Special Education Ch02 - University Of Phoenix
Special Education Today:An Unf inished HistoryREFLECT UPON What are the shared characteristics andaccomplishments among the notablehistorical figures involved in the socialhistory of special education anddisability? What are the major components of theIndividuals with Disabilities EducationImprovement Act (IDEA, 2004)? How hashistoric legislation and precedent-settinglitigation influenced the development ofthe act? What are the five characteristics of the NoChild Left Behind Act (NCLB)? How dothey represent a major expansion of thefederal role in the education of allstudents?ISBN: 0-536-08747-4 How do Section 504 of the RehabilitationAct and the Americans with DisabilitiesAct (ADA) influence service delivery tostudents with disabilities?Special Education for Today’s Teachers: An Introduction, by M ichael S. Rosenberg, D avid L. W estling, and Jam es M cLeskey.Published by Prentice H all. Copyright 2007 by Pearson Education, Inc.
My Profession, My Story: Monique GreenMonique Green did not set out to be a specialeducator. She completed her degree in communications from American University and was following news reports of her local urban schooldistrict’s inability to bridge the achievement gap,retain qualified teachers, or be in compliance withthe requirements of federal special educationlaws. However, what most impacted Monique wasa visit to her former middle school. She was flabbergasted and appalled at how things had deteriorated; there was little discipline and littleinstruction being provided for students, and thosewith special needs were contained rather than educated. This was a pivotal moment: After this visit,Monique applied to the District of ColumbiaTeaching Fellows (DCTF) program, a preparationprogram sponsored by the school district andGeorge Washington University. The students deserved more than they were receiving.Although her first year of teaching was quitedifficult, Monique survived. DCTF provided a solidfoundation of instruction in the characteristics ofISBN: 0-536-08747-4Monique Green has experienced the rewards andfrustrations associated with providing a free appropriate education to students with disabilities.As a beginning teacher in an inner-city urbanschool district, Monique was disappointed to findthat students with special needs were treated as ifthey could not learn and were not considered partof the neighborhood school community. For themost part, the strong educational and due processrequirements of the Individuals with DisabilitiesEducation Act (IDEA), as well as Monique’s advocacy, ensured that students received books, supplies, and services. However, the laws, rules, andregulations that provide due process rights to students with disabilities can also provide challengesand frustrations. Currently, Monique is facing adifficult case in which parents and advocates believe that a student with a history of frequent violent outbursts is best served by being included inthe general school environment. Monique and herteam believe that the student would be betterserved in a setting that can provide more intensivetherapeutic support. There have been long meetings, often characterized by adversarial and frustrating deliberations.Special Education for Today’s Teachers: An Introduction, by M ichael S. Rosenberg, D avid L. W estling, and Jam es M cLeskey.Published by Prentice H all. Copyright 2007 by Pearson Education, Inc.
