2. HISTORICAL PERSPECTIVES ON DISABILITY
1970’s: decade
of revolution
20th century
contradictions:
better
treatment vs.
more negative
Infanticide, social view
Slavery, Abuse,
Abandonment
3. HISTORICAL PERSPECTIVES ON DISABILITY
Twentieth century
marked by
contradictions
Parental
Involvement
Sparked legislative
action
5. THE AMERICANS WITH DISABILITIES ACT
(ADA)
Signed in 1990
“No otherwise qualified person with a disability…shall,
solely on the basis of disability, be denied
access to, or the benefits of, or be subjected to
discrimination under any program or activity provided
by any entity/institution that receives federal financial
assistance.”
6. THE ADA DEFINITION OF DISABILITY
Having a physical or mental
impairment that substantially limits
himor her in some major life activity,
and having experienced discrimination
resulting from this physical or mental
impairment
7. INTENT OF THE ADA
The intent of ADA is to create a “fair
and level playing field” for all
eligible persons with disabilities.
To do so the law specifies that reasonable
accommodations need to be made that
take into account each person’s need
resulting from his or her disabilities.
8. MAJOR PROVISIONS OF THE ADA
Employment
Transportation
Public accommodations
Government
Telecommunications
10. COMMON TERMINOLOGY
A process called labelingis used by every society to
identify people who differ significantly from the
accepted norm.
DISORDER DISABILITY HANDICAP EXCEPTIONAL
• Mental • Loss of • Limitation • Substantial
• physical functioning • Demands of difference
• psychological environment • Individualized
• Interferes assistance
with
development
11. WHAT’S THE DANGER?
What is the danger in labeling people?
“Least Dangerous Assumption”
So…why do we do it?
12. DESCRIBING PEOPLE WITH DIFFERENCES
The Effects of
Being Labeled:
Separating the
Person and the
Label
Environmental Bias
15. WHAT DO YOU KNOW ABOUT IDEA?
Students with
disabilities were
denied the right to
an education until
1954, when
segregation in
schools was ended
with the landmark
FALSE
case of Brown vs.
Board of Education.
16. WHAT DO YOU KNOW ABOUT IDEA?
Today, all students
are entitled to a free
education that must
also be appropriate.
TRUE
17. WHAT DO YOU KNOW ABOUT IDEA?
A public school can
deny enrollment to a
student with a
disability if they don’t
think they can meet
their needs.
FALSE
18. WHAT DO YOU KNOW ABOUT IDEA?
A child can receive
special education as
long as they have
been diagnosed
with a disability that
is covered by IDEA
(the law governing
special education).
FALSE
19. WHAT DO YOU KNOW ABOUT IDEA?
The Individualized
Education
Plan/Program (I.E.P.),
the written
framework for
delivering special
education services, is
a legal and binding
document that must
be implemented by
the school. TRUE
20. WHAT DO YOU KNOW ABOUT IDEA?
Even if parents don’t
want their child to
have special
education, the
school can enter a
child into a special
education program
without the parents’ FALSE
consent, if they think
it is in the best
interest of the child.
21. WHAT DO YOU KNOW ABOUT IDEA?
If a child who receives
special education is
suspended beyond the
maximum amount of
days allowed by the
school system
(generally, 10 days in a
school year), the school
doesn’t have to provide
special education
services for those days
spent out of school.
FALSE
22. WHAT DO YOU KNOW ABOUT IDEA?
Even if a child with a
disability is serviced
in general education
classrooms, the
special educator is
the one responsible
for providing the
student with the
necessary FALSE
accommodations.
23. WHAT DO YOU KNOW ABOUT IDEA?
According to IDEA
(special ed law),
students should be
educated with their
non-disabled peers
to the maximum
extent appropriate.
TRUE
24. WHAT DO YOU KNOW ABOUT IDEA?
If a school suspects a
child has a disability,
they must administer
a comprehensive
educational
assessment to
identify if the student
is below grade level. FALSE
Then, they can
determine if the
child has a disability.
25. ORIGINS OF SPECIAL EDUCATION
Early Special Education Programs
Education as a Privilege but Not a Right
Expanding the Role of the Federal
Government
27. INDIVIDUALS WITH DISABILITIES EDUCATION
ACT (IDEA)
What is Special Education?
Specially designed instruction provided at not cost to parents
across all settings.
What Are Related Services?
Speech and language therapy
Occupational therapy
Physical therapy
Hearing and vision services
Social work
28. WHO IS ELIGIBLE FOR SPECIAL EDUCATION
AND RELATED SERVICES?
1. Identified as having one of the federal
disability conditions.
AND
1. Demonstrated need for specialized
instruction and related services in order
to receive an appropriate education.
29. INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA)
Major Provisions of IDEA
A Free and Appropriate Public Education
(FAPE)
Nondiscriminatory and Multidisciplinary
Assessment
Parental Safeguards and Involvement
The Individualized Education Program (IEP)
Education in the Least Restrictive
Environment (LRE)
See page 31, figure 2.1
30. PROVISIONS OF THE INDIVIDUALS WITH DISABILITIES EDUCATION
ACT (IDEA)
Nondiscriminatory
and
FAPE
Multidisciplinary
Assessment
Parental
IEP
Safeguards
Education in the
LRE
See page 31, fig. 2.1
31. CHARACTERISTICS OF EVIDENCE-BASED
SPECIAL EDUCATION PRACTICE
Intensive Explicit teaching
Individualization
Instruction of life skills
• Student- • Frequent • Academic
centered instructional • Adaptive
approach to experiences • Functional
making • Significant
instructional duration
decisions and • Limited
plans breaks
• 1:1 at times
32. FEDERAL DISABILITY CODES/CONDITIONS
Intellectual disability Multiple disabilities
Hearing impairments Other health impairments
Speech-language Specific learning
impairments disabilities
Visual impairments
Autism
Serious emotional
disturbance Traumatic brain injury
Orthopedic impairments
33. COMPONENTS OF THE IEP
Present Levels of Measurable Progress Toward
Performance Annual Goals Annual Goals
Related Services
and Testing
LRE Explanation
Supplementary Accommodations
Aids & Services
34. COMPONENTS OF THE IEP
MODIFICATIONS ACCOMMODATIONS
Something we CHANGE about the SUPPORTS provided to help the child
curriculum to meet a child’s needs. access general education.
