The The Education Education

of of Students Students

With With Special Special

NeedsNeeds

Provenzo Chapter 12Provenzo Chapter 12

If we are indeed a democracy in action and not just in name,If we are indeed a democracy in action and not just in name, it is the obligation of the educational system to help—within reasonit is the obligation of the educational system to help—within reason

—each and every student to become all he or she is capable of —each and every student to become all he or she is capable of becoming.becoming.

Education of Students Education of Students

With Special NeedsWith Special Needs

Special EducationSpecial Education

12 to 15 12 to 15 percent of the percent of the population: population: within a within a special special education education categorycategory..

Diverse categories:Diverse categories: Blind and limited visionBlind and limited vision Deaf and hard of Deaf and hard of

hearinghearing speech disabilitiesspeech disabilities physical disabilitiesphysical disabilities

emotional disturbancesemotional disturbances learning disabilitieslearning disabilities developmentally developmentally

disabilities disabilities

The numbers:The numbers: More than 6 million More than 6 million

U.S. school-age U.S. school-age children (12%) have children (12%) have some type of some type of functional limitation. functional limitation.

5,237,000 (11%) have 5,237,000 (11%) have a limitation in terms of a limitation in terms of their ability to learntheir ability to learn

2,743,000 (6%) have a 2,743,000 (6%) have a communication communication limitationlimitation

650,000 children (1%) 650,000 children (1%) limited mobilitylimited mobility

A right to be educatedA right to be educated If we are indeed a democracy in action and not If we are indeed a democracy in action and not

just in name, it is the obligation of the just in name, it is the obligation of the educational system to help—within reason—each educational system to help—within reason—each and every student to become all he or she is and every student to become all he or she is capable of becoming. capable of becoming.

Historically children with special educational Historically children with special educational needs have been denied equal educational needs have been denied equal educational opportunities.opportunities.

Looking backLooking back Middle Ages and the Middle Ages and the

Renaissance: people who Renaissance: people who were mentally retarded or were mentally retarded or psychologically disturbed psychologically disturbed often considered either often considered either divinely possessed or divinely possessed or controlled by demons. controlled by demons.

Early 1600’s: first Early 1600’s: first programs to teach the programs to teach the deaf to communicate deaf to communicate using sign language.using sign language.

1760: National Institute 1760: National Institute for Deaf founded in Parisfor Deaf founded in Paris

Recognized as the first Recognized as the first publicly sponsored school publicly sponsored school for the disabled.for the disabled.

VictorVictor

Jean-Marc Gaspard Itard worked with a Jean-Marc Gaspard Itard worked with a feral child brought to him in 1799. feral child brought to him in 1799. Named the young man “Victor”.Named the young man “Victor”.

First example of a systematic attempt First example of a systematic attempt by an educator to meet the particular by an educator to meet the particular needs of a special person and to help needs of a special person and to help him develop as fully and completely him develop as fully and completely

as possible.as possible.

http://www.mncdd.org/parallels/three/4.html

PioneersPioneers 1800’s: French educator Edouard Sequin 1800’s: French educator Edouard Sequin

developed a system for treating mentally developed a system for treating mentally retarded people that emphasized clinical retarded people that emphasized clinical observation and the development of observation and the development of sensory and motor skills. sensory and motor skills.

Sequin’s work was influential on such Sequin’s work was influential on such people as Maria Montessori.people as Maria Montessori.

Samuel G. Howe (1801-1876) started the Samuel G. Howe (1801-1876) started the first school for the blind in the U.S.first school for the blind in the U.S.

Thomas H. Galludet (1787-1851) Thomas H. Galludet (1787-1851) organized the first school for the deaf in organized the first school for the deaf in the U.S.the U.S.

Louis Braille (1809-1852) developed the Louis Braille (1809-1852) developed the system of writing that enables the blind system of writing that enables the blind to see by touch.to see by touch.

Changes in attitudesChanges in attitudes Significant changes in attitudes Significant changes in attitudes

toward special education began in toward special education began in the early 1960s.the early 1960s.

1961: President John F. Kennedy 1961: President John F. Kennedy appointed a special committee on appointed a special committee on mental retardation. mental retardation.

As a result, laws were passed that As a result, laws were passed that allocated funds for training experts allocated funds for training experts in special education.in special education.