To meet Monique Green,hear her views on theissues addressed in thischapter, and see her teaching inthe classroom, go to the Ms. Greenmodule on the DVD-ROM andview the video clips.students with disabilities and the importance of legal protections affordedto those with learning and behavioral disabilities. A mentor also helped byproviding feedback on Monique’s instruction and behavior managementtechniques. The reality of working with challenging students became apparent on her first day in the classroom. When one of her students couldnot find his pencil, he decided to toss a chair across the room! Moniqueconsidered this a welcome to the real world of teaching students with extreme behaviors—a crash course in what is not provided in the textbooks.For Monique, the greatest rewards of teaching are exposing studentsto new things (she took her students to the opera) and seeing her studentslight up when they realize that they can be successful in the classroom(Wow, Ms. Green, I’m really not stupid!). Still, there are frustrations. Although she is organized, she does not seem to have enough time to document all of the information required by the school district. Moreover,many transfer students come from other schools with little information,requiring intensive assessments for instruction. Monique believes that herorganizational skills, creativity, and persistence allow her to develop systems that track student progress. Most important, Monique loves her students and sees herself as a change agent.For those thinking of becoming a teacher, Monique emphasizes theneed to understand that, regardless of observed deficits and disabilities,parents are sending us their beloved children. In addition to being an educator, we become therapist, friend, advocate, mediator, and sometimesmagician for the family. To meet these multiple roles, teachers must beaware of current practices and stay organized, flexible, and caring.S26ISBN: 0-536-08747-4pecial education is a profession shaped by a rich social history, landmark legislation, past and current political events, as well as the courageous actions of parents,teachers,and advocates. As you prepare to teach students with disabilities,you will undoubtedly formulate your own view, or conceptual framework, of special education. Such thinking allows you to develop a well-articulated and coherent vision ofwhat you hope to accomplish with the students in your classroom. You are able to gobeyond the immediacy of daily professional activities and reflect on why certain practices—due process and least restrictive environment, for example—are essential tostudent success. Developing your own conceptual framework is neither quick noreasy; a personal view of special education requires knowledge, experience, and opportunities for reflection.Specifically,why do we prepare individual educational plansand use specialized methods for students with disabilities? Why were they considerednecessary? How did schools and society treat students with disabilities and their families before civil rights advocates fought for due process of law? What social and civilactions prompted the right to education, deinstitutionalization, and inclusionmovements?Having an awareness of the social history of our field is essential in the development of professional competence and, more important, one’s personal commitmentto the field. Unfortunately, most teachers have little time to reflect on these topics. Onany given day, they are faced with numerous immediate and practical concerns, suchas managing problem behavior, instructing a struggling reader, or engaging a reluctantparent in a home-school partnership. Since these matters often demand decisive andwww.prenhall.com/rosenbergSpecial Education for Today’s Teachers: An Introduction, by M ichael S. Rosenberg, D avid L. W estling, and Jam es M cLeskey.Published by Prentice H all. Copyright 2007 by Pearson Education, Inc.
FAQ SheetUNFINISHED HISTORYWhy should webe aware of thesocial historyof specialeducation?Knowledge of our history sheds perspective on currentissues, helps us understand the changing cultural contexts ofschools, and decreases the possibility that we hold on topolicies and procedures that don’t work.What willtomorrow’shistoriansidentify astoday’s keyissues?Prevailing issues occupying center stage in special educationinclude service-delivery alternatives, ensuring that everystudent with a disability is provided with an appropriateeducation, and the overrepresentation in special education ofstudents from certain racial and ethnic groups.What are themajorcomponents ofNCLB?Five principles form the core of the NCLB legislation: Strong accountability for results Increased flexibility and local control of schools Teaching methods based on scientific research Expanded options for parents Highly qualified teachersWhat are themajorcomponents ofIDEA 2004?The major requirements of IDEA include Nondiscriminatory identification, assessment, and evaluation Least restrictive environment Individualized educational plans Procedural safeguardsWhat otherrelevantlegislationinfluences theeducation ofstudents withdisabilities?Section 504 of the Rehabilitation Act of 1973 providesprotections for those with disabilities