June 11, 2012 Big Idea’s Personal Perspectives and Beliefs, Albeism, People First Language, Presume Competence, History of Special Education in America, Special Education in Denver Public Schools CUI 4450 Education and Psychology of Exceptional Children
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CUI 4450 Education and Psychology of Exceptional Children
CUI 4450 Education and Psychology of Exceptional Children. June 11, 2012 Big Idea’s Personal Perspectives and Beliefs, Albeism , People First Language, Presume Competence, History of Special Education in America, Special Education in Denver Public Schools. Big Ideas. - PowerPoint PPT Presentation
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June 11, 2012Big Idea’s Personal Perspectives and
Beliefs, Albeism, People First Language, Presume Competence, History of Special Education in America, Special Education
in Denver Public Schools
CUI 4450 Education and Psychology of Exceptional
Children
Big Ideas
Overview of Special
Education IDEA and IEP
Learning Disabilities
Response to Intervention
Cultural Diversity in
Special Education
Text for the class
Turnbull, Ann, Turnbull, Rud, & Wehmeyer, Michael (2010). Exceptional Lives: Special Education in Today’s Schools, 6th Edition. Upper Saddle River NJ; Pearson Prentice Hall.
Chapman, Randy, Esq, The Everyday Guide to Special Education Law, The Legal Center, Denver CO
Text for the class
Moats, Louisa (2007). LETRS Foundations Book with DVD of videos: An Introduction to Language and Literacy (You can order it from this site: http://store.cambiumlearning.com ).
Assignments Class participation and attendance 10
pointsResource Notebook 5 points9 Exit Slips from Face to Face Meetings 45
pointsProvided during the Face to Face meetings
Four Text Readings and Responses 40 points
Schedule Session 1
June 11, 2012 -Personal perspective,
beliefs, ableism, people first language,
presume competence, history and SpEd in
DPS
Session 2June 12, 2012
LETRS Chapter 1
Session 3June 13, 2012
LETRS Chapter 2-3
Session 4June 14, 2012
LETRS Chapters 4-6
Session 5June 15, 2012
Psychological Process of writing and math
Session 6June 18, 2012 Historical IEP;
Legislative history; Models of Special Education, IDEA
Session 7June 19, 2012
The IEP and IEP process
Session 8June 20, 2012
Learning Disabilities: RTI
Session 9June 21, 2012
Cultural responsiveness; collaboration
Wiki Site (Temporary)
Big Idea: Personal
perspective of Special
Education and Individuals with Disabilities
Personal Perspectives and Beliefs of Special Education
Take a few minutes to do the top portion of your exit slip.My story “Why I chose special education”Table Talk
Big Idea: Ableism, Presume
Competence and People
First Language
Quote Quest Each group has a quoteRearrange the words to create the quotes as
a groupGlue the quote on the large sheet of paperCopy onto your Exit slipPost the quote on the wallDiscuss the quotes as a groupShare out with the rest of the groups
“”
Sue Rubin
We are going to watch a one minute video on a young woman; Sue Rubin
Jot down notes about Sue.Turn and talk to your shoulder
partner about SueWhat behavior's did you see?What conclusions might you make about Sue?
Sue Rubin
Now we are going to show the video with the sound turned on.
Sue Rubin
Thoughts?
http://www.sue-rubin.org/
Presumed Competence
Judicial System- a person is presumed innocent
Presumed Guilty?
Doctors- we presume they are competent
Presumed Incompetent?
Presume Competence
“…remember that 50% of all doctors graduated in the lower half of their class…”
-Ann Landers
Presumed Competence “…if your house was on fire, but you didn’t
call 911 because you presumed the firefighters were incompetent?”
Presume Competence
Presume Competence
Ableism Table Talk
Ableism is a term that has been around for a long time but rarely used in the public media. Study this word…
Able- -ismWhat do you think this means in the context
of special education?
History of Ableism Read this history of AbleismShare with your shoulder partner what
surprised you about this history of ableism
Ableism definedAbleism is a form of discrimination in which preference is shown to people who appear able-bodied.
Ableism
People First
Table TalkDenver Public Schools strives to practice
people first language. What do you think this means?
People First People First Language recognizes that
individuals with disabilities are - first and foremost - people. It emphasizes each person's value, individuality, dignity and capabilities
People First Language to Use
Instead of Labels that Stereotype and Devalue
•people/individuals with disabilitiesan adult who has a disabilitya child with a disabilitya person
•the handicappedthe disabled
•people/individuals without disabilitiestypical kids
•normal people/healthy individualsatypical kids
•people with intellectual and developmental disabilitieshe/she has a cognitive impairmenta person who has Down syndrome
•the mentally retarded; retarded peoplehe/she is retarded; the retardedhe/she's a Downs kid; a Mongoloid; a Mongol
•a person who has autism •autistic
•people with a mental illnessa person who has an emotional disabilitywith a psychiatric illness/disability
What do I call a person with a disability?“Men, women, boys, girls, students, mom,
Sue's brother, Mr. Smith, Rosita, a neighbor, employer, coworker, customer, chef, teacher, scientist, athlete, adults, children tourists, retirees, actors, comedians, musicians, blondes, brunettes, SCUBA divers, computer operators, individuals, members, leaders, people, voters, Coloradians, friends or any other word you would use for a person.”