1967: Bureau of the Handicapped 1967: Bureau of the Handicapped was established by the United was established by the United States Office of Education to States Office of Education to administer research, education, administer research, education, and training programs in special and training programs in special education.education.

LegislationLegislation The Vocational Rehabilitation Act of 1973The Vocational Rehabilitation Act of 1973 Only half of the children identified as disabled in the early Only half of the children identified as disabled in the early

1970s had access to educational programs appropriate to their 1970s had access to educational programs appropriate to their needs. needs.

Congress made major provisions to guarantee and protect the Congress made major provisions to guarantee and protect the rights of disabled people. rights of disabled people.

““No otherwise qualified handicapped individual in the U.S. shall No otherwise qualified handicapped individual in the U.S. shall solely by reason of his handicap, be excluded from the solely by reason of his handicap, be excluded from the participation in, be denied the benefits of, or be subjected to participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal discrimination under any program or activity receiving federal financial assistance.”financial assistance.”

Public Law 94-142Public Law 94-142 Passed and signed into law by President Gerald Ford in Passed and signed into law by President Gerald Ford in

November, 1975. November, 1975. Key point: requirement that every child be provided with a “free Key point: requirement that every child be provided with a “free

appropriate public education.”appropriate public education.” Among the most controversial conditions of PL 94-142 is the Among the most controversial conditions of PL 94-142 is the

provision that children with disabilities be educated with provision that children with disabilities be educated with nondisabled children whenever possible—a process that came nondisabled children whenever possible—a process that came to be known as to be known as mainstreaming mainstreaming or currentlyor currently inclusion. inclusion.

Reauthorized in 1990 as the Individual with Disabilities Reauthorized in 1990 as the Individual with Disabilities Education Act of 1990 (IDEA).Education Act of 1990 (IDEA).

Key to interpreting Public Law 94-142 and IDEA has been the Key to interpreting Public Law 94-142 and IDEA has been the policy of placing students with special needs into “the least policy of placing students with special needs into “the least restrictive environment” possible.restrictive environment” possible.

Equal Access and the Equal Access and the Student with Special NeedsStudent with Special Needs

The passage of PL 94-142 The passage of PL 94-142 has forced local school has forced local school systems to reevaluate systems to reevaluate their physical plans in their physical plans in light of the needs of light of the needs of special students. special students.

Until the passage of the Until the passage of the law in 1975 most law in 1975 most facilities were designed facilities were designed exclusively for the exclusively for the nondisabled. nondisabled.

Identifying Individuals with Identifying Individuals with Special NeedsSpecial Needs

At the beginning of the 20th century, it was widely At the beginning of the 20th century, it was widely assumed that measuring an individual’s assumed that measuring an individual’s intelligence was possible. intelligence was possible.

Alfred Binet thought that human intelligence could Alfred Binet thought that human intelligence could be precisely measured. be precisely measured.

In 1904 Binet was asked by the French In 1904 Binet was asked by the French government to produce a measurement system government to produce a measurement system that would identify children who could not work in that would identify children who could not work in classrooms at the same level as “normal” children.classrooms at the same level as “normal” children.

Binet produced a version of his test in 1908 that Binet produced a version of his test in 1908 that measured the mental age of the child, later called measured the mental age of the child, later called intelligence quota (IQ) intelligence quota (IQ)

Binet felt that his test should provide a general Binet felt that his test should provide a general guide to identifying the special needs of students. guide to identifying the special needs of students.

He did not feel that intelligence could be captured He did not feel that intelligence could be captured with a single number or measurement.with a single number or measurement.

In many instances mental testing has proved In many instances mental testing has proved highly discriminatory and has been used for highly discriminatory and has been used for purposes that were not always in the best interest purposes that were not always in the best interest of the individual.of the individual.

Discussion QuestionsDiscussion Questions

What is an appropriate education for a student What is an appropriate education for a student with special needs? with special needs?

What are the arguments for and against inclusion What are the arguments for and against inclusion of students with special needs into regular of students with special needs into regular

classrooms?classrooms?

Why has interest in the needs of special students Why has interest in the needs of special students in the United States increased since the 1960’s?in the United States increased since the 1960’s?