who do not fit thedefinitions under IDEA.The Americans with Disabilities Act (ADA) is civil rightslegislation that prohibits discrimination and requiresaccessibility to buildings and their physical facilities.immediate responses, it is easy to understand why teachers pay little attention to thehistory of our policies, procedures, and methods of service delivery. For a quick introduction to special education’s unfinished history, consult the FAQ Sheet.ISBN: 0-536-08747-4SPECIAL EDUCATION STORIES:THE SOCIAL HISTORIES OF OUR FIELDConsider the value of knowing the social history of special education. First, knowledge of our history provides new or different perspectives on current issues andchallenges (Smith, 1998). Being aware of how individuals with disabilities werewarehoused into isolated, overcrowded facilities provides insight about the motivation of those who advocate for full inclusion. Second, the history of specialChapter 2: Special Education Today: An Unfinished HistorySpecial Education for Today’s Teachers: An Introduction, by M ichael S. Rosenberg, D avid L. W estling, and Jam es M cLeskey.Published by Prentice H all. Copyright 2007 by Pearson Education, Inc.27
education parallels the histories of public education, psychology, medicine, law, andpolitics (Kauffman, 1981). By examining the development of our field, we are ableto understand the changing cultural context of our schools and society. Third,knowledge of history increases the application of effective classroom interventionsand professional practices. In contrast, educators who are unaware of what hasbeen successful in special education have a tendency to jump quickly on bandwagons, adopt reconstituted fads, and cling to empirically baseless interventions(Kauffman, 1981; Mostert & Crockett, 2000). Finally, a historical view of special education allows for a more complete understanding of the people and social circumstances associated with precedent-setting events.Historically, the people involved in social and educational change revealed complexity, courage, and humanity in the ways they addressed challenges and dilemmas(Smith, 2004). Understanding their circumstances, motives, and feelings deepens ourappreciation of their accomplishments and motivates us to continue our importantwork. Many of these histories inspire and provide direction; others, unfortunately, arefrightening and signal the need for caution and reexamination of our present-dayethics and values (see Figure 2.1).BEYOND CRUELTY AND NEGLECT: TIMES OF RECOGNITION,CHARITY, AND EDUCATION (1500–1900)Before 1500,individuals with disabilities,if they were fortunate enough to survive infancyand early childhood, had lives filled with a mixture of brutality, hardship, derision, and neglect (Safford & Safford, 1996). Most physical and mental exceptionalities were viewed asdivine or satanic messages: Those with disabilities and/or their families were being punished for secret sins, and their afflictions could not be altered through human or “earthbound” intervention. With the exception of individuals who were blind—who manybelieved were compensated with special powers—those with physical or mental differences were feared and treated as inferior beings. What would it take to change misunderstandings and ill treatment of those with disabilities? We examine three stories of peoplewho advanced the quality of life for individuals with disabilities.Pedro Ponce de Leon: Teaching Deaf AdolescentsOne of the earliest known efforts to truly educate persons with disabilities took placein Spain toward the end of the 16th century (Winzer, 1998). Pedro Ponce de Leon, aBenedictine monk, instructed wealthy boys who were deaf. Financial concerns motivated de Leon’s efforts: The sons of the wealthy nobility needed to read in order toqualify for their inheritance and property ownership. However, such activities wererevolutionary in that they challenged Plato’s and Aristotle’s prevailing views that,without speech and hearing,people could not learn.Even more courageous,de Leon brokewith the prevailing church view that people who were born deaf could not have faithbecause they could not hear the word of God. De Leon used a rather direct methodfor teaching his students. He would point to an object, write the written characters,and then have his students link specific hand configurations to each letter of the alphabet (Deaf Culture Information, 2005).Itard and the Wild Boy of Aveyon28ISBN: 0-536-08747-4A wild “man-animal” found in the forests of France in 1799 was a curiosity to the citizens of Europe. Considered an “incurable idiot,” he was a dirty, inarticulate young boyof approximately 11 years of age who trotted and grunted like the beasts of the field.Incapable of attending to or perceiving heat and cold, he spent much of his time rocking back and forth like an animal in the wild and took great pleasure in only the basicbiological functions of eating, sleeping, and sheltering himself from the unwanted attentions of others.www.prenhall.com/rosenbergSpecial Education for Today’s Teachers: An Introduction, by M ichael S. Rosenberg, D avid L. W estling, and Jam es M cLeskey.Published by Prentice H all. Copyright 2007 by Pearson Education, Inc.
