Chapter 1 & 2 notes - Human Exceptionality School, Community, and Family by Micheal L. Hardman, Clifford PDF

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Human Exceptionality School, Community, and Family by Micheal L. Hardman, Clifford J. Drew, M. Winston Egan
Dr. Amy Srsic...

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disorder: a disturbance in normal functioning (mental, physical, or psychological) impairment: a state of being diminished, weakened, or damaged, especially mentally or physically disability: a condition resulting from a loss of physical functioning; or, difficulties in learning and social adjustment that significantly interfere with normal growth and development handicap: a limitation imposed on a person by the environment and the person’s capacity to cope with that limitation exceptional: an individual whose physical, mental, or behavioral performance deviates so substantially from the average (higher or lower) that additional support is required to meet the individual’s needs gifts and talents: extraordinary abilities in one or more areas learning disabilities: a condition in which one or more of an individual’s basic psychological processes in understanding or using language are deficient o just language ? intellectual disabilities: substantial limitations in functioning, characterized by significantly subaverage intellectual functioning concurrent with related limitations in two or more adaptive skills. Intellectual disability is manifested prior to age 18 deaf: individuals who have hearing losses greater than 75-80 dB, have vision as their primary input, and cannot understand speech through the ear o what about people who are both deaf and blind? labels o rough approximations of characteristics o labels communicate whether a person meets the expectations of the culture o different cultures have different meanings o often based on perception rather than fact why are labels used? o to distinguish who is eligible for services and who is not o useful information for professionals o common ground for research o help determine degrees of needs/set priorities for services conformity to what’s “normal” developmental approach to defining “normal” o milestones & average ages cultural approach o “normal” defined by cultural values self-labeling o how we perceive ourselves labels can conjure different reactions for different people separating the person from the label o person-first language contextual bias

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o context influences perception o e.g. segregated special ed classrooms= more bullying than inclusive classrooms children born with disabilities in earlier times were vulnerable to infanticide, slavery, physical abuse, abandonment, etc. o selected eugenics: cutting out “undesirable traits” Nazi Germany committed genocide of “the mentally and physically disabled” o purify the human race and put people with disabilities out of their misery th 20 century o treatment & education became more accessible o societal view became increasingly more negative and accusatory  parents blamed  fear that “defectives” would defile the human race o enforcement of 17th century blue laws  prohibited “mental and moral defectives” from marrying  expanded to include sterilization o most countries evolved from these laws to planned social isolation rather than extermination  isolation would prevent further spread of genetic and social deviance & protect society from the defective person o large congregate living facilities  different labels: institution, hospital, colony, prison, school, or asylum  isolation instead of treatment  increased over 50 years  by the 50s, over a million people in the US had been committed to institutions advocating for change o around 1950, new parent groups advocating for the rights of children with disabilities began to organize on a national level o United Cerebral Palsy (UCP) founded in 1949 o National Association for Retarded Children (NARC) founded in 1950 o National Society for Autistic Children 1961 o Association for Children with Learning Disabilities 1964 o growing advocacy in the 60s o President Kennedy’s sister had an intellectual disability  committee and legislation o lawsuits surrounding institutions o 1970s even more laws were formed to give disabled children access to education o Americans with Disabilities Act (ADA) 1990 ADA o purpose: to prevent discrimination on the basis of disability  employment, access to public & private accommodations (hotels, theaters, etc.), services offered through state and local governments o most sweeping civil rights legislation in the US since the Civil Rights Act of 1964

