a presentation about trends in special education working with community.

1. Trends in Special
Education Working
with the Community
JHONALYN S. PAMESA
DISCUSSANT
DR. SHIRLY DIONEDA
PROFESSOR

2. DISABILITY
CLASSIFICATIO
NS
Some disabilities can be measured and defined
objectively, and thus are easily identifiable. If a child is
classified as blind, there is usually agreement about
what blindness means and whether the child qualifies
for special education or other services. However, many
disabilities are not easy to identify and label.

3. Learning Disability
Autism
01
Mental Retardation
Emotional Disturbance
02
03
04
DISABILITY CLASSIFICATIONS

4. Attention Deficit Disorder and Attention
Deficit Hyperactivity Disorder
05
Gifts and Talents
Severe and Multiple Disabilities.
06
07
DISABILITY CLASSIFICATIONS

5. The majority of students categorically
labeled have learning disabilities
(LD). This is ironic because LD is one
of the most difficult disabilities to
define. Some individuals believe that
LD is simply a social construct for
those students who have not had
adequate instruction.
Learning Disability

6. Mental Retardation
Mental retardation (MR) is identified by below
average intellectual ability and poor adaptive
behavior that is pervasive in all areas of life.
Intellectual ability and adaptive behavior can
both be ambiguous, as different tests yield
different intelligence quotients and
assessment of adaptive behavior requires
subjective judgment.

7. Emotional disturbance refers to severe
and protracted difficulties in relationships
with other people. Controversies abound
regarding who should be included in the
category of emotional disturbance (ED).
IDEA excludes from ED students who are
socially maladjusted but not emotionally
disturbed, but it does not define social
maladjustment.
Emotional disturbance

8. Autism
Autism is a pervasive developmental
disability affecting approximately one in 500
children. Its onset is noted before the age of
three years. Professionals find it hard to
agree on a definition. One of the main
controversies in definition involves the
closely related syndromes of Asperger's and
Pervasive Developmental Disorder (PDD).

9. Attention deficit disorder (ADD) and
attention deficit hyperactivity disorder
(ADHD) have always been controversial.
One reason for this is that the
characteristics of ADD/ADHD, including
careless mistakes on school work,
forgetting daily activities, fidgeting with
hands or feet, or talking excessively, can
describe an average child.
Attention deficit disorder and
attention deficit hyperactivity
disorder

10. Gifts and
talents
Gifts and talents are the opposite of
disabilities, but some, if not all, of the
same issues discussed previously apply
(e.g., stigma of identification, judgment in
assessment). Opponents of special
programs for gifted and talented students
argue that separating them from their
nongifted classmates is elitist and that all
students should be exposed to a superior,
highly challenging education.

11. Severe and
Multiple
Disabilities
Compared to other conditions, there is
less uncertainty in the identification of
students with severe and multiple
disabilities (SMD). Increased numbers of
children identified as having SMD,
however, is a fairly new trend in special
education. Advances in medicine and
technology are helping more children than
ever before survive serious medical
emergencies and severe injuries.

12. Trends in the Classroom
Three trends in special education have
especially significant influence on the classroom
environment:
(1) early intervention and prevention,
(2) technology, and
(3) transition plans.

13. Early intervention and prevention
01
Trends in the Classroom
Early intervention and prevention of disabilities are not
new ideas, but they have experienced increasing
emphasis. Schools are realizing that early intervention
and prevention not only benefit children in the long run
but save money as well by reducing the later need for
costly services. Two significant issues are the
appropriate role for the family of the child and whether
the intervention should be child-centered or
teacherdirected.

14. Technology
02
Trends in the Classroom
Technology permeates our society with
increasing intensity and reaches into
classrooms. It helps students overcome
limitations previously placed on them by a
disability. Computer programs allow
keyboarding and navigation of the Internet by
eye movements.

15. Transition
03
Trends in the Classroom
The 1997 amendments to IDEA added two mandates
related to transition from one school setting to another or
from school to work. The first amendment requires
transition-planning conferences for children exiting early
intervention programs, the second is a statement of
needed services for the transition from high school to
higher education or work in the Individualized Education
Plan (IEP) for students age fourteen or older.

16. THANK
YOU!