Download - Course: PC 213 The Exceptional Child
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Course: PC 213The Exceptional Child
Required Textbook:Special Education: Contemporary Perspectives for School Professionals, (3rd Edition).by Marilyn Friend
Why you need this textbook:• You will be tested from this book• Reading Assignments
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Key Concepts for Understanding Special Education
Chapter 1
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What is “exceptional?” Exceptional is the term used to describe
the range of students who receive special education services.
A disability is a limitation, such as a difficulty in learning to read or an inability to hear, walk, or see. that substantially limits a major life activity.
A handicap results from the limitations imposed by the environment and by attitudes toward a person with disabilities. Not a term used in federal law any longer.
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Schooling in AmericaBy the Numbers: A Quick Look
Almost 6.9 million students received special education during 2011-2012, which represents 11 percent of public school enrollment in the US.
By 2020 students of color are projected to make up almost half of all school age youth
Approximately 8 percent of young adults do not possess a high school diploma
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Students by Disability, Fall 2009
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People-First Language Refer to the person first, not the disability
SAY: Student with a disability
(or, for example, a student with autism)
Person who has…
Emotional disorder, mental illness
Condition
INSTEAD OF: Disabled child (or, for
example, an autistic child)
Suffers from, victim of
Crazy, insane
Disease (unless it is a disease)
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Special Education -What comes to mind when you think of the term “special education?”
Specially designed instructionno cost to parents
meets the unique needs of a child with a disability
Chapter 1: Key Concepts for Understanding Special Education
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Related Services
Physical and occupational therapy
Speech-language pathology services
Psychological services
Interpretation services
Transportation
Chapter 1: Key Concepts for Understanding Special Education
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Supplementary Aids and Services
Provided in regular education classes or other settings
Word prediction software Preferential seatingParaprofessional
Chapter 1: Key Concepts for Understanding Special Education
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Disability Litigation Begins
Extended the right to special education to children of all disabilities
1972Mills v. District of Columbia
Tests used for eligibility for special education must be non-discriminatory; class placement parallel to “Diana” for African American – only in Ca.
1972Larry P. v. Riles
Guaranteed special education for children with mental retardation
1972PARC (PA Association for Retarded Citizens)
no segregation by race - (education - a right and not a privilege)class placement – students tested in primary language
1954
1970
Brown v. Board of EducationDiana v. State Board of Education
ImportanceDateCase
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Federal Special Education Laws
1975 – Education for All Handicapped Children Act (EAHCA) amended as P.L. 94-142 no discrimination Funding Finding children (before 1975, ~3.5
million children did not receive the help they needed in school and another ~ 1 million were excluded
Chapter 1: Key Concepts for Understanding Special Education
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Refinements to the Law1986 - Services to infants and young children1990 – Name changes to Individuals with Disabilities Education Act (IDEA)
Autism and Traumatic Brain Injury added1997 – Additions
Discipline of students with disabilities Parent participation expanded Assessment of all students with disabilities
2004 – Name changes to Individuals with Disabilities Education Improvement Act (IDEIA)
Conflict resolution strategies included Evidence-based practices for instruction
required
Chapter 1: Key Concepts for Understanding Special Education
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Accomplishments and Disappointments
Development of inclusive practices
Overrepresentation of some ethnic groups
Continued improvement needed
Chapter 1: Key Concepts for Understanding Special Education
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Gender of Students with Disabilities
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Disproportionality in School Discipline
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Core Principles of IDEAZero Reject (Zero exclusion principle)Free Appropriate Public EducationLeast Restrictive EnvironmentNondiscriminatory EvaluationParent and Family Rights to ConfidentialityProcedural Safeguards
Chapter 1: Key Concepts for Understanding Special Education
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Learning Environments for Exceptional Children:
The Continuum of Program Options
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Students by Educational Environment
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Major provisions of IDEA Nondiscriminatory and Multidisciplinary AssessmentTesting students in their native or primary language.Using valid tests and evaluation procedures prevent cultural or racial discrimination.Utilizing several pieces of information.
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Major provisions of IDEA
Parent and Family Rights to Confidentiality & Procedural Safeguards
Informed Consent for testing and placement.Participate on the committee.To inspect and review educational records.To request a copy.
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Other LegislationSection 504 of the Rehabilitation Act of 1973
Civil rights for all people with disabilities
Prohibits discrimination based on disability
Americans with Disabilities Act of 1990
Extends protections to both public and private sectors, regardless of federal funding
Private-sector employment Public services (public facilities, busses, trains) Public accommodations (e.g. restaurants, hotels,
theaters) Telecommunications
Chapter 1: Key Concepts for Understanding Special Education
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Who Receives Special Education?
Visual impairment
Traumatic brain injuryOther health impairments
Specific learning disability
Speech or language impairment
Orthopedic impairmentMultiple disabilitiesMental retardationHearing impairedEmotional disturbanceDevelopmental delay (3-9)
Deaf-blindnessAutism
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Prevalence About 9-11% of students ages six to
twenty-one receive special education services
Largest groups Specific learning disabilities account for
nearly 50% Speech or language impairments
comprise about 17.9% See Figure 1-3 (page 19)
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Special Education for Young Children IDEA includes provisions for children
from birth to age five Federal law does not always require
special education services for children ages birth to two year
Federal law mandates special education services for children ages three to five years
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Students Not Served by IDEA Gifted and talented Attention deficit-hyperactivity
disorder (may be served under other health impaired)
At risk for school failure
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Recommended Practices Inclusion Accountable and Accessible
Instruction Universal Design for Learning (UDL) Differentiated Instruction (DI)
Evidence-Based Practices Assistive Technology Positive Behavior Supports Collaboration
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Barriers to Parent Participation Time
Language & cultural understanding
Transportation
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Encouraging Parent ParticipationRespect the uniqueness of families.Recognize that families have different understandings of their children’s special needs.Match your strategies and resources to family needs.
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Positive Outcomes of having a Child with a disability Child’s positive characteristics
Improved perspective on life Increased tolerance, sensitivity and
patience towards others More learning opportunities (children,
self) Improved family dynamics Share with others and influence
policy
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No Child Left Behind Act of 2001 Availability of assessment results Assessment in English of ESL students
after three years of language instruction
Demonstration through standard assessment of academic proficiency for most students by 2013-2014
Sanctions for Title I schools that fail to make AYP (adequate yearly progress) two years in a row
Highly qualified teachers for all students