2. Copyright © Allyn & Bacon 2008 Course: PC 213 The Exceptional Child Required Textbook : Special Education: Contemporary Perspectives for School Professionals, (4 th Edition). by Marilyn Friend Why you need this textbook : You will be tested from this book Reading Assignments

3. Copyright © Allyn & Bacon 2008 Chapter 1

4. Copyright © Allyn & Bacon 2008 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.

5. Copyright © Allyn & Bacon 2008 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

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7. 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)

8. Copyright © Allyn & Bacon 2008 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

9. Copyright © Allyn & Bacon 2008 Physical and occupational therapy Speech-language pathology services Psychological services Interpretation services Transportation Chapter 1: Key Concepts for Understanding Special Education

10. Copyright © Allyn & Bacon 2008 Provided in regular education classes or other settings  Word prediction software  Preferential seating  Paraprofessional Chapter 1: Key Concepts for Understanding Special Education

11. Copyright © Allyn & Bacon 2008 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

12. Copyright © Allyn & Bacon 2008 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

13. Copyright © Allyn & Bacon 2008 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

14. Copyright © Allyn & Bacon 2008 Development of inclusive practices Overrepresentation of some ethnic groups Continued improvement needed Chapter 1: Key Concepts for Understanding Special Education

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17. 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

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20. 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.

21. 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.

22. Copyright © Allyn & Bacon 2008 Section 504 of the Rehabilitation Act of 1973 CCivil rights for all people with disabilities PProhibits discrimination based on disability Americans with Disabilities Act of 1990 E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

23. Copyright © Allyn & Bacon 2008 Visual impairment Traumatic brain injuryOther health impairments Specific learning disability Speech or language impairment Orthopedic impairmentMultiple disabilities Mental retardationHearing impaired Emotional disturbanceDevelopmental delay (3-9) Deaf-blindnessAutism

24. Copyright © Allyn & Bacon 2008 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)

25. Copyright © Allyn & Bacon 2008 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

26. Copyright © Allyn & Bacon 2008 Students Not Served by IDEA Gifted and talented Attention deficit-hyperactivity disorder (may be served under other health impaired) At risk for school failure

27. Copyright © Allyn & Bacon 2008 Recommended Practices Inclusion Accountable and Accessible Instruction Universal Design for Learning (UDL) Differentiated Instruction (DI) Evidence-Based Practices Assistive Technology Positive Behavior Supports Collaboration

28. Copyright © Allyn & Bacon 2008 Time Language & cultural understanding Transportation

29. Copyright © Allyn & Bacon 2008 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.

30. 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

31. Copyright © Allyn & Bacon 2008 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