IDEA rights –Mediation The first step available when there are disagreements over a student’s education Not required by IDEA, but strongly encouraged –Due process hearing An administrative, quasi-judicial hearing similar to a mini-trial Conducted before a person who will make a qualified, objective decision Parents ad schools are entitled to have lawyers present Required by IDEA to be an available process Parent-student participation –Parents are members of teams –Parents receive notification before schools do anything about a child’s education Due Process/Family Participation IDEA: Six Principles Understand the basic components of IDEA.

30. Bringing the six principles together IDEA: Six Principles Understand the basic components of IDEA. Figure 1-11

31. Federal Funding of the Individuals with Disabilities Education Act Congress grants federal money to state and local educational agencies to assist in providing services to children with disabilities. The federal money is not sufficient to provide the services; states and local school districts must provide their own funds and the federal money is only a supplement. Special education services are expensive. –In 1999-2000, $50 billion of federal, state, and local tax dollars were spent on special education. –From 1977-2000, special education spending increased by 30 percent. At the same time, the ratio of cost for students with disabilities compared to students without has dropped. Federal Funding of IDEA Understand the basic components of IDEA.

32. Other Federal Laws: Entitlements and Antidiscrimination Other federal laws affect special education. Some create entitlements or other services. –Rehabilitation Act Allows people to seek vocational rehabilitation services so they may work Provides services such as supported employment programs and job coaches –Tech Act Allows states to create statewide systems for delivering assistive technology devices and support to people with disabilities Entitlements and Other Services Other Federal Laws

33. Prohibiting discrimination –Two federal laws prohibit discriminations against individuals based on disability. Section 504 of the Rehabilitation Acts (known as section 504)Section 504 The Americans with Disabilities Act (ADA).Americans with Disabilities Act Section 504 and ADA coverage –Section 504 applies to any program or activity receiving federal funds. –ADA applies other programs or activities that are available to the public, but do not receive federal funding. IDEA, Section 504, and ADA: Overlapping purposes –Specific laws may deal with specific issues, such as education or training, but the laws work together to overcome barriers of segregation and discrimination. Entitlements and Other Services Other Federal Laws

34. Long-Term Results Special Education Outcomes Connect individuality with disability in relation to categorization and characteristics. Special Education Outcomes What are the long-term results for students with disabilities and how are these influenced by diversity factors? –No Child Left Behind (NCLB)No Child Left Behind Enacted in 2002. Requires states and districts to set 5-year goals for improved performance of ALL students States or districts who continue to fail to improve will have to allow parents options of school choice. –Any school inside or outside the district –Charter schools –Private schools Improvement measured through statewide assessments

35. Goals of special education: –Equality of opportunity –Full participation –Independent living –Economic self-sufficiency Goals of special education measured by: –High school completion –Postschool employment rates –Overall satisfaction with life Connect individuality with disability in relation to categorization and characteristics. Long-Term Results Special Education Outcomes

36. A Vision for the Future Connect individuality with disability in relation to categorization and characteristics. A Vision for the Future Nolan finished early intervention services, enrolled in a Montessori preschool program, and continued to receive related services such as speech, physical, and occupational therapy. He will enter his neighborhood elementary school with all his friends and other neighborhood children. In his first grade classroom, Nolan participates independently. By strong collaboration between his parents and all his support service professionals, Nolan is prepared to continue his education with all his friends.