OVERVIEW OF SPECIAL EDUCATION DESCRIBE A BRIEF OVERVIEW OF HISTORY AND THE MAJOR LAWS OF SPECIAL EDUCATION. IDENTIFY THE CATEGORIES AND CHARACTERISTICS.

OVERVIEW OF SPECIAL EDUCATION

• DESCRIBE A BRIEF OVERVIEW OF HISTORY AND THE MAJOR LAWS OF SPECIAL EDUCATION.

• IDENTIFY THE CATEGORIES AND CHARACTERISTICS OF STUDENTS WITH DISABILITIES.

• EXPLAIN THE CONTINUUM OF SERVICES AND LEAST RESTRICTIVE ENVIRONMENT.

Session One

Who Are Exceptional Children?

Exceptional children differ from the norm (either below or above) to such an extent that they require an individualized program of special education.

Four key termsImpairment - The loss or reduced function of a body part or organDisability - Exists when an impairment limits the ability to perform certain tasks

Handicap - A problem encountered when interacting with the environment Not all children with a disability are handicapped

At risk - Children who have a greater-than-usual chance of developing a disability

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Why Are Laws Governing the Education of Exceptional Children Necessary?

An Exclusionary Past Children who are different have often been denied full

and fair access to educational opportunities Separate Is Not Equal Special education was strongly influenced by social

developments and court decisions in the 1950s and 1960s (e.g., Brown v. Board of Education)

Equal Protection All children are entitled to a free, appropriate public

education

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Early Foundations of Special Education

Before 1950s students with disabilities excluded from attending public schools

The Department of Public Welfare v. Haas - 1958Brown v. Board of Education in 1954 Elementary and Secondary Education Act (ESEA) - 1965P.L. 94-142 (1975) – Education of All Handicapped Children

Act

Early Influences: Influential Court Cases

Year Legislation1971 Pennsylvania Association for Retarded

Children (PARC) v. Commonwealth of Pennsylvania

1972 Mills v. Board of Education of the District of Columbia

1982 Board of Education of Hendrick Hudson Central School District v. Rowley

1988 Honig v. Doe1999 Cedar Rapids v. Garret F.

History of the Federal Laws for the Education of Learners Who Are Exceptional

1990 - Americans with Disabilities Act (ADA) (P.L. 101-336)1990 - Individuals with Disabilities Education Act (IDEA) (P.L. 101-476)1997 - Individuals with Disabilities Education Act (IDEA) (P.L. 105-17)2001- No Child Left Behind Act (NCLB)2004 - Individuals with Disabilities Education Improvement Act (IDEIA) (P.L. 108-

446)

American with disabilities act (ADA)

The ADA is a civil rights law that prohibits discrimination against individuals with disabilities in all areas of public life, including jobs, schools, transportation, and all public and private places that are open to the general public.

The purpose of the law is to make sure that people with disabilities have the same rights and opportunities as everyone else. It became law in 1990.

IDEIA and the Vocational Rehabilitation Act

Significantly improved the opportunities for persons with disabilities.P.L. 94-142 –

Originally referred to as the Education for All Handicapped Children Act (1975). Reauthorized and expanded as Individuals with Disabilities Education Act (IDEA,

1990) Recently amended in 2004 as IDEIA -Individuals with Disabilities Education

Improvement Act.

Individuals with Disabilities Education Improvement Act (IDEIA)

It is a law that ensures services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services to eligible infants, toddlers, children and youth with disabilities.

Part B serves students ages 3-21

Part C serves infants, toddler (birth-2 ) and their families.

Six Major Principles of IDEA

Zero Reject: Schools must educate all children with disabilitiesNondiscriminatory Identification and Evaluation: Schools must use nonbiased, multi-factored methods of evaluationFree, Appropriate Public Education: Education at public expense is provided; an IEP is developed and implemented for each child

Least Restrictive Environment: Must be educated with children without disabilities to the maximum extent appropriate

Due Process Safeguards: Parents’ and children’s rights are protected

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Other Provisions of IDEA

Special Education Services for PreschoolersEarly Intervention for Infants and ToddlersAssistive TechnologyScientifically Based InstructionUniversal Design for LearningExtended School YearFAPE and Related ServicesDisciplining Students with DisabilitiesRight to Education

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The No Child Left Behind Act (NCLB)

Accountability for student learningStates are expected to make annual progress toward the 100% goal by 2014.Scientifically Based InstructionNCLB puts a special emphasis on using educational programs and practices that rigorous scientific research has demonstrated to be effective.Implications for students with disabilities The provisions of NCLB apply to all students, including those with disabilities.

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What is Special Education?

Special education as instruction Who - Exceptional children whose educational needs

necessitate an individually planned program of instruction

What - Special education can sometimes be differentiated from general education by its curriculum

How - Special education differs from general education by its use of specialized, or adapted, materials and methods

Where - Special education can sometimes be identified (but not defined) by where it takes place.

