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Chapter 1 Highlights (Hallahan & Kauffman). Prevalence. Government figures show that about 1:10 students in U.S. schools were receiving special education services in the early 21 st century. More than half of the students served by special education are males. Prevalence cont.
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Prevalence • Government figures show that about 1:10 students in U.S. schools were receiving special education services in the early 21st century. • More than half of the students served by special education are males.
Prevalence cont. • The number of students identified as having LD has more than doubled since the 70’s. These students make up about half of the special education population. • Why do you think there has been an increase? • Why is it important to determine the number of students with disabilities?
Importance of Abilities • We must not let people’s disabilities keep us from recognizing their abilities. • Many people with disabilities have abilities that go unrecognized because their disabilities become the focus of concern.
Disability vs. Handicap • A disability is an inability to do something, a diminished capacity to perform in a specific way. • A handicap is a disadvantage imposed on an individual. • Example – Blindness is a disability that can be anything but a handicap in the dark. In fact, in the dark, the person who has sight is the one who is handicapped.
Exceptional Learners Defined • Those who are markedly different and require special education services to meet their full potential. • The typical student who receives services has no immediately obvious disability. • By federal law, an exceptional student is not to be identified as eligible for services until careful assessment indicates he/she is unable to make satisfactory progress in regular school programs w/o services to meet needs.
High and Low Incidence Categories • High incidence- more frequently occurring. Ex. LD, speech & lang., ED and MMR • Low incidence – less frequently occurring. Ex. Low vision and blindness, deafness, deaf-blindness, severe MR and autism • On the rise- Autism spectrum disorder, and TBI ( traumatic brain injury) • Why?
Special Education Defined • Special education means specially designed instruction that meets the unusual needs of an exceptional student. • Related services – special transportation, psychological services, PT and OT, and counseling.
Continuum of Placement Options (LRE – top to bottom) • Consultation • Itinerant services • Resource • Self-contained class • Special day school • Hospital or homebound instruction • Residential school • See graphs on pages 16 & 17
At-risk Students & Special Ed • At-risk – not clearly defined, but generally refers to students who perform or behave poorly and appear likely to fail or fall short of their potential. • Some advocates believe at-risk students can’t and shouldn’t be distinguished from those with mild disabilities. • Others argue that the problems of at-risk students are often ignored b/c special ed siphons resources from general ed.
At-risk cont. • The line is arbitrary! • There is no clear distinction b/w at risk and disability b/c educational achievement and social competence can vary from a little to a lot and there is no sudden, dramatic break in people’s level of attainment.
“Should I Take Juanita Pope?” • Think – pair –share • In what ways does Juanita fit the definition of children “at risk?” • Do you think she had a disability (or disabilities)? • Whose attitudes and behavior do you find most troubling in this case- Juanita’s, the regular classroom teachers’, or Isabelle’s? Why?
Discussion • How should or how are our school systems accommodating at-risk students?
Teachers’ Roles • All teachers must be prepared to work with exceptional students. • Improving relationships between general and special educators. • Inclusion – teaching students with disabilities in the same environment as their same age peers.
Expectations for ALL educators • The relationship between general and special educators must be one of cooperation and collaboration. • Make maximum effort to accommodate individual students’ needs. • Evaluate academic abilities and disabilities. • Refer for evaluation.
Expectations cont. • Participate in eligibility conferences. • Participate in writing IEPs. • Communicate with parents or guardians • Participate in due process hearings and negotiations. • Collaborate with other professionals in identifying and making maximum use of exceptional students’ abilities.
Expectations for Special Educators • Meet expectations for ALL teachers, then attain special expertise in the following areas: • Academic instruction of students with learning problems. • Management of serious behavior problems. • Use of technological advances. • Knowledge of special education law. • CEC – the Council for Exceptional Children (published guidelines and expectations)
Discussion… • Think – pair – share • If special and general education were – as some suggest they should be – a single, unitary system, how would they be the same and how would they be different from the way they are now?
Before making a referral… • Contact parents. Hold AT LEAST one conference to discuss concerns. • SST (Student Support Team) • Check all available school records and talk to other professionals involved with child. • DOCUMENT academic and behavioral management strategies you have tried.
