Overview of Todays Special Education

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Overview of Todays Special Education

• Chapter 1

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• 1999-2000 almost 5.75 million students ages 6-21
  received special education
• 11.4 of students enrolled students received
  some special education services
• 206,000 infants and toddlers or 1.8 of all
  infants and toddlers population
• 590,000 preschool (ages 3-5) of approx 5 of
  preschool population

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• gender of students
• males and females approx equal in enrollment
• 2/3 of students receiving special education are
  males
• LD and ED boys greatly outnumber girls
• Physiological/maturational differences
• Education bias
• Assessment bias

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• Distribution for students receiving special
  education services 1999-2000
• Ages 0-2 3.1
• Ages 3-5 9.0
• Ages 6-11 43.3
• Ages 12-17 40.1
• Ages 18-21 4.3
•  

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• Specific Learning Disabilities
  50.5
• Speech and Language Impairments 19
  
• Mental Retardation 10.8
• Emotional Disturbance 8.2
• Multiple disabilities hearing impairments 2.0
• Orthopedic impairment 1.3
• Other health impairments 1.3
• Autism 1.1
• Visual impairments .46
• Traumatic brain injury .24
• Development delay .34
• Deaf-blindness .03

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Labeling and Language

• Possible benefits
• Specifies types of education
• Serves as a protective response
• Facilitates communication with other
  professionals
• Funding

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Possible disadvantages of labeling

• Emphasizes disability
• Low expectation
• Poor self-concept
• Disproportionate numbers
•  
• People First Language

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Socioeconomic

• Nearly one in five American children 19.9 live
  in poverty
• For kids with disabilities ages 12-17 approx.
  two-thirdslt 25,000
• Children living in poverty are increasing in past
  decade
• Single-parent household is greatest concentration
• Trend is stronger in household with child having
  disability

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• Family educational level
• 78 of heads of households with/out disabilities
  have high school diploma
• 59 with
•  

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• Ethnic/Racial Trends
• European American 73
• African American 12
• Latino 11
• Asian American 3
• Native American 1
•  

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• African American expect 14.5 have disability
  instead 20.3
• 34 of which have MR and 27.3 5 have ED
•  
• children of diverse background disproportionably
  members of families with low incomes
• low incomes associated with higher rates of
  exposure to dangerous toxins, poor nutrition less
  stimulating home and child care and lower birth
  weight
• African American approx 2.5 times more likely
  than European Americans

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• Schools with more children
• Lower per-student expenditures
• Fewer advances-level academic coursed
• Fewer experienced well-trained teachers

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• Referral Process
• Subjective and result in more referrals for
• Early intervention is important in helping
  students with disabilities 
• Services
• Some interventions have been found to produce
  positive outcomes for students
• High quality intervention teacher quality, and
  parent advocacy less likely to occur in schools
  with high concentration of disabilities 

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• Law and Special Education
• Early to middle decades of 20th century
  discrimination
• Schools completely excluded or inappropriate or
  ineffective education was provided
• Classified students as having disabilities who
  actually had cultural or divers groups
• Browns vs. board of education 1954 held that
  schools may not segregate by race schools also
  may not segregate or otherwise discriminate by
  ability and disability

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• 1972 federal courts verses commonwealth of
  Pennsylvania
• provide FAPE
• educate students with disability in the same
  schools and even in same classroom
• can challenge schools not following court orders

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• 1975 IDEA
• special education and edibility
• eligibility based on need
• special education services are provided to
  students who need is because of their impairment
  at no cost to student or parent

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Categories under IDEA

• Specific Learning Disabilities
• Emotional Disturbance
• Mental Retardation
• Multiple Disabilities
• Deaf-Blindness
• Autism
• Other Health Impairments
• Orthopedic Impairments
• Traumatic Brain Injury
• Speech and Language Impairments
• Hearing Impairments
• Visual Impairments

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Six Principles

• Zero reject rules against excluding any student
• Nondiscriminatory evaluation a rule requiring
  schools to evaluate student fairly to determine
  if they have a disability and, if so, what kind
  and how extensive.
• Appropriate education a rule requiring schools to
  provide individually tailored education for each
  student based on the evaluation and augmented by
  related services and supplementary aids and
  services.

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• Least restrictive environment a rule requiring
  schools to educate students with disabilities
  with students without disabilities to the maximum
  extent appropriate for the students with
  disabilities
• Procedural due process a rule providing
  safeguards for students against schools actions,
  including a right to sue in court
• Parental and student participation a rule
  requiring schools in collaborate with parents and
  adolescent student sin designing and carrying out
  special education programs.

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• Rehabilitation Act 504
• Guarantees that people with disabilities have the
  same access to facilities and program as people
  without disabilities.
  
  
• provides work training, especially supported
  employment
• Tech Act
• makes assistive technology available statewide in
  each state
• Rehabilitation act, section 504 and the Americans
  with Disabilities Act
• prohibit discrimination solely on the basis of
  disabilities in a wide range of service , both in
  and outside of school

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Collaboration

• Procedural Due Process
• Zero Reject, Nondiscriminatory Evaluation,
  Appropriate Education, and Least Restrictive
  Environment
• Disagreements among stakeholders
• Parent-Student participation
• Importance of Collaboration
• Student First

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• Cascade of Services
• General education classroom
• General education plus supplemental services
• Part-time special class
• Full-time special class
• Special stations
• Homebound
• Hospital/in-patient programs