Chapter 1 Highlights (Hallahan

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Chapter 1 Highlights (Hallahan Kauffman)
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Prevalence

• Government figures show that about 110 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.

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Prevalence cont.

• The number of students identified as having LD
  has more than doubled since the 70s. 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?

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Importance of Abilities

• We must not let peoples disabilities keep us
  from recognizing their abilities.
• Many people with disabilities have abilities that
  go unrecognized because their disabilities become
  the focus of concern.

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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.

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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.

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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?

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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.

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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

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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 cant and
  shouldnt 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.

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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 peoples
  level of attainment.

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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- Juanitas, the regular
  classroom teachers, or Isabelles? Why?

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Discussion

• How should or how are our school systems
  accommodating at-risk students?

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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.

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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.

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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.

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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)

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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?

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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.

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• Origins, history, legislation and litigation to
  follow..