2. Chapter 1 AN OVERVIEW OF SPECIAL EDUCATION Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

3. WHO ARE EXCEPTIONAL STUDENTS? An exceptional student is one whose needs are not being met by traditional educational programs, so that a special education program is necessary. Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

4. WHAT BASIC TERMINOLOGY IS USED? Impairment Loss or abnormality of a psychological, physiological or anatomical structure or function Disability Limitation that is inherent in the individual as a result of an impairment Handicap What is caused when an individual encounters a situation based on external factors Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

5. WHAT ARE ISSUES SURROUNDING LABELING? Placing a label on a child who meets eligibility under one category is controversial because:  There is over-identification of culturally or linguistically diverse students.  Definitions and eligibility criteria vary between states.  There is variability and overlap of characteristics. Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

6. WHAT IS MEANT BY EARLY INTERVENTION SERVICES?  All states must provide a “statewide, comprehensive, coordinated, multidisciplinary, interagency” system that provides early intervention services for infants and toddlers with disabilities and their families including a multidisciplinary evaluation and an IFSP. Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

7. WHAT IS AN IFSP?  Individualized Family Service Plan (IFSP)  Developed for infants, toddlers, and their families  Similar to an IEP  Includes  Physical development  Cognitive development  Communication development  Social or emotional development  Adaptive development Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

8. (Table 2.2) SERVICES PROVIDED AS PART OF A CHILD’S IFSP Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

9. WHAT ARE THE SPECIAL EDUCATION CATEGORIES? Autism Deaf-Blindness Developmental Delay Emotional Disorder Hearing Impairment Intellectual Disability Multiple Disabilities Other Health Impairment Orthopedic Impairment Specific Learning Disability Speech/Language Impairment Traumatic Brain Injury Visual Impairment Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

10. WHAT IS THE PREVALENCE OF EXCEPTIONAL STUDENTS?  Approximately 8.43% of students ages 6-21  Learning Disabilities = 43.6%  Speech/Language Impairment = 19.2%  Other Health Impaired = 10.5%  Intellectual Disability = 8.3%  Other disabilities = 11.1%  Emotional Disturbance = 7.3% Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

11. WHAT IS THE DEFINITION OF SPECIAL EDUCATION?  Instruction specifically designed to meet the needs of students with exceptionalities  A service, not a place  Includes four components:  Instructional content  Instructional procedures  Instructional environment  Instructional technology Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

12. WHAT ARE SOME TYPES OF RELATED SERVICES?  Transportation  Speech-language Pathology & Audiology Services  Interpreting Services  Psychological Services  Physical Therapy  Occupational Therapy  Parent Counseling & Training  Recreation  Early Identification & Assessment  Counseling (including Rehab Counseling)  Orientation & Mobility  Medical Services for Diagnostic or Evaluation Purposes  School Health  Social Work Services Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

13. DISABILITY LITIGATION BEGINS Extended the right to special education to children of all disabilities 1972 Mills 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. 1972 Larry P. v. Riles Guaranteed special education for children with mental retardation 1972 PARC (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 Education Diana v. State Board of Education ImportanceDateCase

14. (Table 1.4) REPRESENTATIVE COURT CASES FOCUSING ON DISCRIMINATORY ASSESSMENT PRACTICES Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

15. FEDERAL SPECIAL EDUCATION LAWS  1975 – Education for All Handicapped Children Act (EAHCA) amended as P.L. 94-142 Chapter 1: Key Concepts for Understanding Special Education

16. 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  Conflict resolution strategies included  Evidence-based practices for instruction required Chapter 1: Key Concepts for Understanding Special Education

17. WHAT ARE THE EHA / IDEA REQUIREMENTS?  Free, appropriate public education  Child Find  Individualized education programs  Least restrictive environment  Procedural guidelines  Evaluation procedures  Transition  Participation in assessments Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

18. WHAT IS AN INDIVIDUALIZED EDUCATION PROGRAM? An educational plan for a student written by a multidisciplinary team including  parents,  at least one general education teacher,  at least one special education teacher,  a representative of the local education agency, and  the student whenever possible. Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

19. WHAT ARE THE COMPONENTS OF AN IEP?  Present level of performance (PLP)  Measurable goals  How progress will be measured and reported to parents frequently  Related services  Supplementary aids and services  Participation in general education  Accommodations for testing  Dates of services  Transition plan by age 16 (or younger, if appropriate)  Transfer of rights at age of majority Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

20. WHAT IS THE LEAST RESTRICTIVE ENVIRONMENT?  Students with disabilities should be educated with students without disabilities to the maximum extent appropriate.  Inclusion is not mandated by IDEA.  The continuum of services to be considered includes:  General education instruction all day  General education with some special education assistance  General education along with resource room services  Special education classroom in regular school  Special education school  Instruction in a residential setting  Homebound or hospital instruction Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

22. WHAT ARE SOME CURRENT CONTROVERSIAL ISSUES REGARDING IDEA?  Discipline of Students with Disabilities  Highly Qualified Teachers Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

23. ARE ANY GROUPS OVERREPRESENTED?  Culturally diverse students  Those who come from backgrounds that are not primarily Western European  Linguistically diverse students  Those whose primary language is not English Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

24. WHAT IS THE GENERAL EDUCATION TEACHER’S ROLE?  Create a positive and supportive classroom  Collaborate  Collaborative consultation  Cooperative teaching Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

25. WHAT IS UNIVERSAL DESIGN?  Refers to the development of environments that are accessible to everyone, including buildings, curricula, materials, computer programs, etc. Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

28. Copyright © Allyn & Bacon 2006 BARRIERS TO PARENT PARTICIPATION Time Language & cultural understanding Transportation

29. ENCOURAGING PARENT PARTICIPATION RRespect the uniqueness of families. RRecognize that families have different understandings of their children’s special needs. MMatch your strategies and resources to family needs. Chapter 1: Key Concepts for Understanding Special Education