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

3. 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

4. Definitions and Terminology

5. 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?

6. 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.)

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

8. 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”

9. 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

10. 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

14. Pioneering Contributors to the Development of Special Education
Jacob Rodrigues Pereine ( ) Phillippe Pinel ( ) Jean Marc-Gaspard Itard ( ) Edouard Seguin (1812–1880) Thomas Gallaudet ( ) Dorothea Lynde Dix ( ) Louis Braille ( ) Alexander Graham Bell ( ) Alfred Binet ( ) Maria Montessori ( )

15. 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

16. Professionals Who Work with Individuals with Exceptionalities

17. 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

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

19. Service Delivery Teams
Multidisciplinary teams
Mandated by PL 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

20. 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

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

22. 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.

23. INSERT NEW CITATION FOR FIGURE AS WELL AS NEW FIGURE NUMER: 1. 4 (P

25. 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)

26. 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