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Unit 1Disabilities and Special Education:
Making a Difference
Prepared by:Cicilia Evi GradDiplSc, M. Psi
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Origins of Special Education
• Began on 1799 Victor, the wild child was brought by the farmers in southern French to Jean-Marc-Gaspard Itard now known as the father of special education
• Early 1800s Edouard Seguin began his efforts to educate students with disabilities at the US
• Italy Maria Montessori children at young age can learn through concrete experiences in environments rich in manipulative materials
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Origins of Special Education (2)
• Thomas Hopkins Gallaudet began to develop deaf education
• Samuel Gridley Howe founded the New England Asylum for the Blind (Perkins Inst)
• Elizabeth Farrell initiated public school classes for students with disabilities in 1898
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Disability and Social Justice
• Social Justice illusive, hard to define, but one we all support
• Disability ??– Something absolute you have it or you don’t – Explanation on complexity of disability different
perspectives (individual, fam, culture), diff conditions/experiences that influence intensity, society and educational response
• Our interpretation ↔ individual with disability (outcomes)
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Perspectives about Disabilities
• Deficit perspective • Cultural perspective• Sociological perspective
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Deficit Perspective
• Human behavior and characteristics shared by people are distributed along a continuum
• Intelligence, academic achievement, behavior• Normal curve typical learners • Common method used to describe individuals
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Cultural Perspective
• Some hold to concepts that differ greatly from mainstream ideas
• Understanding teacher – parents is important:1. Understanding of disability2. Common belief of the causes 3. Responses to student’s disability
• Disability not universal in all cultures
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Sociological Perspective
• Differences among people’s skills and traits are constructed socially
• How a society treats someone differently makes that person different from others
• Radical view: disabilities are a necessity of American society maintain class structure
• Potential danger: minimize disability and could lead to reduction of services
• Being positive: how we can think positively affect treatment, opportunities and achievement
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Perception Make a Difference
• Perceptions and attitudes are related to the way people are treated
• People are treated as a reflection of how they are perceived
• Beginning of last century people with disability were perceived as being villain, evil, punished by God for their (family) sins
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What do you think of them?
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Language Makes a Difference
• People First Language:– Put people first– Don’t make the person equal or be the disability– Disabled is not a noun – They neither victims nor wheelchair bound
• Language can be offensive, disrespectful, demeaning to people with disabilities everyone’s responsibility to remain sensitive
• Students with intellectual disabilities, toddlers with hearing impairments, adult with speech impairments
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Disability as a Minority
• Many individuals with disabilities believe that their disabilities (conditions and impairments) then handicap them
• Handicap challenges and barriers imposed by others
• Difficult situations occur not because of a condition/disability but because people with disabilities are denied full participation in society because of their minority status
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Disabilities and Students
• Services for students with disabilities provide intensive supports, individualized instruction, related services by multidisciplinary teams of experts
• Costs twice as much as general education • Over 11% of students between 6017 years old identified as having disabilities and are provided special education services
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Disabilities and Students (2)• 14 special education categories infants
through adulthood age 21 : – Autism, deaf-blindness, deaf, emotional disturbance,
hearing impairment, mental retardation, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, visual impairment (incld. blindness), developmental delay
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Disabilities and Students (3)
• Can be ordered by prevalence of the category:– High-incidence disabilities occur in greater
numbers – Low-incidence disabilities occur less often
• Does not relate to severity or significance of the disability
• All disabilities are serious • The category of mild to severe cases occur
within each disability type
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General VS Special Education
• Not designed to meet the needs of students with the same learning styles or needs
• Law and regulations • General education tends to focus on groups of
learners, while special education focuses on individuals
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Responsive Education
• Not set the expectations too high going to college
• But, community-based instruction functional and vocational skills are taught in real life situations
• On-the-job training, independent transportation, and home management
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Increased Accessibility
• Being accessible to an appropriate education that prepares individuals to achieve their potential is important
• Orientation and mobility training for blind students, learning job skills in community placements, how to use public transportation, speech therapy for students with stuttering problems, etc
• Inclusion in general education system??
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Data-Based Practices
• Intervention or teaching techniques have been proven effective through systematic and rigorous research
• Key features:– Validated proved through research– Individualized determined – Explicit directly to content and skills– Strategic apply methods to guide their learning– Sequential build upon previous mastery– Accountable monitoring by evaluating students’
progress
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Progress Monitoring
• Systematically and frequently assessing students’ improvement directly on the skills being taught
• Measurements:– Directly on skills of concern– Systematically – Consistently – Frequently
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Collaborative Teams
• Necessary to meet students’ individual needs • Co-teaching : team teaching between general
education and special education teachers in general education classroom
• Potential danger: the role is not equal and special education teacher is relegated to an assistant
• Some groups of students rather receive special education services outside the general education classroom (Leafstedt et al, 2007)
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Differentiating for All
• Differentiating instruction adjusting instruction to meet the needs and learning styles of individuals or groups of learners
• Using less intensive supports and instructions for most students, and more intensive services for the few who need them most
• Gifted VS students with disabilities
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Technology Integration
• Maximize the use of tech remove barriers for students with disabilities
• Availability of electronic text of materials enlarged print, braille version, or voice outputs to be immediately produced
• Wheelchairs, devices to help turning the pages in a book, computers, mobile phone
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Multitiered Instruction
• A landmark shift on how struggling students should be supported
• Provide tiers of increasingly intensive supports to students, with/without disabilities, and is grounded in individualized instruction
• Positive Behavior Support (PBS) prevent inappropriate behavior by helping all students learn and use expected classroom behaviors with 3 levels of increasingly intensive supports of instruction and reinforcement
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Multitiered Instruction (2)
• Response to Intervention (RTI) uses a conceptual comparable system to help students learn basic academic skills
• When students receive an early assistance problems can be corrected or minimized or even prevented!
• Stages: universal screening tier 1 tier 2 tier 3
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Thank you!