Course: PC 213 The Exceptional Child

1. Course: PC 213 The 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

2. Key Concepts for Understanding Special Education Chapter 1

3. 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.

4. Schooling in America By 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

5. Students by Disability, Fall 2009

6. 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)

7. Special Education - • What comes to mind when you think of the term “special education?” • Specially designed instruction • no cost to parents • meets the unique needs of a child with a disability Chapter 1: Key Concepts for Understanding Special Education

8. Related Services Transportation Interpretation services Psychological services Physical and occupational therapy Speech-language pathology services Chapter 1: Key Concepts for Understanding Special Education

9. Supplementary Aids and Services • Provided in regular education classes or other settings • Word prediction software • Preferential seating • Paraprofessional Chapter 1: Key Concepts for Understanding Special Education

10. Case Date Importance Brown v. Board of Education Diana v. State Board of Education 1954 1970 no segregation by race - (education - a right and not a privilege) class placement – students tested in primary language PARC (PA Association for Retarded Citizens) 1972 Guaranteed special education for children with mental retardation Mills v. District of Columbia 1972 Extended the right to special education to children of all disabilities Larry P. v. Riles 1972 Tests used for eligibility for special education must be non-discriminatory; class placement parallel to “Diana” for African American – only in Ca. Disability Litigation Begins

11. 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

12. Refinements to the Law • 1986 - Services to infants and young children • 1990 – Name changes to Individuals with Disabilities Education Act (IDEA) • Autism and Traumatic Brain Injury added • 1997 – 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

13. Accomplishments and Disappointments • Development of inclusive practices • Overrepresentation of some ethnic groups • Continued improvement needed Chapter 1: Key Concepts for Understanding Special Education

14. Gender of Students with Disabilities

15. Disproportionality in School Discipline

16. Core Principles of IDEA • Zero Reject (Zero exclusion principle) • Free Appropriate Public Education • Least Restrictive Environment • Nondiscriminatory Evaluation • Parent and Family Rights to Confidentiality • Procedural Safeguards Chapter 1: Key Concepts for Understanding Special Education

17. Learning Environments for Exceptional Children: The Continuum of Program Options

18. Students by Educational Environment

19. Major provisions of IDEA • Nondiscriminatory and Multidisciplinary Assessment • Testing students in their native or primary language. • Using valid tests and evaluation procedures prevent cultural or racial discrimination. • Utilizing several pieces of information.

20. 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.

21. Other Legislation • Section 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

22. Autism Deaf-blindness Developmental delay (3-9) Emotional disturbance Hearing impaired Mental retardation Multiple disabilities Orthopedic impairment Speech or language impairment Specific learning disability Other health impairments Traumatic brain injury Visual impairment Who Receives Special Education?

23. 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)

24. 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

25. Students Not Served by IDEA • Gifted and talented • Attention deficit-hyperactivity disorder (may be served under other health impaired) • At risk for school failure

26. Recommended Practices • Inclusion • Accountable and Accessible Instruction • Universal Design for Learning (UDL) • Differentiated Instruction (DI) • Evidence-Based Practices • Assistive Technology • Positive Behavior Supports • Collaboration

27. Barriers to Parent Participation • Time • Language & cultural understanding • Transportation

28. Encouraging Parent Participation • Respect the uniqueness of families. • Recognize that families have different understandings of their children’s special needs. • Match your strategies and resources to family needs.

29. 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

30. 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