Chapter One

1. Chapter One Special Education in Context: People, Concepts, and Perspectives

2. Key Ideas • Classrooms are made up of diverse learners • Person first language is essential • Attitudes are powerful • Exceptionality is always relative to the social or cultural context in which it occurs • Exceptionality is determined when compared against a set of norms

3. Definitions and Terminology • 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.)

4. Classroom Suggestions • 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 retarded” • Use people first language such as “boy with mental retardation”

5. More Classroom Suggestions • 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

6. Important Terms • Developmental Delay • At-Risk • Special Education • Related Services

7. Autism Deaf-blindness Developmental delay Emotional disturbance Hearing impairments Mental retardation Multiple disabilities Orthopedic impairments Other health impairments Specific learning disabilities Speech or language impairments Traumatic brain injury Visual impairments including blindness Thirteen Categories of Disability

8. Pros and Cons of Labeling Individuals with Special Needs

9. Number of Students Receiving Special Education Services (1976-2006)

10. Number of Students Ages 6-21Receiving Special Education (2005-2006)

11. Pioneering Contributors to the Development of Special Education Jacob Rodrigues Pereine (1715-1780) Phillippe Pinel (1745-1826) Jean Marc-Gaspard (1775-1838) Thomas Gallaudet (1787-1851) Dorothea Lynde Dix (1802-1887) Louis Braille (1809-1852) Alexander Graham Bell (1847-1992) Alfred Binet (1857-1911) Maria Montessori (1870-1952)

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

13. American History • Institutions and Asylums • Social perceptions and beliefs of the time period • Special Education Classes in Public Schools • Began to develop in 1860s • Began as separate facilities then self-contained classrooms • Legislation and litigation • Inclusion

14. Successful Partnerships • Family participation • Collaboration and Consultation • Service delivery teams: • Multidisciplinary teams • Interdisciplinary teams • Transdisciplinary teams • Cooperative teaching

15. Models of Service Delivery Teams

16. Universal Design for Learning • Universal Design for Learning 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).

17. Three Essential Qualities of Universal Design for Learning

18. 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) • Adolescents and Young Adults with Disabilities • Transition • Transition Services • Individualized Transition Plan (ITP) • Transition challenges and concerns