1. Exceptionality and Special Education
Chapter 1

2. 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.
1.1

3. Four Key Terms
Impairment – The loss or reduced function of a body part or organ
Disability –An inability or diminished capacity to do something that most peers can do.
Handicap – A disadvantage imposed on the individual
Not all children with a disability are handicapped
At risk – children who have a greater-than usual chance of developing a disability

4. How Many Exceptional Children Are There?
It is impossible to state the precise number
Different criteria used for identification
Preventive services
Imprecise nature of assessment
The child may be eligible at one point in time and not at another
Children in special education represent about 9% of the school age population
Approximately 40% of students with disabilities are educated primarily in a regular classroom

5. Prevalence of Exceptional Learners
-Total number of children served is more than
5 MILLION
-Most in the 6 – 17 year old Age Range
Learning Disabled 50%
Mentally Retarded 2.3%
Gifted 3-5%
Table 1.2 Number of students ages 6-21 who received special education services under the federal government’s disability categories ( school year)

6. High Incidence vs. Low Incidence
Learning Disabilities
Speech/Language (communication) Disorders
Emotional Disturbances
Mild Mental Retardation
Low Vision & Blindness
Deafness
Deaf Blindness
Severe Mental
Retardation
Autism *
Traumatic Brain Injury*

7. Why Are Laws Governing 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 influences by social developments and court decisions in the 1950’s and 1960’s (e.g. Brown vs. Board of Education)
Equal Protection
All children are entitled to a free, appropriate public education

8. Continuum of Placement
General Education w/Consultation
Itinerant Services
Resource Room
Self-Contained Classroom
Day School
Hospital or Homebound Instruction
Residential School

9. Growth of Discipline Council for Exceptional Children
-Formed in 1922 by Elizabeth Farrell
Parent Organization
- Formed in the 1950’s to provide support,
information and structure of services

10. The Individual With Disabilities Act
Six Major Principles of IDEA
Zero reject: Schools must educate all children with disabilities
Nondiscriminatory Identification and Evaluation: Schools must use nonbiased, multifactored methods of evaluation
Free Appropriate Public Education: An IEP must be developed for each child
Least Restrictive Environment: Must be educated with children without disabilities to the maximum extent appropriate
Due Process Safeguards: Parent's and children’s rights protected
Shared Decision Making: Schools must collaborate with parents

11. Related Legislation
PL Education for All Handicapped Children (1975)
- Renamed IDEA in 1990
Gifted and Talented Children
The Gifted and Talented Children’s Evaluation Act of 1978 provides financial incentives for states to develop programs for students
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
No Child Left Behind
- Standardized testing for ALL !
Alternative testing for a select FEW

12. BOTH Teachers’ Roles Accommodate students needs Evaluate abilities
Refer for evaluation
Participate in conferences, hearings & writing of IEP
Communicate w/parents
Collaborate w/ ALL professionals

13. Special Educators Additional Role
Specialized Academic Instruction
Behavior Management
Technological Advances
Stay Abreast of Special Education Laws/Current Trends

14. Individualized Education Plan Components
Present Levels of Functioning
Measurable Goals & Objectives
Assessment Status
Nonparticipation w/nondisabled peers
Related Services
Progress Reporting

15. IEP’s Should Be Should NOT Be Clear Useful Unique to the student
Legally Defensible
Transferable
Developed with the multidisciplinary team
Should NOT Be
Ready-Made
Cookie Cutter
Cut & Paste
Written PRIOR to placement

16. Current and future Challenges
Bridge the research to practice gap
Increase the availability and intensity of early intervention programs
Improve students’ transition from school to adult life
Improve the special education-general education partnership