chapter one special education in context: people, concepts, and perspectives

Chapter One

Special Education in Context:Special Education in Context:

People, Concepts, and PerspectivesPeople, Concepts, and Perspectives

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

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Definitions and TerminologyDisability Limitations imposed on an individual

(physical, cognitive, sensory, emotional, learning difficulties, etc.)

Handicap Impact of the disability (social

marginalization, discrimination due to perceptions, etc.)

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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 disabled”

Use people first language such as “boy with intellectual disabilities”

View this video about using the “R Word” to describe people with disabilities

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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

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Important Terms Developmental Delay At-Risk Special Education Related Services Incidence Prevalence

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Thirteen Categories of Disability

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

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Pioneering Contributors to the Development of Special EducationJacob Rodrigues Pereine (1715-1780)Phillippe Pinel (1745-1826)Jean Marc-Gaspard Itard (1775-1838)Edouard Seguin (1812–1880)Thomas Gallaudet (1787-1851)Dorothea Lynde Dix (1802-1887)Louis Braille (1809-1852)Alexander Graham Bell (1847-1922)Alfred Binet (1857-1911)Maria Montessori (1870-1952)

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American History

Institutions and AsylumsSocial perceptions and beliefs of the time

periodSpecial Education Classes in Public

SchoolsBegan to develop in 1860sBegan as separate facilities then self-

contained classroomsChanging social beliefs about people with

disabilitiesLegislation and litigationInclusion

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Examples of Related Services 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

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Watch a speech therapist work with a child with autism: Speech Therapy Session

Successful Partnerships Family participation Individualized education programs

(IEP) Collaboration Consultative services

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Service Delivery TeamsMultidisciplinary teams

Mandated by PL 94-142 and IDEA (2004). Multidisciplinary teams are typically formed of professionals across various disciplines that independently conduct their own evaluations. This type of team is not as collaborative as other types of teams.

Interdisciplinary teams Evolved from the fragmented approach of multidisciplinary

teams. Team members conduct their evaluations separately collaborate. Families may meet with the entire team or with a representative.

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. The transdisciplinary model provides a more coordinated and unified approach.

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Cooperative Teaching One teach, One observe One teach, One support Station teaching Parallel teaching Alternative teaching Team teaching

View the accompanying video for an example of effective co-teaching: Station Teaching

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Universal Design for LearningUniversal 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)

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Exceptionality Across the Life SpanInfants, Toddlers, and Preschoolers With

Special NeedsIndividualized Family Service Plan (IFSP)Early Intervention (EI) (birth to age 2)Early childhood special education (age

3-5)Adolescents and Young Adults With

DisabilitiesTransitionTransition services Individualized Transition Plan (ITP)Transition challenges and concerns

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