ChapterChapter 5 5EXCEPTIONALITYEXCEPTIONALITY

James BellJames BellLisa MarvelLisa Marvel

November 15, 2010November 15, 2010

Despite Federal mandates, Despite Federal mandates, equality still eludes millions equality still eludes millions

of individuals with of individuals with disabilities in this country.disabilities in this country.

Gollnick & Chinn (2009)Gollnick & Chinn (2009)

Society’s StandardSociety’s Standard RaceRace GenderGender ReligionReligion Marital StatusMarital Status Sexual OrientationSexual Orientation Cognitive Ability (intelligence)Cognitive Ability (intelligence) Special Needs or NotSpecial Needs or Not

LABELINGLABELING The 6-hour retarded child” – Given to children The 6-hour retarded child” – Given to children

while at school; the remaining 18 hours of the while at school; the remaining 18 hours of the day they are not considered retarded by those day they are not considered retarded by those with whom they interact.with whom they interact.

LABELINGLABELING Mental retardation and Emotional disturbance Mental retardation and Emotional disturbance

– linked to lower socioeconomic status and – linked to lower socioeconomic status and individuals of color individuals of color

- Both are among the lowest socially acceptable - Both are among the lowest socially acceptable disabilities and perhaps the most stigmatizing. disabilities and perhaps the most stigmatizing.

The labeling process continues, sometimes The labeling process continues, sometimes into adulthood.into adulthood.

REFLECTION

What are some of the objections to labeling children

with disabilities?

LITIGATIONLITIGATION Brown v. Board of Education did not involve Brown v. Board of Education did not involve

children with disabilities, but as the precedent children with disabilities, but as the precedent was set to guarantee equal educational was set to guarantee equal educational opportunity for ethnic minority children, it too, opportunity for ethnic minority children, it too, set a precedent in the argument of set a precedent in the argument of guaranteeing the rights of student with guaranteeing the rights of student with disabilities. (p. 166)disabilities. (p. 166)

LitigationLitigation One of the arguments to deny admission to children One of the arguments to deny admission to children

with moderate and severe mental retardation was that with moderate and severe mental retardation was that they could not learn to read, write, and do arithmetic they could not learn to read, write, and do arithmetic in the same manner that nondisabled students learned in the same manner that nondisabled students learned (p. 166)(p. 166)

Parents and supporters of these children countered by Parents and supporters of these children countered by arguing that learning self-help skills and other arguing that learning self-help skills and other important life skills was indeed learning, and this was important life skills was indeed learning, and this was education (p. 167)education (p. 167)

These children and others could learn…if support These children and others could learn…if support services were provided (p. 167)services were provided (p. 167)

PARC v. The Commonwealth of PARC v. The Commonwealth of Pennsylvania (p. 167)Pennsylvania (p. 167)

Education cannot be defined as only the provision of Education cannot be defined as only the provision of academic experiences for childrenacademic experiences for children

All students with mental retardation were capable of All students with mental retardation were capable of benefiting from programs of education and trainingbenefiting from programs of education and training

Having undertaken a free public education for the Having undertaken a free public education for the children of Pennsylvania, the state could not deny children of Pennsylvania, the state could not deny children with mental retardation the same children with mental retardation the same opportunitiesopportunities

The earlier the students with mental retardation were The earlier the students with mental retardation were provided education, the greater the amount of learning provided education, the greater the amount of learning could be predictedcould be predicted

Mills v. Board of Education Mills v. Board of Education The court ordered the District of Columbia to provide The court ordered the District of Columbia to provide

due process procedural safeguards (p. 167)due process procedural safeguards (p. 167) There must be clearly outlined due process procedures There must be clearly outlined due process procedures

for labeling, placement, and exclusion (p. 167)for labeling, placement, and exclusion (p. 167) Procedural safeguards must include the right to appeal, Procedural safeguards must include the right to appeal,

right to access records, and written notice of all stages right to access records, and written notice of all stages of the process (p. 167)of the process (p. 167)

Reflection QuestionReflection Question

What provision(s) do you provide for What provision(s) do you provide for Students With Disabilities in your Students With Disabilities in your

school or workplace?school or workplace?

