Chapter 1.ppt

Chapter One
Special Education in Context:
People, Concepts, and Perspectives
Gargiulo, Special Education in Contemporary
Society, 6e. SAGE Publishing, 2018.

Definitions and Terminology

Exceptional Children
 Both general and special education teachers
use this term
 It is an inclusive term
 Often refers to individuals who differ from
societal or community standards of normalcy
 Identification of exceptional does not
automatically require special education
 Exceptionality is relative to social or cultural
context
 What is normal?
4

Disability Versus Handicap
Disability
 Limitations imposed on an individual (physical,
cognitive, sensory, emotional, learning difficulties,
etc.)
Handicap
 Impact of the disability (social marginalization,
discrimination due to perceptions, etc.)
5

Developmentally Delayed and At Risk
Developmental Delay
 A term referring to children ages 3 to 9 who perform
significantly below developmental norms
 Criteria and measurement procedures for determining
if a child has a development delay is different from
state to state
At-Risk
 An infant or child who has a high probability of
exhibiting delays in development or developing a
disability
6

Special Education
 Is a customized instructional program designed
to meet the unique needs of an individual
learner
 May necessitate the use of specialized
materials, equipment, services, and/or teaching
strategies
 Is NOT limited to a specific location
7

Effective Teaching and Learning Strategies
 Focus on the person rather than the disability
 Avoid “super achiever” and other stereotypes
 Avoid terms of pity such as “afflicted with” or “suffers
from” and generic labels like “the disabled”
 Use people first language such as “boy with intellectual
disabilities”
 Use language that affirms ability such as “uses a
wheelchair” rather than “wheelchair bound”
 Use correct terminology rather than euphemisms
 Don’t confuse disease with disability
 Portray people with disabilities as active participants in
life and in society
8

Categories and Labels

Thirteen Categories of Disability
 Autism
 Deaf-blindness
 Developmental delay
 Emotional
disturbance
 Hearing impairments
including deafness
 Intellectual disability
 Multiple disabilities
 Orthopedic
impairments
 Other health
impairments
 Specific learning
disabilities
 Speech or language
impairments
 Traumatic brain injury
 Visual impairments
including blindness
10

Table 1.1 The Advantages and Disadvantages of
Labeling Individuals With Special Needs
11

Prevalence of Children and
Young Adults with Disabilities

Comparing Prevalence and Incidence
Prevalence
 Refers to the total number of individuals in a given
category during a particular period of time
 Expressed as a percentage of the population
exhibiting this specific exceptionality
Incidence
 A rate of inception; number of new cases appearing in
the population within a specific time period
 Expressed as a percentage of the total number of
babies born in the population within the prescribed
period of time
13

Figure 1.1 Distribution of Students Ages 6-21 Receiving a
Special Education During School Year 2013-2014
14

Table 1.2 Number of Students Ages 6-21 Receiving a
Special Education During School Year 2013-2014
15

A Brief History of the
Development of Special
Education

Pioneers of Special Education
 Jacob Rodrigues Pereine (1715–1780)
 Phillippe Pinel (1745–1826)
 Jean Marc-Gaspard Itard (1774–1838)
 Thomas Hopkins Gallaudet (1787–1851)
 Samuel Gridley Howe (1801–1876)
 Dorothea Lynde Dix (1802–1887)
 Louis Braille (1809–1852)
 Edouard Seguin (1812–1880)
 Francis Galton (1822–1911)
 Alexander Graham Bell (1847-1922)
 Alfred Binet (1857-1911)
 Maria Montessori (1870-1952)
 Lewis Terman (1877–1956)
17

The Establishment of Institutions
 Initially established to provide training and
some form of education in a protective
environment
 Commonly referred to as asylums, or
sometimes as “schools”
 Conditions deteriorated throughout the years
due to financial strain and overcrowding
 Mission changed throughout the years from
training to custodial care and isolation
18

Special Education in the Public Schools
 Began to develop in 1860s
 The first special education classrooms were self-
contained
 Beginning in the mid 1970s, children with
disabilities secured the right to a free and
appropriate public education in the most
normalized setting
 Gradual movement from isolation to participation
19

Professionals Who Work With
Individuals With
Exceptionalities

Examples of Related Services
 Physical therapy
 Audiology
 Transportation
 Speech and language
 Psychology
 Recreational therapy
 Orientation and
mobility
 Interpreting services
 Occupational therapy
 Nutrition
 Medical services
 Social work
 Vocational education
 Rehabilitation
counseling
 Parent counseling
 School nurse services
21

Key Terms
Collaboration
 How individuals work together; a style of interaction
among professionals
Individualized education programs (IEP)
 A written detailed plan developed by a team for each
pupil ages 3–21 who receives a special education; a
management tool
Consultative services
 A focused problem-solving process in which one
individual offers support and expertise to another
person
22

Service Delivery Teams
Multidisciplinary teams
 Mandated by PL 94-142 and IDEA (2004)
 Typically formed of professionals across various
disciplines that independently conduct their own
evaluations
 Not as collaborative as other types of teams
Interdisciplinary teams
 Evolved from the fragmented approach of
multidisciplinary teams
 Team members conduct their evaluations
separately
 Families may meet with the entire team or with a
representative
23

Transdisciplinary teams
 Professionals conduct their evaluations and
additionally teach their skills to the other team
members
 A team leader, often an educator, is chosen to serve
as the primary interventionist
 Provides a more coordinated and unified approach
Service Delivery Teams
24

Cooperative Teaching

Cooperative Teaching
Cooperative teaching, or co-teaching, is an
instructional approach in which a special
education teacher and a general educator
teach together in a general education
classroom to a heterogeneous group of
students.
26

Cooperative Teaching Models
Common instructional models:
 One teach, one observe
 One teach, one support
 Station teaching
 Parallel teaching
 Alternative teaching
 Team teaching
27

Figure 1.4 Cooperative Teaching Arrangements
28

Figure 1.4 Cooperative Teaching Arrangements (ctd.)
29

Table 1.6 Multiple Methods of
Presenting Instructional Content
30

Universal Design for Learning

Universal Design for Learning (UDL) can be
simply stated as “the design of instructional
materials and activities that allows the learning
goals to be achievable by individuals with wide
differences in their ability to see, hear, speak,
move, read, write, understand English, attend,
organize, and remember.”
(Orkwis & McLane, 1998, p. 9)
32

 Universal design for learning allows for multiple
means of representation, engagement, and
expression.
 UDL does not remove academic challenges; it
removes barrier to access.
33

Exceptionality Across the Life
Span

Infants, Toddlers, and Preschoolers
with Special Needs
 Individualized Family Service Plan (IFSP)
 Early Intervention (EI) (birth to age 2)
 Early childhood special education (age 3-5)
35

Adolescents and Young Adults with
Disabilities
 Transition
 Transition services
 Individualized Transition Plan (ITP)
 Transition challenges and concerns
36

Chapter 1.ppt

Recommended

Recommended

More Related Content

Similar to Chapter 1.ppt

Similar to Chapter 1.ppt (20)

Recently uploaded

Recently uploaded (20)

Chapter 1.ppt

Editor's Notes