Transcript Who Are Exceptional Children?

Exceptional Children
An Introduction to Special Education
Tenth Edition
William L. Heward
© 2013, 2009, 2006, 2003, 2000
Pearson Education, Inc. All rights reserved.
Chapter 1
The Purpose and Promise
of Special Education
Focus Questions
When
is special education needed? How do we know?
If
disability labels do not tell us what and how to teach, why
are they used in special education?
Why
have court cases and federal legislation been required to
ensure that children with disabilities receive a free, appropriate
education?
How
can a special educator provide all three kinds of
intervention—preventive, remedial, and compensatory—on
behalf of an individual child?
In
what ways do general and special education differ? Are
those differences important? If so, why and how?
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Exceptional Children, 10e
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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
organ
- The loss or reduced function of a body part or
• 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
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How Many Exceptional Children
Are There?
More
than 7 million children and youth with disabilities, ages
birth to 21, received special education services during the
2009–2010 school year.
Children
in special education represent about 12% of the
school age population ages 6 to 17.
Twice
as many males as females receive special education.
The
percentage of students receiving special education under
the learning disabilities category has almost doubled (from
23.8% to 42.3%), whereas the percentage of students with
intellectual disabilities has decreased to just one-third since the
government began collecting data in 1976 – 1977.
About
1 in 6 students with disabilities ages 6 to 13 are
“declassified” and no longer receive special education services
2 years later.
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Why Do We Label and Classify
Exceptional Children?
Possible Benefits of Labeling and Classification
Recognizes
meaningful differences in learning or behavior and
is the first step in responding to differences.
Provides
access to accommodations and services not
available to persons without the label.
Helps
practitioners and researchers communicate with one
another and classify and evaluate research findings.
Leads
to more acceptance by peers
Is
the basis of funding and resources for research and other
programs
Makes
exceptional children’s special needs more visible to
policy makers and the public
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Why Do We Label and Classify
Exceptional Children?
Possible Disadvantages of Labeling and Classification
 Focuses
on what students cannot do
 May
stigmatize and lead to peer rejection
 May
cause others to have low expectations for the student
 May
negatively affect self-esteem
 Are
often misused as explanatory constructs
 Diminishes
 Suggests
the detection and appreciation of uniqueness
that there is something wrong with the child
 Includes
a disproportionate number of children from
culturally diverse groups
 Requires
great expenditure that might be better spent on
planning and delivering instruction
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Exceptional Children, 10e
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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
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The Individuals with Disabilities
Improvement Education Act (IDEA)
The Purposes of IDEA are
To
ensure that all children have available to them a free
appropriate public education; to ensure that the rights of
children with disabilities and their parents are protected; and
to assist state and local educational agencies in providing for
the education of children with disabilities
To
assist States in the implementation of a statewide,
comprehensive interagency system of early intervention
To
ensure the necessary tools are available to improve
educational results for children with disabilities
To
assess, and ensure the effectiveness of, efforts to educate
children with disabilities
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Six Major Principles of IDEA
Zero
Reject: Schools must educate all children with
disabilities
Nondiscriminatory
Identification and Evaluation: Schools
must use nonbiased, multi-factored methods of evaluation
Free,
Appropriate Public Education: Education at public
expense is provided; an IEP is developed and implemented 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 are
protected
Shared
parents
Decision Making: Schools must collaborate with
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Other Provisions of IDEA
Special
Early
Education Services for Preschoolers
Intervention for Infants and Toddlers
Assistive
Technology
Scientifically
Based Instruction
Universal
Design for Learning
Extended
School Year
FAPE
and Related Services
Disciplining
Right
Students with Disabilities
to Education
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Related Legislation
Javits Gifted and Talented Children
•
The Javits Gifted and Talented Children’s Education Act of
1978 provides financial incentives to develop programs for
students who are gifted and talented
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
Elementary and Secondary Education Act (a.k.a., No
Child Left Behind Act)
•
The intent of NCLB is to improve the achievement of all
students, with a particular emphasis on children from lowincome families
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The No Child Left Behind Act
(NCLB)
Accountability
for student learning
States are expected to make annual progress toward the 100%
goal by 2014.
Scientifically
Based Instruction
NCLB puts a special emphasis on using educational programs
and practices that rigorous scientific research has
demonstrated to be effective.
Implications
for students with disabilities
The provisions of NCLB apply to all students, including those
with disabilities.
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Exceptional Children, 10e
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What is Special Education?
Special education as intervention
Preventive:
disability
•
•
•
keep minor problems from becoming a
Primary prevention -reduce the number of new cases of a
disability
Secondary prevention -eliminate or counteract the effects of
risk factors
Tertiary prevention -prevent the effects of a disability from
worsening
Remedial:
disability
Attempt to eliminate the effects of a
Compensatory:
Enable successful functioning in
spite of the disability
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What is Special Education?
Special education as instruction
Who
- Exceptional children whose educational needs
necessitate an individually planned program of instruction
What
- Special education can sometimes be differentiated
from general education by its curriculum
How
- Special education differs from general education by its
use of specialized, or adapted, materials and methods
Where
- Special education can sometimes be identified (but
not defined) by where it takes place.
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Current and Future Challenges
Close
the research-to-practice gap to improve the quality of
instruction
Improve
the quality of pre and in-service training programs
to ensure that all special educators meet professional
standards
Increase
the availability and quality of special education
programs for gifted and talented students
Help
life
students with disabilities transition from school to adult
Apply
advances in technologies that reduce or eliminate the
disabling effects of physical and sensory impairments
Increase
access to assistive technology that enhance the
educational performance and personal independence of
individuals with disabilities
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Exceptional Children, 10e
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