1. Welcome back!

2. Let’s make sense of the wiki, shall we?  By Midnight tonight you should use the discussion tool to give peer comments.  By class today, you should have answered your questions  Clearly, there has been a miscommunication.  By Midnight tonight you should use the discussion tool to give peer comments.  By class today, you should have answered your questions  Clearly, there has been a miscommunication.

3. Fair ≠Equal  How are schools funded?  Federal  State  Local  Rural  Tax-based funding  Geography of services  How are schools funded?  Federal  State  Local  Rural  Tax-based funding  Geography of services  Who is in special ed?  Higher number of urban students  Higher number of impoverished students  Higher number of students of color  Higher number of student who are not English speakers and/or immigrant birth  Higher number of single-parent children  Who is in special ed?  Higher number of urban students  Higher number of impoverished students  Higher number of students of color  Higher number of student who are not English speakers and/or immigrant birth  Higher number of single-parent children

4. Special Education needs are increasing  Why?  Better medical care  pre- and neonatal  Accident  disease  Improved diagnostic training/skills  Increased ‘umbrella’ of recognized exceptionality  TBI  Autism  SLD  Why?  Better medical care  pre- and neonatal  Accident  disease  Improved diagnostic training/skills  Increased ‘umbrella’ of recognized exceptionality  TBI  Autism  SLD

5. Mazlow’s heirarchy of needs

6. Fair ≠Equal  How are schools funded?  Federal  State  Local  Rural  Tax-based funding  Geography of services  How are schools funded?  Federal  State  Local  Rural  Tax-based funding  Geography of services  Who is in special ed?  Higher number of urban students  Higher number of impoverished students  Higher number of students of color  Higher number of student who are not English speakers and/or immigrant birth  Higher number of single-parent children  Who is in special ed?  Higher number of urban students  Higher number of impoverished students  Higher number of students of color  Higher number of student who are not English speakers and/or immigrant birth  Higher number of single-parent children

7. Special Education needs are increasing  Why?  Better medical care  pre- and neonatal  Accident  disease  Improved diagnostic training/skills  Increased ‘umbrella’ of recognized exceptionality  TBI  Autism  SLD  Why?  Better medical care  pre- and neonatal  Accident  disease  Improved diagnostic training/skills  Increased ‘umbrella’ of recognized exceptionality  TBI  Autism  SLD

8. Mazlow’s heirarchy of needs

9. 5 domains of exceptionality  Cognitive  Communicative  Behavioral/emotional  Physical  Sensory  Cognitive  Communicative  Behavioral/emotional  Physical  Sensory

10. 14 categories of exceptionality recognized by the Fed.  Fed  = $$  = mandates  = Supreme Court rulings  Fed  = $$  = mandates  = Supreme Court rulings

11. 14 categories  Specific Learning Disability  Speech/Language Impairment  Mental Retardation  Emotional Disturbance  Other Health Impairments  Gifted/Talented  Specific Learning Disability  Speech/Language Impairment  Mental Retardation  Emotional Disturbance  Other Health Impairments  Gifted/Talented  Multiple Disabilities  Hearing Impairments  Autism  Orthopedic Impairments  Developmental Delay  Visual Impairments  Traumatic Brain Injury  Deaf-Blindness  Multiple Disabilities  Hearing Impairments  Autism  Orthopedic Impairments  Developmental Delay  Visual Impairments  Traumatic Brain Injury  Deaf-Blindness

12. Two parallel sets  Domains of exceptionality  “how” the student is atypical  Cognitive  Communicative  Behavioral/Emotional  Physical  Sensory  Domains of exceptionality  “how” the student is atypical  Cognitive  Communicative  Behavioral/Emotional  Physical  Sensory  Fed’s categories  “what” about the student is atypical  Fed’s categories  “what” about the student is atypical

13. “Label Free”  Label free approach will be concerned about the ‘how’ of the student’s exceptionality.  Change needs to come from the pedagogical approach  Label free approach will be concerned about the ‘how’ of the student’s exceptionality.  Change needs to come from the pedagogical approach

15. Cognitive  A student’s ability to receive, process, and commit information to memory.  A student’s ability to recall and apply information from memory  “Thinking”  A student’s ability to receive, process, and commit information to memory.  A student’s ability to recall and apply information from memory  “Thinking”

16. Communication  Receptive communication  ‘hear & understand’  Expressive communication  ‘tell and write’  Language/culture  ELL/ESL/NES  Sub-culture communication  Receptive communication  ‘hear & understand’  Expressive communication  ‘tell and write’  Language/culture  ELL/ESL/NES  Sub-culture communication

17. Behavioral/Emotional 1.Learning difficulty not explained by smarts, health, sensory 2.Inability to develop relationships 3.Inappropriate behaviors/fears 4.Pervasive unhappiness/depression 5.Physical symptoms associated with problems 1.Learning difficulty not explained by smarts, health, sensory 2.Inability to develop relationships 3.Inappropriate behaviors/fears 4.Pervasive unhappiness/depression 5.Physical symptoms associated with problems

18. Sensory  Inability to take in typical sensations  Inability to process typical sensations  Input/Output  Hypo/Hyper  Inability to take in typical sensations  Inability to process typical sensations  Input/Output  Hypo/Hyper

19. Physical/Medical  Health issues  Long term/short term  Permanent/temporary  Physical access/pain  Health issues  Long term/short term  Permanent/temporary  Physical access/pain

20. So….what Fed categories might fall in what domains?  Cognitive  Communicative  Behavioral/Emotional  Sensory  Physical  Cognitive  Communicative  Behavioral/Emotional  Sensory  Physical  Take a Fed category  Research this  Good/poor web choices .com.org.gov.edu  Webmaster?  Sleep apnea  Post the ‘how’ of the Fed category under the appropriate domain possibilities. Link your sources to your information.  Take a Fed category  Research this  Good/poor web choices .com.org.gov.edu  Webmaster?  Sleep apnea  Post the ‘how’ of the Fed category under the appropriate domain possibilities. Link your sources to your information.

21. Terms & acronyms to know  Paraprofessional  NCLB  RTTT  Inclusion  Mainstreaming  IEP  504  Paraprofessional  NCLB  RTTT  Inclusion  Mainstreaming  IEP  504

22. What does it mean to educate in a democracy?

23. For Wednesday (see syllabus)  Chapter 2 reading  Quiz #2  Research your disability and find out the ‘why’ and ‘how”  Don’t go changing.  Chapter 2 reading  Quiz #2  Research your disability and find out the ‘why’ and ‘how”  Don’t go changing.