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ADA definition of disability o a physical or mental impairment that substantially limits them in one or more major life activity o or has a record of such an impairment o or is regarded as having such an impairment major provisions of ADA o level the playing field o reasonable accommodations o employment, transportation, public accommodations (restaurants, hotels, retail stores), government, telecommunications (for people with hearing loss) medical model o normalcy (absence of a biological problem) and pathology (alterations in an organism caused by disease, resulting in a state of ill health that interferes with or destroys the integrity of the organism) o focuses on biological problems o people with disabilities have a harder time getting care  many social factors as well as how physicians were trained nature vs. nurture o Philippe Pinel (nature) and John Locke (nurture, “blank slate”) o Jean-Marc Itard believed in a combo  Victor  heath care services for people with disabilities have evolved considerably since Itard’s work psychology o science of behavior o abnormal behaviorlabel social services o concerned with modern cultures, group behaviors, societal institutions, intergroup relationships o view individuals in relation to their physical and social environments o cultural context rather than universal terms results of the ADA o isolated large congregate caresmall community-based residences o increasing effort to help people with disabilities live normal lives (especially in terms of working/occupation) o individualized program planning o successful inclusion (two-part approach)  appropriate support needs to be provided to help individuals become more independent  the community needs to strive for ways to reduce barriers and increase inclusion  barrier-free buildings  recreational programs

o still, less than half of Americans with disabilities are employed  monthly earnings are significantly less

Chapter 2  tips for teaching special ed o build a reward system  “behavior bucks,” get paid for completing work, shop on Fridays  fine students for bad behavior o establish a system to collect & analyze data  behavior plans  biweekly or weekly  chart patterns to show students & parents progress o be flexible  new issues can arise; new student, behavior change in old student, staff reduction, etc. o keep up with paperwork  IEPs o get organized  color coded folders  individual work binders o familiarize yourself with research-based programs & interventions  response to intervention (RTI) allows teams to track & try research-based programs o initiate parent contact  contact parents prior to school starting o know when to ask for help  teamwork makes the dream work  a changing era in the lives of students with disabilities o Salamanca statement  1994, supported by 92 countries  “every child has unique characteristics, interests, abilities, and learning needs”  education systems should be designed to take into account the wide diversity of needs  those with special ed need access to general ed schools  integration combats discriminatory attitudes o education for all during the World Summit for Children o schools expected to provide education to all students  educational services during 20th century o separate, special schools

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o first 75 years of 20th century, availability of educational programs for students with disabilities was sporadic and selective  special ed allowed in many states but required in only a few o research on efficacy of special classes for students with mild disabilities suggested that there was little or no benefit in removing students from general ed classrooms early special ed programs o throughout last 3 centuries, families were unable to provide basic needs for children with disabilities o 18th & 19th centuries, educational services were separate from public schools  segregated education education as a privilege but not a right o 1920-1960, states allowed special ed, but didn’t mandate o mental hospitals were main alternative to schooling o 1950s, separate schools became very popular o 1940s, parents & teachers advocated for nonsegregated schools to allow interaction with “typical” peers o healthcare and social services also started advocating for people with disabilities o mainstreaming: children could remain in the general class for the majority of the day  understood as the placement of a child into a gen ed setting without consideration of the supports needed Individuals with Disabilities Education Act (IDEA) o nondiscriminatory and multi-disciplinary assessment o parental safeguards & involvement in the education process  consent for testing and placement  participation as a team member in the development of an IEP o procedural safeguards included to protect child and family from decisions that could adversely affect their lives o every student with a disability is entitled to a free and appropriate public education  IEP o all children have the right to learn in an environment consistent with their needs  law mandated that children with disabilities receive their education with peers without disabilities to the maximum extent appropriate Special ed referral o student is referred for an assessment to determine whether they qualify for special ed services o modify or adapt instruction in gen ed classroom or conduct formal assessment assessment o multidisciplinary team of professionals conduct nondiscriminatory assessment of the student’s needs, including performance in school and home environments o determine eligibility

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developing the IEP o team established: professionals and parents o documenting student’s present level of performance o agree on measurable annual goals o identify skill areas where special ed/services are needed o documenting access to the general curriculum and participation in standardized tests o establish beginning and ending dates for special ed services o determine a process for reporting student progress to parents determine least restrictive environment (LRE) schools need to assure accountability for student learning & access to general curriculum o academic standards  for all students o IDEA requires that an IEP must describe how the disability affects the child’s involvement & progress in the general curriculum Section 504/ADA o entitled to accomodations/modifications to their educational program that will ensure that they receive appropriate education  appropriate comparable to students without disabilities IDEA o entitled to special ed and related services to ensure they receive a free and appropriate education...