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Least Restrictive Environment

Defining LRE

Each public agency must ensure that—

• To the maximum extent appropriate, children with disabilities are educated with children who are nondisabled

and…

Defining LRE

Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only…

…if the nature or severity of the disability is such

that education in regular classes with the use of supplementary aids

and services cannot be achieved satisfactorily

Defining LRE

Consideration must be given to any potential harmful effect on the child or on the quality of services that the child needs.

A child with a disability may not be removed from education in age-appropriate regular classrooms solely because of needed modifications in the general education curriculum.

Placements

What Are LEA Requirements for LRE?

Each LEA must have a continuum of alternative placements to meet the needs of students with disabilities for special education and related services.

The continuum refers to the entire spectrum of placements where a student’s special education program can be implemented.

Summarizing LRE

Special education is not a place.

It’s a set of services and supports.

Where a child with a disability receives special education services is that

child’s placement.

The first “where” to consider is the general education environment.

Who Are These Students With Disabilities?

Categories, Exceptionalities, Labels Categorical / Non-categorical High incidence / Low incidence Mild / Moderate / Severe Physical / Cognitive / Academic / Behavioral

Labels: Pros and Cons “People first” language Pro: enables students to receive appropriate services Con: may lead to segregation, discrimination, and bias

Categories of Disabilities

Intellectual disabilities (InD)Emotional behavior Disorder (EBD)Specific learning disabilities (SLD)Speech or language impairments (SL)Visual impairments (VI)Hearing impairments (HI)Orthopedic impairments (OI)Traumatic brain injury (TBI)AutismDevelopmental Delay (DD)Other health impairments (OHI)

Kahoot

Question 1

High Incidence Disabilities

High Incidence About 80% of all Students with Disabilities, ages

6-21 Specific learning disabilities – 49.2% Speech or language impairments – 18.6% Intellectual disabilities – 10.3% Emotional disturbance – 8.1%

Low-Incidence Disabilities

Low IncidenceAbout 20% of all Students with Disabilities, ages 6-21

Multiple disabilities – 2.2% Hearing impairments – 1.2% Orthopedic impairments – 1.1% Other health impairments – 7.5% Autism – 2.3% Visual impairments – 0.43% Traumatic brain injury – 0.37% Developmental delay – 1.09% Deaf-blindness – 0.03%

WHAT Are Their Unique Characteristics?

CognitiveAcademicAdaptiveSocialPerceptual-motorLanguage

Students with Specific Learning Disabilities (LD)

Average – above average intelligence (may be gifted)Processing difficulties affect thinking and learningPeaks and valleys across subject areasDemonstrate learned helplessnessPoor self-esteem, lack social skillsMay lack orientation skills Impaired perceptual and motor abilitiesAttention and memory problems (may have ADHD)Receptive & expressive language difficultiesOver 85% display reading problems!

Students with Intellectual Disabilities (InD)

Below average intelligence Poor reasoning skills and abstract thinkingSlow learning rate across all subject areasPoor adaptive skillsSocially and emotionally immatureSusceptible to peer influencesDelayed developmental skillsSpeech or language delaysReceptive and/or expressive language problemsPoor social communication

Students with Emotional Behavior Disorder (EBD)

Average intelligence (may be low or above)Behavior affects test scoresManipulative and creativeBehavior influences school achievementDiscipline and conduct issuesMay demonstrate anxiety, fears, physical painMay be unhappy, depressedPoor peer relations, difficulty sustaining

relationshipsMay be shy, withdrawn or aggressiveLanguage may be disrespectful, profane,

argumentative

Students with Other Disabilities

Visual impairments Very low – no vision

Hearing impairments Mild – severe hearing loss

Physical disabilities Difficulty using arms or legs; mobility issues Communication problems

Students with Other Disabilities (cont).

Autism Spectrum Disorders Mild – severe language and communication problems Difficulties with social behavior

Severe and multiple disabilities May have serious medical needs May have difficulties with cognition, adaptive behavior, academic,

social, self-help, attention, and/or memory areas

The following information was an FLDOE update from BEESS

Monica Verra-Tirado

Bureau Chief

The Emphasis of IDEA 04

“Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities” (sec. 1400(c)(1))

IDEA 2004 - Congressional Findings

Districts should consider the use of whole-school approaches, scientifically based early reading programs, positive behavioral interventions and supports, and early intervening services to reduce the need to label children as disabled in order to address the learning and behavioral needs of such children

Florida’s Students with Disabilities

IND7% OHI

8%

ASD9%

SLD38%

EBD5%

LI12%

SI13%

Other9%

Source: EIAS Survey 2, Fall 2014

Kahoot

QUESTION 2

SWD as Percent of Total Population

Kahoot

QUESTION 3

Regular Class Placement

Seven Largest States

Percent of Students with Disabilities in Regular Class Placement 2012-13

California Illinois New York Ohio US Pennsylvania Texas Florida0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

52.6% 53.1%

57.5%60.2% 61.5% 62.1%

66.3%69.3%

THIS CONCLUDES SESSION 1

Quiz