Introduction to Special Education: Making a Difference Seventh Edition

Introduction to Special Education: Making a Difference, 7th EditionISBN 0135056020

© 2010 Pearson Education, Inc.All rights reserved.

Introduction to Special Introduction to Special Education: Education:

Making a DifferenceMaking a Difference

Seventh EditionSeventh Edition

Deborah Deutsch SmithDeborah Deutsch SmithPowerPoint presentation prepared by Roxanne PowerPoint presentation prepared by Roxanne

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Introduction to Special Education: Making a Difference, 7th ed., ISBN 0135056020Deborah Deutsch Smith

© 2010 Pearson Education, Inc.All rights reserved.2

Introduction to Special Education: Introduction to Special Education: Making a Difference Making a Difference

Seventh EditionSeventh Edition

Chapter 1Chapter 1

Disabilities and Special Disabilities and Special Education: Education:

Making a DifferenceMaking a Difference



Chapter Objectives Explain the different perspectives of

“disabilities.” Explain how the civil rights of people

with disabilities are protected. Discuss why Congress passed IDEA in

1975 and the act’s ensuing reauthorizations.

Discuss the key features of “people first” language.

List the defining features of effective special-education programs.



Disabilities and Social Justice Historically, people with disabilities

have… Experienced injustice. Experienced unfair, and sometimes cruel,

treatment. Been denied rights provided to others.



Perspectives of Disabilities Ways of thinking that guide our

perspectives Deficit Cultural Sociological

Perceptions make a difference Historical examples of stigmas and

discrimination Minimizes people’s disabilities Leads to the conclusion that special services

aren’t needed Encourages the reduction or discontinuation of

services



Perceptions Perceptions make a difference

Negative Balbus Balaesus the Stutterer—caged and

displayed by ancient Romans for amusement People with intellectual disabilities portrayed

as criminals or tragic victims (such as the character Lenny in John Steinbeck’s Of Mice and Men)

Positive Seventeenth-century Martha’s Vineyard Deaf

Culture The film My Left Foot



Language Makes a Difference Language communicates attitudes and perceptions. Basic guidelines:

Put people first. Do not make the person equal the disability. Disabled is NOT a noun. People with disabilities are neither victims nor wheelchair-

bound. For example:

Do say: “students with intellectual disabilities.” Don’t say: “mentally retarded students.”

Exception: those with substantial visual and hearing problems who prefer a different descriptive approach.



Disability vs. Handicap Disability

Condition or impairment Handicap

Challenges and barriers



Federal Laws 1973: Section 504 of the Rehabilitation Act

Requirements for accommodations 1975: PL 94-142 Individuals with

Disabilities Act (EHA) Free and Appropriate Public Education (FAPE) Least Restrictive Environment (LRE)

1990: Americans with Disabilities Act (ADA) Normalization Universal Design

2001: PL 107-110 No Child Left Behind Act of 2001 (ESEA)

Assistive Technology Act (ATA or Tech Act) Access to information technology



Defining Special Education Special education is instruction that has

been specially-designed to meet individuals’ unique learning needs.

Two overriding principles are key to the services extended to students with disabilities and their families: Free and Appropriate Education (FAPE). Least Restrictive Environment (LRE).



Special Education Categories Special Education Categories for Classifying Disabilitiesfor Classifying Disabilities

Autism Deaf-blindness

Deafness Emotional disturbance

Hearing impairment Mental retardation

Multiple disabilities Orthopedic impairment

Speech or language impairment

Specific learning disability

Other health impairments Traumatic brain injury

Visual impairment Developmental delay



The Origins of Special Education 1799: Jean Marc Gaspard Itard, the Father of

Special Education, begins the case of “wild child” Victor.

Early 1800s: Edward Seguin came to the U.S. to educate students with disabilities.

Thomas Hopkins Gallaudet brought experts in deaf education to the U.S.

1898: Elizabeth Farrell initiated public school classes for students with disabilities.

Sam Gridley Howe founded the New England Asylum for the Blind (which later became the Perkins Institute).



Responsive Education Identification procedures must be systematic

and cautious. Decisions about special education services

must be individually determined to match the needs of each student.

No single answer to service or program decisions is possible for all students.

An array of services must be available. The intensity and duration of services varies

according to the unique needs of the student.



Increased Accessibility People with disabilities are experiencing

increased accessibility to society and education.

General education curriculum High school diploma College participation

Some students with disabilities, however, require alternative curriculums not available through general education curriculums.

Mobility training Public transportation use Physical therapy



Data-based Practices Referred to as “evidence-based” or

“scientifically-based” practices Interventions or teaching tactics have been

proven effective through systematic and rigorous research.

Interventions share six common features. They are

Validated. Individually determined. Explicit. Strategic. Sequential. Accountable.



Frequent Monitoring of Progress Progress monitoring: A set of evaluation

procedures that assess the effectiveness of instruction on skills being taught

Educational progress is measured: Directly on skills of concern. Systematically. Consistently. Frequently.



Collaboration Multidisciplinary teams work together to

respond to the unique needs of the student. Example: Speech therapist, physical therapist,

and special education teacher work together to support the student in the most responsive way.

General education and special education teachers design and implement responsive educational programs for students. Co-teaching: teachers working in the same

classroom partner to provide greater supports for all students.



Emerging Trends: Differentiation for All The educational system is shifting in how

instruction is delivered. Students learn in different ways, and should therefore be

taught differently. Almost all school students can benefit from models that

differentiate instruction. When the instructional needs of learners are met early,

those learners struggle less and require less specialized instruction later.

Technology Integration Advancements in technology are granting students with

disabilities more access to the general education curriculum.

Universal Design for Learning Seeks to remove barriers in the curriculum through

technology (such as electronic texts and enlarged-print books)



Multi-tiered Instruction Philosophy about how struggling students

should be supported Grounded in the principles of differentiated

instruction Provides tiers of increasingly-intensive support

to students with and without disabilities Positive Behavior Support (PBS) Response to Intervention (RTI)

Core idea: when students receive assistance early, problems can be corrected or minimized



What are some solutions to problems What are some solutions to problems faced by students with disabilities and faced by students with disabilities and

by educators charged with meeting by educators charged with meeting their needs?their needs?

Challenge Question

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Introduction to Special Education: Making a Difference Seventh Edition