FIGURE 2.1HISTORICAL OVERVIEW OF SPECIAL EDUCATIONISBN: 0-536-08747-4Beyond Cruelty and Neglect (up to 1900)1590 Pedro Ponce de Leon teaches deaf young men, linking hand configurations to letters of the alphabet.1799 Jean-Marc-Gaspard Itard works with Victor, the Wild Boy of Aveyon.1817 Thomas Gallaudet opens the American Asylum for the Education of the Deaf and the Dumb.1832 Samuel Howe opens the New England Asylum for the Blind.1841 Dorothea Dix begins her work on behalf of people with disabilities incarcerated in jails and poorhouses.1848 The first residential institution for people with mental retardation is founded by Samuel Gridley Howe at the Perkins Institutionin Boston.1860 Simon Pollak demonstrates the use of braille at the Missouri School for the Blind.1869 The first wheelchair patent is registered with the U.S. Patent Office.Edouard Sequin founds the Association of Medical Officers of American Institutions for Idiots and Feebleminded Persons. It islater renamed the American Association on Mental Retardation.Steps Forward and Back (Early 20th Century)1903 Helen Keller, the first deaf-blind person to enroll in college, publishes her autobiography, The Story of My Life.1906 Elizabeth Farrell institutes a program of ungraded classes as an alternative to institutionalization.1912 Building on Galton's view of eugenics, Henry H. Goddard publishes The Kallikak Family, a book linking disability with immoralityand alleging that both are tied to genetics.1922 The Council for Exceptional Children (CEC) is founded.1924 The Commonwealth of Virginia legalizes sterilization of the feebleminded, insane, depressed, and mentally handicapped.1927 Franklin Roosevelt co-founds the Warm Springs Foundation at Warms Springs, Georgia. The facility for polio survivorsbecomes a model rehabilitation and peer-counseling program.1943 Congress passes the Vocational Rehabilitation Amendments, known as the LaFollette-Barden Act, adding physical rehabilitationto the goals of federally funded vocational rehabilitation programs.1949 The United Cerebral Palsy Organization is founded.Civil Rights and Access (1950–1990)1950 The Association for Retarded Children, now called the ARC, is founded.1954 The Brown v. Board of Education court ruling ends the separate but equal philosophy.1961 President Kennedy appoints a special President's Panel on Mental Retardation to investigate the status of people with mentalretardation and develop programs and reforms for its improvement.1963 The Association for Children with Learning Disabilities is founded.President Kennedy, in an address to Congress, calls for a reduction “over a number of years and by hundreds of thousands, [inthe number] of persons confined” to residential institutions.1964 The Civil Rights Act, a model for subsequent disability rights legislation, is passed.1966 Christmas in Purgatory, by Burton Blatt and Fred Kaplan, is published, documenting the appalling conditions at state institutionsfor people with developmental disabilities.1969 Swedish educator Bengt Nirge coins the term normalization.1972 Wolf Wolfensberger popularizes the term normalization in the United States.PARC and Mills rulings guarantee the right to education of all children with disabilities.1973 Section 504 of the Rehabilitation Act is passed. It prevents discrimination based upon disability.1975 The Education for All Handicapped Children Act, later renamed the Individuals with Disabilities Education Act (IDEA),is passed.1984 Rowley v. Hendrick Hudson School District ruling declares that schools must provide services that students require to benefit fromeducation.1986 The reauthorization of IDEA mandates services for preschoolers with disabilities and requires that individualized family serviceplans (IFSPs) be developed for each student receiving services.1990 The Americans with Disabilities Act (ADA) is passed. The reauthorization of IDEA mandates that transition be addressed foradolescents in special education.1997 Reauthorization of IDEA requires that students with disabilities be included in state- and district-wide assessments and that IEPsaddress access to the general education curricula.2002 The No Child Left Behind Act (NCLB) is passed. It mandates accountability for results, methods based on scientific research,expanded parent options, and highly qualified teachers in every classroom.2004 The most recent reauthorization of IDEA is passed, emphasizing the need to reduce burdensome paperwork and improvemethods used to identify students with learning disabilities.Source: Adapted from Cimera, 2003; Rehabilitation Research and Training Center, 2002.Chapter 2: Special Education Today: An Unfinished HistorySpecial Education for Today’s Teachers: An Introduction, by M ichael S. Rosenberg, D avid L. W estling, and Jam es M cLeskey.Published by Prentice H all. Copyright 2007 by Pearson Education, Inc.29