LEGISLATIONLEGISLATION Section 504 and Public Law 93-112Section 504 and Public Law 93-112 Public Law 94-142Public Law 94-142 American with Disabilities ActAmerican with Disabilities Act Individuals with Disabilities Act (IDEA)Individuals with Disabilities Act (IDEA)

EXCEPTIONAL INDIVIDUALS EXCEPTIONAL INDIVIDUALS AND SOCIETYAND SOCIETY

““Society has begun to accept its basic Society has begun to accept its basic responsibilities for people with disabilities but responsibilities for people with disabilities but social equality has yet to become a reality” (p. social equality has yet to become a reality” (p. 174). 174).

Contemporary American society places great Contemporary American society places great emphasis on physical beauty and attractiveness emphasis on physical beauty and attractiveness (p. 175). (p. 175).

EXCEPTIONAL INDIVIDUALS EXCEPTIONAL INDIVIDUALS AND SOCIETYAND SOCIETY

Attitudes of society parallel that of racism (p. Attitudes of society parallel that of racism (p. 175). 175).

Disabilities often dominate society’s Disabilities often dominate society’s perception of a person’s social value and perception of a person’s social value and creates a mind-set of deviance (p. 176). creates a mind-set of deviance (p. 176).

““Handicapism leads to stereotyping of, and Handicapism leads to stereotyping of, and discrimination against, individuals with discrimination against, individuals with disabilities because of attitudes of superiority disabilities because of attitudes of superiority held by some nondisabled individuals” (p. held by some nondisabled individuals” (p. 176).176).

DISPROPORTIONATE DISPROPORTIONATE PLACEMENT IN SPECIAL PLACEMENT IN SPECIAL

EDUCATIONEDUCATION The overrepresentation of students of color in special The overrepresentation of students of color in special

education has been one of the most problematic education has been one of the most problematic issues facing educators in recent years. (p. 180)issues facing educators in recent years. (p. 180)

Some special education classes…had become a Some special education classes…had become a dumping ground for many culturally and dumping ground for many culturally and linguistically diverse children (p. 180)linguistically diverse children (p. 180)

While overrepresentation in special education does While overrepresentation in special education does not necessarily translate into inappropriate placement, not necessarily translate into inappropriate placement, it is indicative of either problems within the it is indicative of either problems within the educational system, or society in general. (p. 181)educational system, or society in general. (p. 181)

Why are minority students Why are minority students overrepresented in special overrepresented in special

education? education? http://www.youtube.com/watch?v=d2dqiecnNJI&feature=related

Contributing Variables to Contributing Variables to OverrepresentationOverrepresentation

Poverty (p. 182)Poverty (p. 182) Lead Poisoning (p. 183)Lead Poisoning (p. 183) Over-referrals (p. 183)Over-referrals (p. 183) Racial Bias (p. 184)Racial Bias (p. 184) Assessment Issues (p.184)Assessment Issues (p.184) Unexplained Issues (p. 184)Unexplained Issues (p. 184)

CLASSROOM FOCUSCLASSROOM FOCUS

Children with disabilitiesChildren with disabilities have the same basic needs as all children. have the same basic needs as all children. need straight, honest communication need straight, honest communication

tempered with sensitivity.tempered with sensitivity. are more like than unlike nondisabled are more like than unlike nondisabled

children.children. need acceptance and understanding.need acceptance and understanding.

CLASSROOM FOCUSCLASSROOM FOCUS Normalization Normalization

““making available to all persons with making available to all persons with disabilities or other handicaps, patterns of disabilities or other handicaps, patterns of life and conditions of everyday living which life and conditions of everyday living which are as close as possible to or indeed the are as close as possible to or indeed the same as the regular circumstances and ways same as the regular circumstances and ways of life of society” (Nirje, 1985, p. 67).of life of society” (Nirje, 1985, p. 67).

http://www.youtube.com/watch?v=ji3R30PT1PQ