Course: Required Textbook: Exceptional Learners: An Introduction to Special Education, 11 th Edition by Daniel P. Hallahan, James M. Kauffman, and Paige C. Pullen Why you need this textbook: You will be tested from this book Reading Assignments Homework Assignments Quizzes Copyright © Pearson Allyn & Bacon 2009

Exceptionality and Special Education Chapter 1 This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program. Copyright © Pearson Allyn & Bacon 2009

Topics 1 Getting oriented to exceptionality and special education Educational definition of exceptional learners Prevalence of exceptional learners Definition of special education Providing special education

Copyright © Pearson Allyn & Bacon 2009 Topics 2 Teachers’ roles Origins of special education Legislation and litigation Intent of special education law A perspective on the progress of special education

Copyright © Pearson Allyn & Bacon 2009 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

Copyright © Pearson Allyn & Bacon 2009 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.

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. Copyright © Pearson Allyn & Bacon 2009

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

Copyright © Pearson Allyn & Bacon 2009 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

Copyright © Pearson Allyn & Bacon 2009 Continuum of Placement Options Fig. 1.1

Copyright © Pearson Allyn & Bacon 2009 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

Copyright © Pearson Allyn & Bacon 2009 Approximate Percentages of Students with Disabilities in Various Placement Options Fig. 1.3 Source: Data from the annual reports of the U.S. Department of Education to Congress on Implementation of the Individuals with Disabilities Education Act.

Copyright © Pearson Allyn & Bacon 2009 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

Copyright © Pearson Allyn & Bacon 2009 Expectations for Special Educators Academic instruction of students with learning problems Management of serious behavior problems Evaluating technological advances Knowledge of special education law

Copyright © Pearson Allyn & Bacon 2009 History and Origins of Special Education 1800s: “normalization” and physicians Itard and Séguin  Individualized instruction  Sequence of educational tasks  Stimulation of senses  Arrangement of environment  Reward for correct performance  Functional skills  Belief that every child should be educated to the greatest extent possible Howe and Gallaudet

Copyright © Pearson Allyn & Bacon 2009 Development of the Profession Emergence of psychology and sociology Study of learning and development of mental tests Importance of families and communities 1922: Elizabeth Farrell and the Council for Exceptional Children  Every student should have an appropriate education and receive necessary health and social services.

Copyright © Pearson Allyn & Bacon 2009 Parents and Professional Organizations 1950: Parent organizations  Informal group for parents  Information regarding services and resources  Structure for obtaining needed services ARC National Association for Gifted Children Learning Disabilities Association, etc.

Copyright © Pearson Allyn & Bacon 2009 Legislation and Litigation PL — Education for All Handicapped Children Act (1975) IDEA — Individuals with Disabilities Education Act (1990) IDEA Amendments (1997, 2004) ADA — Americans with Disabilities Act (1990)

Copyright © Pearson Allyn & Bacon 2009 Major Provisions of IDEA 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

Copyright © Pearson Allyn & Bacon 2009 Trends in Legislation More federal deregulation Too little federal funding No Child Left Behind Act (NCLB)  Expectations about standardized testing and achievement

Copyright © Pearson Allyn & Bacon 2009 Litigation Every child receives an education appropriate for his or her individual needs. Litigation filed for either of two reasons:  Because special education services are not being provided for students whose parents want them.  Because students are being assigned to special education when their parents believe they should not be.

Copyright © Pearson Allyn & Bacon 2009 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

Copyright © Pearson Allyn & Bacon 2009 The Progress of Special Education Much progress has been made IDEA resulted in alteration of relationship between parents and schools Children and adults today receive better educational opportunities

Copyright © Pearson Allyn & Bacon 2009 Children Ages 6-21 Served under IDEA Type of DisabilityNumber Served% Specific Learning Dis.2,846, % Speech or Language1,084, % Mental Retardation592,0009.2% Emotional Dist.476,0007.4% Multiple Dis.127,0002.0% Hearing Imp.70,0001.1% Orthopedic Imp.73,0001.1% Other Health Imp.337,0005.3% Visual Imp.25,000.47% Autism & TBI118,0001.8% Deaf-blindness2,000.03% Develop. Delay45,000.7 All Disabilities6,407,000100%

Copyright © Pearson Allyn & Bacon 2009 Number of Students Served by Disability and Race-Ethnicity 2004 in Minnesota DisabilityAm.Indian/Alaska Native Asian/Pacific Islander Black (non- Hispanic) HispanicWhite (non- Hispanic) Specific Learning Dis Speech/language impairment Mental Retardation Emotional Disturbance Multiple Disabilities Hearing impairment Orthopedic impairment Other health impaired Visual impairment Autism Deaf-blindness Traumatic Brain Injury Developmental Delay MN Department of Education (2004).

Copyright © Pearson Allyn & Bacon 2009 Children in Duluth with Disabilities h = 29,999 Sensory Impairments115 Physical Disabilities90 Mental Disabilities645 Self, Care Disability55 Total: Ages Sensory Impairments1455 Physical Disabilities3960 Mental Disabilities3375 Self, Care Disability1335