Jean-Marc-Gaspard Itard claimed that the boy’s aberrant behavior was the result of a severe lack of social contact with otherhuman beings. Consequently, Itard believed the boy’s behaviorscould be changed. Similar to the current-day educators who develop individual educational plans (IEPs), Itard generated fivegoals related to the mental and moral education of the young boy(see Figure 2.2). Victor (the boy’s given name) benefited significantly from Itard’s efforts. Although not completely “cured,”he developed into an affectionate young man who, despite his inabilityto develop speech,could appreciate relationships with those whocared for him and understand what was said to him. Beyond thepositive changes in Victor, Itard’s efforts are significant becausethe methods used to educate the boy signaled to the world that aspecific set of procedures to improve the behaviors of those believed to be untreatable actually existed (Humphrey, 1962).Laura Bridgeman and Samuel Gridley HoweConsider the observations of Charles Dickens upon meeting13-year-old Laura Bridgeman during a tour of the United Statesin 1842:I sat down . . .before a girl,blind,deaf,and dumb;destit
history of our policies,procedures,and methods of service delivery.For a quick intro-duction to special education’s unfinished history,consult the FAQ Sheet. SPECIAL EDUCATION STORIES: THE SOCIAL HISTORIES OF OUR FIELD Consider the value of knowing the social history of special education.First,knowl-
Special Education Teachers Special Education Supervisor – Mrs. Hall Special Education – Ms. Bachar A19 Special Education – Mrs. Bisson A-Annex Special Education – Mr. Gendreau C10 Special E
Michigan Administrative Rules for Special Education (MARSE) R340.1850 – R 340.1855 (State complaints) Michigan Department of Education-Office of Special Education (MDE-OSE) Special Education State Complaints: Procedures and Model Forms (6.8.2021) Special Education Dispute Resolution Options (6.7.2021)
Education System (TSES) 2017 Index 1. SPPS Total Special Education System (TSES) 2017 2. SPPS Restrictive Procedures Plan 3. Appendix A: Plan for Receiving Referrals a. SPPS Child Find and Referral Process for Special Education b. Special Education Process for Referrals Birth to Age 3 c. Referral Form Early Childhood Special Education Birth-3 .
5. Part 3: Special Education Complaint Resolution 13 6. Part 4: Special Education Due Process Hearings 20 7. . refers to a free appropriate public education for a student with a disability. FAPE includes the special . or in state special education law and rules . For example, if a school does not follow the timeline for conducting
Total Special Education System (TSES) This document serves as the Total Special Education System Plan for Zumbro Education District (ZED) in accordance with Minnesota Rule 3525.1100. This plan also includes an assurance for compliance with the federal requirements pertaining to districts' special education responsibilities found in United States
special education was founded three specialized departments responsible for the education of students . who are blind, deaf, or intellectually disabled respectively [15,16]. From that time on, the field of special education has made considerable progress. By 1992, the number of special education institutes reached 47,
Total Special Education System (TSES) This document serves as the Total Special Education System Plan for Hiawatha Valley Education District (HVED) and member districts in accordance with Minnesota Rule 3525.1100. This plan also includes an assurance for compliance with the federal requirements pertaining to districts' special education .
panied by legal questions.2 We believe that our modern high-technology era will be faced by an unusual number of such questions growing out of what we will undoubtedly term, “artificial intelligence” (“AI”), but which in fact is the combination of advanced algorithms, important pools of data, usually referred to as “big data,” and the many technol-ogies that exploit these. Some .
