1. OLD RULE / NEW RULE SPECIAL EDUCATION
Caitlin Bank
EDU6655
Saturday December 7, 2013

2. Rationale: The progression of Special Education.
OLD:
All students learn at the same rate as their same age peers
The curriculum is the same for all students
Students with disabilities did not deserve or require an education.
**In many cases, institutionalization.
NEW:
Special education is a “service for children rather than a place where such children are sent.” - Wrightslaw

3. Approximately 93 million children – or 1 in 20 of those aged 14 or younger – live with a moderate or severe disability of some kind – UNICEF

4. Abandoned – EXCLUDED - INVISIBLE
Across the world, many children with disabilities are excluded from school, hidden by their families and abandoned by their governments.
Deleted “to be valued and full participants in society”

5. The past:
Excluding students with disabilities from public education solely due to poor academic ability Massachusetts Supreme Court
Special needs students were highly segregated and had no rights for receiving an appropriate education.

6. So if they are excluded, where did they go? Institutionalizations.
Reasons:
Provide care and services to children.
Negative Effects:
Separation of children with disabilities from their families and communities, and their isolation from society.
Prior to IDEA, over 4 million children with disabilities were denied appropriate access to public education.

7. Special education significant events in history
Nov. 29, 1975: Education for All Handicapped Children Act, AKA - Individuals with Disabilities Education Act (IDEA)
1954: Brown v. Board of Education
1990: IDEA amendments
2004: IDEA amendments
1973: Section 504 of the Rehabilitation Act
1982: Board of Education of Hendrick Hudson Central School District v. Rowley
1997: IDEA amendments

8. Integration vs. Inclusion
INTEGRATION: children with disabilities are to be brought into a pre-existing framework of prevailing norms and standards.
For example, admitting children with disabilities to ‘regular’ schools.
INCLUSION: schools are designed and run so that all children can experience quality learning and recreation together.
Providing accommodations that allow equal opportunity to learn.

9. LRE
The law requires that every student with a disability be educated in the least restrictive environment (“LRE”)
MEANING: to the maximum extent possible, a child with a disability should be educated with non-disabled peers.
A student with a disability is entitled to receive the extra academic or behavioral support.
A student with a disability should only be removed from the general education environment when his or her disability is so severe that the child cannot progress, even with the help of aides and services, in a general education setting.

10. Stages of Inclusion
THE FIRST STAGE: desegregating students with special needs; basically, getting them into the general education classrooms.
THE SECOND STAGE: developing practices to support children with special needs in the general education classrooms.
THE THIRD STAGE: focuses on "what" a student is taught and "how" the teaching is accomplished.

11. Inclusion: every student can experience success
A culture in which students with a variety of learning styles and needs can succeed. 
Teachers focus on each student’s strengths and abilities.
Accommodations are provided. 
Some of the most effective solutions can be found in general classroom instructional strategies.
EX: A teaching emphasis that addresses multiple learning styles (i.e., Gardner’s theory of Multiple Intelligences) That is, adjusting classroom environment and instructional strategies to assist all students.

12. Positives for Students with disabilities
Friendships - Increased social initiations, relationships and networks
Peer role models for academic, social and behavior skills
Increased achievement of  IEP goals
Greater access to general curriculum
Enhanced skill acquisition and generalization
Increased inclusion in future environments
Greater opportunities for interactions
Higher expectations
Increased school staff collaboration
Increased parent participation
Families are more integrated into community
("Benefits of Inclusive Education")

13. Positives for typically developing students
The traditional belief was that disabled students hindered the success of non-disabled students. The opposite, is true. The extra time necessary to assist all children learn actually encourages all students to work harder (“Mainstreaming”). Students in inclusive classrooms consistently do better academically than those in non- inclusive classrooms (Sharpe).
Meaningful friendships
Increased appreciation and acceptance of individual differences
Increased understanding and acceptance of diversity
Respect for all people
Prepares all students for adult life in an inclusive society
Opportunities to master activities by practicing and teaching others
Greater academic outcomes
All students needs are better met, greater resources for everyone
("Benefits of Inclusive Education")

14. (U.S. Department of Education, 2006).
Statistics
Reports to Congress show:
Close to 95 percent of students with disabilities are being educated in local general education schools
75 percent receive either full inclusion or a combination of inclusive and pull-out resource- room services
(U.S. Department of Education, 2006).

15. Future Support
When it comes to factors that have influenced their perceptions, one area is the lack of appropriate training for working with children with special needs.

16. Cooperative learning projects Peer tutors
Recommendations
Collaboration
Differentiation
Cooperative learning projects
Peer tutors

17. Recommendations
Instructions for any class activity should be delivered in various ways.
For example, oral instructions must be accompanied with graphic organizers. The students should also repeat these instructions to guarantee comprehension.
Tasks should be modified, and shortened when necessary, to ensure that students can complete the tasks.
The tasks should also be multi-sensory to accommodate different learning styles.

18. Citations/Resources:
"Benefits of Inclusive Education." Kids Together, Inc.. Kids Together, Inc, 29 Jun Web. 25 Nov <
Bunch, G. (March 2005). 10 keys to successful inclusion. Marsha Forest Centre, Retrieved from
Disability Rights International, . "Join our Worldwide Campaign to End the Institutionalization of Children!." Disability Rights International. N.p., n.d. Web. 25 Nov < the-worldwide-campaign-to-end-the-institutionalization-of-children/>.
Esteves, Kelli J., and Shaila Rao. " The Evolution of Special Education - Retracing legal milestones in American history. ." Web Exclusive: Principal. November/December 2008: 103. Web. 25 Nov <
Sharpe, Wesley. “Special Education Inclusion: Making it Work.” 24 Jan Dec <
National Council on Disability, . "Inclusionary Education for Students with Disabilities: Keeping the Promise." National Council on Disability. N.p., 30 Dec Web. 25 Nov <
UNICEF, . THE STATE OF THE WORLD’S CHILDREN Children with Disabilities. New York, NY: © United Nations Children’s Fund (UNICEF), Web. <
U.S. Department of Education, OFFICE OF SPECIAL EDUCATION PROGRAMS, Office of Special Education and Rehabilitative Services. (2007). History twenty-five years of progress in educating children with disabilities through idea. Retrieved from website:

19. Images – In the order they appear in the presentation
manifestations.html
campaign-to-end-the-institutionalization-of-children/