No alteration of curriculum.
Examples: Examples:
•Reduced complexity of learning •Use of calculator
materials •Seating change
•Selected objectives in a content unit •Graphic organizers for writing
•Selected vocabulary •Books on tape
•Adapt grade level text for student’s •Reduced length of assignments
reading level (adapting 8th grade •Fewer problems to complete
“Romeo and Juliet” for a student that •Enlarged print
reads at a 2nd grade level).
35. IEP VS. 504 PLAN
IEP 504 Plan
•Governed by IDEA •Governed by ADA
•Student has a disability •Student has a disability
as defined by IDEA as defined by ADA
•Student requires •Student requires
individualized instruction accommodations only as
as outlined by all outlined by the 504 plan.
components of the IEP.
•Special Education •General Education
Hinweis der Redaktion
15 minutesQuestion – think about ALL barriers, not just physicalAttitudinal barriers – do places in our community allow for loudness, movement, limited reading skills? What if people don’t have a physical disability but a sensory or intellectual one? Are we still accessible to those individuals?
p. 19. read, then share as whole group. (10 minutes max)Labels and diagnoses: mental retardation, epilepsy, autism, physical disability, chronic health problems, serious ED; paralysis from broken neckGoals: to work in a “real job”, earn money, and make decisions about how she spends her own moneyOpportunities: video store job: work with movies which she loves, earn more money, work with non-disabled co-workersSupports needed: behavior supports (schedule, praise, varied ways of giving critical feedback), transportation, banking assistance, money mgt.What issues would the employer raise about her capability to perform the essential functions of the job?2 What could you see as the “reasonable accommodations” necessary to help Sarina succeed at this job if she were hired? Must be able to create a “fair and level playing field”. The test is its effectiveness. Does the accommodation provide an opportunity for the person with a disability to achieve the same level of performance equal to those of a person without a disability? examples: * Change work hours or schedules: i.e. allowing a diabetic employee to take regular meal breaks during a shift. * Modifications of job tasks: i.e. allowing a blind office worker to substitute transcription and duplicating duties for proofreading and filing. * Division of tasks among employees: i.e. allowing a bookkeeper who is deaf to trade phone duties with another employee in exchange for filing duties. * Provide large-button touch-tone telephone for someone who has low vision or poor hand coordination. For Sarina:Copy of alphabet to aid in ABC ordering the videosAllow to be seated for certain tasksUse of Window cleaner and dusting wipes to adapt for use of left hand only
Disorder: a disturbance in normal mental, physical, or psychological functioning. A general and broad term (example: language disorder, eating disorder, psychological disorder - all refer to a broad range of specific conditions)Disability: click for hyperlink slideHandicap: a limitation imposed on a person by the environment and the person’s capacity to cope with that limitation. Ex: a person with a physical disability who uses a wheelchair. When a place isn’t accessible, the disability becomes a handicap. Not everyone with a disability has a handicap in all environments. Comes form phrase “cap in hand” from when disabled persons were forced to beg in the street. Hate seeing that word on signs now!Exceptional: far-reaching term to describe a person who differs substantially from what is typical in terms of physical, behavioral, or intellectual performance. Can mean extraordinary abilities like GT, and/or disabilities like SLD or intellectual disabilities. Labels can be positive or negative, and are often based on perceptions and ideas rather than facts. While labels are necessary by the law in order to obtain and provide services for people, they also promote stereotyping and exclusion.
Video clip of Jen Nesbit from Including SamuelWhy do we do it? – providing services (who gets them , who doesn’t), communication for professionals, special programs based on labels (deaf school, autism waiver)
Developmental approach involves looking at typical development. Statistics tell us what is normal and typical development. Ex: the average 12 month old says 1-2 words and walks independently. Based on data and observations of a large sample of 12 month olds. BEHAVIOR BASEDCultural: here, cultural values define what is typical and normal. People are considered different when they do something that is frowned upon by the rest of their society, according of the majority. VALUE BASEDSelf-labeling: this has to do with how we see ourselves instead of how others see us. So, someone may be labeled by their culture or society but refuse to accept that label as true. Ex: thomas Edison labeled as intellectually disabled, but he understood that he was an individual thinker. Ignored label given to him by others. SELF-PERCEPTION BASEDExample of Thomas Edison rejecting label of being intellectually disabled. All of these approaches influence the effects of being labeled
Important!!Gen ed teachers are providers on the IEP, so this applies to you!Individualized: continuous planning, assessment, adjustment of curriculum and instructional methods to meet student’s needs, even as those needs change. Intensive Instruction: matching instruction to student ability, providing and then fading of prompts and cues, giving concrete feedback regarding task performance, requiring high rates of response from the studentCan be group or 1-1, but must be done over timeLife skills: will cover more in depth later in course, Explicit is more structured and teacher-directedLife skills support the student in school, work, and community