Big Idea: History of the Education
of Individuals with Disabilities
History of Special Education
Take a few minutes to complete section two of your exit slips
Historical Timeline- Education of Students with Disabilities
29
Pre 1975
1975
1980’s-1990’s
1997
2001
2004 to today
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Mills v. Washington, DC, Board of Education Pennsylvania Association for Retarded Citizens [PARC] v.
Commonwealth of Pennsylvania The courts ordered school districts to:
Provide a free, appropriate public education to all students with disabilities
Educate students with disabilities in the same schools and basically same programs as students without disabilities
Put into place procedural safeguards so that students can challenge schools that do not live up to the court’s orders.
These decisions led to families advocating for a federal law to guarantee rights and Congress to act
Judicial Decisions and Legislation
Court Cases
Pre-1975
“One million of the 8 million handicapped children are excluded entirely from the public school system and will not go through the educational process with their peers.”
31
1.75 millionhandicapped children are receiving no educational services
1975- Public Law 94-142“To remedy this national shame, the new law
required that children with disabilities receive a free and appropriate public education and that special education and related services be provided to children according to an IEP. Congress had set up to right this great wrong.”
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Original intent: Open schools to all students with disabilities and ensure they had a chance to benefit from special education
Board of Education v Rowley 1982
Amy is deafAs a kindergartner she attended public
school with support services and aids, and interpreter was used for a trail period
In first grade the IEP team determined that Amy didn’t need an interpreter as she was keeping up with the class
Parents sued district claiming that without an interpreter Amy could not reach her potential
Supreme court ruling: FAPE doesn’t mean reaching your potential but adequate access to the curriculum
1980’s and 1990’s
• Emphasis on the individual and concern about early intervention services birth to three year’s old
• The name changed to Individuals with Disabilities Education Act
• Mainstreaming and “Inclusion Model” became popular- no where in the law is the term “Inclusion” or “Mainstreaming” used.
34
IDEA 1997
“Over 20 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by-having high expectations for such children and ensuring their access in the general curriculum to the maximum extent possible.” 20 USC § 1401(c) (5) (1997)
35
IDEIA 2004• General Educator as a required member of the IEP
team • Rational Statement: The extent to which the student
will not participate in general education• Emphasis on Transition services into adulthood
36
37
Approximately 6 million students ages 6 - 21369,596 infants and toddlers or 2.2% of
U.S. infants and toddlers670,750 preschool children or 5.8% of the
preschool-aged population
Who Are the Students?
38
Approximately 2/3 boys and 1/3 girls in special education
Approximately 1.8% to 18 % of students in the gifted and talented category in different states- Overall, 6.4 % of the school population
Females slightly outnumber males in gifted and talented category
Orthopedic impairmentsTraumatic brain injurySpeech or language
impairmentsHearing impairmentsVisual impairments
43
Other Federal Laws: Entitlements and Antidiscrimination
Rehabilitation ActAllows people to seek vocational rehabilitation
services so they may workProvides services such as supported
employment programs and job coachesTech Act
Allows states to create statewide systems for delivering assistive technology devices and support to people with disabilities
44
Section 504 Applies to any program or activity receiving
federal funds
Americans with Disabilities Act (ADA) Applies to other programs or activities
available to the public that do NOT receive federal funds
Other Federal Laws: Entitlements and Antidiscrimination
Big Idea: Special Education
in Denver Pubic Schools
Continuum of Services in DPS
During IEP meeting when determining LRE always start with the general education classroom!
46
Continuum of Services in DPS
47
Provided in every school within DPS
Continuum of Services in DPS
48
Provided in select school within school within DPS-Law indicates that the full continuum doesn’t need to be replicated in every building-Most HS and MS have a full continuum
Continuum of Services in DPS
49
Must be sanctioned by CDEVery costly and reserved for the most severe
Problem Solving Process
IEP Team as a Problem Solving Process
Referral
Initial Evaluations
IEP Meeting
Annual review and Re-
evaluation
Progress Reports
Implement Services
Another model for RTI?Data Teams and Team Planning
Student Intervention
Team
IEP Team
Specially Designed Instruction
Complete the Exit Slips
Take a few minutes to complete your exit slips before leaving class