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![Page 1: Getting Oriented to Exceptionality and Special Education There is no single accepted theory of normal development, so relatively few definite statements.](https://reader033.fdocuments.net/reader033/viewer/2022051214/56649e5e5503460f94b57854/html5/thumbnails/1.jpg)
Getting Oriented to Exceptionality and Special Education
• There is no single accepted theory of normal development, so relatively few definite statements can be made about exceptional learners. Reasons for optimism Importance of abilities Disability versus handicap Disability versus inability
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Educational Definition of Exceptional Learners
• Exceptional learners are those who require special education if they are to reach their full human potential. Diversity of characteristics Need for special education
• Assessment must show that learner is unable to make satisfactory progress without special services.
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Prevalence of Exceptional Learners
• Approximately 10 in every 100 students receive special education.
• Over 6 million students in the U.S. receive special education services.
• There have been changes in prevalence for certain disabilities.
• There are high-incidence and low-incidence categories.
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Definition of Special Education
• Special education means specially designed instruction that meets the unusual needs of an exceptional student. Possible forms of special education:
• Special materials• Specialized teaching techniques• Specialized equipment and/or facilities• Related services
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Providing Special Education
• Levels of integration How and how much the student differs
from average students Resources available in the school and
community
• Least Restrictive Environment
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Continuum of Placement Options
Fig. 1.1
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Teacher’s Roles
• Relationship between general and special education Radical reformers recommend that special
education be eliminated as a separate, identifiable part of education.
• No clear distinction between “at risk” students and those with disabilities
• Controversy about inclusion of students with disabilities in general education classrooms
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Approximate Percentages of Students with Disabilities in Various Placement Options
Fig. 1.3Source: Data from the annual reports of the U.S. Department of Education toCongress on Implementation of the Individuals with Disabilities Education Act.
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Individualized Education for Students with Disabilities
• Individualized Education Program (IEP) All teachers must be trained to understand its purpose and
function General educators should see IEPs as an opportunity to
solicit program supports Teachers must work more closely with parents Teachers must balance students’ needs for achievement in
the general curriculum with their need for specialized curricula
Hearing officers and courts are permitted to determine procedural violations of the IEP
• Individualized Family Service Plan (IFSP) For infants and toddlers with disabilities
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Steps:The Basics of Steps:The Basics of Special Education Process under IDEASpecial Education Process under IDEA
Step 1.Step 1. Child is identified as possibly needing special education and related services
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Steps: The Basics of Steps: The Basics of Special Education Process under IDEASpecial Education Process under IDEA
Step 1.Step 1. Child is identified as possibly needing special education and related services
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Steps:The Basics of Steps:The Basics of Special Education Process under IDEASpecial Education Process under IDEA
Step 1.Step 1. Child is identified as possibly needing special education and related services
Step 2.Step 2. Child is evaluated
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Steps: The Basics of Steps: The Basics of Special Education Process under IDEASpecial Education Process under IDEA
Step 3.Step 3. Eligibility is decided
Parents are part of the group that decides eligibility
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Steps:The Basics of Steps:The Basics of Special Education Process under IDEASpecial Education Process under IDEA
Step 3.Step 3. Eligibility is decided
Step 4.Step 4. Child is found eligible for services
Yes
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Steps:The Basics of Steps:The Basics of Special Education Process under IDEASpecial Education Process under IDEA
Step 3.Step 3. Eligibility is decided
Step 4.Step 4. Child is found eligible for services
Yes
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Steps:The Basics of Steps:The Basics of Special Education Process under IDEASpecial Education Process under IDEA
Step 5.Step 5. IEP meeting is scheduled
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Steps:The Basics of Steps:The Basics of Special Education Process under IDEASpecial Education Process under IDEA
Step 6.Step 6. IEP meeting is held, and the IEP is written
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Steps:The Basics of Steps:The Basics of Special Education Process under IDEASpecial Education Process under IDEA
Step 7.Step 7. Services are provided
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Steps:The Basics of Steps:The Basics of Special Education Process under IDEASpecial Education Process under IDEA
Step 8.Step 8. Progress is measured and reported to parents
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Steps:The Basics of Steps:The Basics of Special Education Process under IDEASpecial Education Process under IDEA
Step 9.Step 9. IEP is reviewed Step 10.Step 10. Child is reevaluated
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IDEA 2004Six Main Principles
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Eligibility Children (birth through the end of the school year in which they turn age 21) with the following disabilities may be eligible for special education:
– Mental disability;– Hearing impairments (including deafness);– Speech or language impairments;– Visual impairments (including blindness);– Emotional disturbance; – Physical or Orthopedic impairments;– Autism;– Traumatic brain injury; – Multiple disabilities;– Developmental Delay (3-8);– Other health impairments (e.g., ADHD, Tourette's, HIV); – Specific learning disabilities; or– Deaf-blindness
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Prior to 1940’s People with disabilities were excluded from society Considered unable to learn
1940’s - 1960’s General shift in society’s attitudes toward people with
disabilities Parent advocacy groups developed Civil rights movement\
1970’s to the present Increase in number of court cases Many new laws passed Shift towards philosophy of inclusion
Brief History of Special EducationBrief History of Special Education
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Legislation and Litigation
• PL 94-142 — Education for All Handicapped Children Act (1975)
• IDEA — Individuals with Disabilities Education Act (1990)
• IDEA Amendments (1997, 2004)• ADA — Americans with Disabilities Act
(1990)
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Legal Protections for Persons with Legal Protections for Persons with Disabilities in IDEA ‘04Disabilities in IDEA ‘04
• Identification• Free, Appropriate, Public Education (FAPE)• Due process• Parent/guardian surrogate consultation• Least Restrictive Environment (LRE)• Individualized Education Program (IEP)• Nondiscriminatory evaluation• Confidentiality• Personnel development, inservice
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FAPE (Free Appropriate Public Education) Special education and related services Provided at no expense to parents To students who qualify for special
education In an IEP developed by a team LRE (Least Restrictive Environment) Students
eligible for special education will be educated with students who are not disabled
The regular education class must be considered first Supplementary aids/services help students be
successful
FAPE in the LREFAPE in the LRE
IDEA ’04:
What It Requires
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Class Action lawsuit from 1994 focused on LRE Goal is to ensure that IEP teams look at
placement in regular classroom with supplementary aids and services before considering a more restrictive placement.
Activities are designed to increase the capacity of school districts to support students with special needs placed in regular classrooms
The Gaskin Settlement AgreementThe Gaskin Settlement Agreement
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Describes FAPE in an IEP Sets annual goals
Progress monitoring to ensure adequate progress
Identifies specially designed instruction and accommodations to help student be successful
Individualized Education Program Individualized Education Program (IEP)(IEP)
IDEA ’04:
What It Requires
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Expectations for All Educators
• Maximum effort to accommodate individual needs
• Evaluate academic abilities and disabilities
• Refer for evaluation• Participate in
eligibility conferences
• Participate in writing individualized education programs
• Communicate with parents or guardians
• Participate in due process hearings
• Collaborate with other professionals
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Expectations for Special Educators
• Academic instruction of students with learning problems
• Management of serious behavior problems
• Evaluating technological advances• Knowledge of special education law