a problem encountered when interacting with the environment

Handicap

children who have a greater-than-usual chance of developing a disability

"At Risk"

the loss or reduced function  of a body part or organ

impairment

when an impairment limits the ability to perform certain tasks

Disability

differ from the norm (either below or above) to such an extent that they require an individualized program of special education to meet their needs

exceptional children (exceptionality)

must be developed and implemented to meet the unique needs of each student with a disability.  

IEP [individualized education program]

provide early intervention in the form of scientifically validated instruction to all children in the school whose performance suggests that they are at risk for school failure

RTI [responsiveness to intervention]

children with disabilities must be educated with children without disabilities to the maximum extent appropriate

LRE [least restrictive environment]

In 1975, P.L. 94-142, The Education of All Handicapped Children Act (EACHA) was later renamed and protects children with special needs

IDEA [Individuals with Disabilities Education Act]

individually planned, specialized, intensive, goal-directed instruction

special education

special transportation, counseling, physical therapy, visual aids, communication devices, disciplining students with disabilities, and right to education

related services

determining whether or not the infraction had something to do with their disability

manifestation determination

extends civil rights protection of persons with disabilities to private sector employment, all public services, public accommodations, and transportation

Americans with Disabilities Education Act (ADA)

(1954)  The case established the right of all children to an equal opportunity for an education

Brown V. Topeka Board of Education

(1972) Seven children had been excluded from the public schools in Washington, DC, because of learning and behavior problems.  The school district contended that it did not have enough money to provide special education programs for them.  The court ruled that financial problems cannot be allowed to have a greater impact on children with disabilities than on students without disabilities and ordered the schools to readmit the children and serve them appropriately

Mills v. Board of Education

(1970) A Spanish-speaking student in CA had been placed in a special class for children with mental retardation based on the results of intelligence tests given in English.  The court ruled that children cannot be placed in special education on the basis of culturally biased tests or tests given in other than the child's native language.

Diana V. State Board of Education

THe court ruled that children with disabilities cannot be excluded from school for any misbehavior that is disability-related (in this case, "aggressive behavior against other students" on part of two "emotionally handicapped" students") but that educational services could cease if the misbehavior is not related to the disability.

Honig V. Doe

This class-action suit established the right to free public education for all children with mental retardation

Pennsylvania Association for Retarded Citizens V. the Commonwealth of Pennsylvania (PARC)

Members seek to provide services in a uniform and integrated fashion by conducting joint assessments, sharing information and expertise across discipline boundaries, and selecting goals and interventions that are discipline free (the most difficult to accomplish)

Transdisciplinary teams

characterized by formal channel of communication between members; although each professional usually conducts discipline specific assessments, the interdisciplinary team meets to share information and develop intervention plans

interdisciplinary teams

composed of professionals from different disciplines who work independently of one another; each member conducts assessments, plans interventions, and delivers services

multidisciplinary teams

Percentage of school-aged children in special education

12%

Percentage of children who receive all or part of the education in the regular classroom

75-85%

extends civil rights to people with disabilities.  Not only are school children protected under this act, adults are as well.

Section 504 of the Rehabilitation Act of 1973

improve the achievement of all students, children to be proficient in reading and math and be taught by qualified teachers.

NCLB goals

Six Major Principles of IDEA

1. Zero Reject
2. Nondiscriminatory Identification and Evaluation
3. FAPE
4. LRE
5. Due Process
6. Parent Participation

Numbers, Percentages, and ages of Children receiving special education services

Over 6 million children and youth with disabilities between 3 and 21 receive special education services.

Four Largest Categories in Special Education

1. specific learning disabilities
2. speech and language impairments
3. mental retardation
4. emotional disturbance

Co-Teaching Concepts 

1. One Teaching/ One Helping
2. Parallel Teaching
3. Station Teaching
4. Alternative Teaching
5. Team Teaching

Continuum of Services

1. Homebound or hospital
2. Residential school
3. Separate School
4. Separate Classroom
5. Resource Room
6. General Education Classroom with supplementary instruction and services
7. GEC w/ consultation
8. GEC

1. Provide immediate instructional and behavioral assistance 
2. Responsiveness to intervention

Pre-Referral Intervention

6 Major Principles of IDEA

1. Zero Reject: schools must educate all children w/ disabilities
2. Nondiscriminatory Identification and Evaluation: must use nonbiased methods of evaluation
3. FAPE: IEP must be developed for child receiving spec. ed. services
4. LRE: children w/ disabilities must be educated w/ children without disabilities to the maximum extent appropriate
5. Due Process: Parent's and children's rights protected
6. Parent Participation: Schools must collaborate with parents.

7 Components of IEP

1. a statement of present levels of educational performance
2. a statement of annual goals/ how child will be assessed
3. a statement of special education and related services
4. an explanation of the extent to which the student will not participate with non-disabled children
5. individual modifications
6. the projected date for beginning and duration of services
7. beginning at 16, individual transition plan must be developed

Arguments for/ Against Full Inclusion

1. continuum of alternative placements should be dismantled and all students with disabilities placed in GEC
2. Full inclusion as a matter of social justice 
3. Degree of integration into the mainstream
4. no support in eliminating the continuum of alternative placements 

Differences between IEP & IFSP

IFSP for infants and toddlers from birth to age 3; focuses on family

IEP for ages 3 and 21

Barriers that may exist with students and parents of diverse backgrounds

1. language skills
2. home-school partnerships
3. work interference
4. knowledge of the school system
5. self-confidence
6. past experiences 

recognizes that parents have a great deal to offer as well as a need to receive services from special educators. attempts to give parents an equal part in deciding what services they need and what services they might provide to professionals or other parents.

Mirror Model

Gonzalez Mena's "RERUN" theory

Reflect

Explain

Reason

Understand

Negotiate

Home-School Communication Techniques

Parent-Teacher Conferences

Written Communication

Telephone Communication

Factors for increased parent involvement

families know children better than anyone else

great interest in seeing child learn

only group of adults involved in child's educational program throughout the school year

must live with outcomes of decisions