Sped

SPECIAL EDUCATION

Management 8/e - Chapter 10 2

Topic Outline

What is Special Education Definition Special Education as Intervention ClassificationsComparison of Regular and Special EducationHistory of Special Education


Special Education It is an individually planned,

systematically implemented and carefully evaluated instruction to help exceptional children achieve greatest possible personal self-sufficiency and success in the present and future environments.


It can be differentiated from regular education by its curriculum-some children needed intensive, systematic instruction to learn skills that normally developing children acquire naturally. It provides learning opportunities that are not provided in standard or regular school curricula or by regular school services.


The child’s individual needs dictate the curriculum. The individualized programming that is the core of special education must be provided in settings that best meet each student’s special needs.


Some exceptional children are taught certain skills to compensate or reduce the handicapping effects of a disability.

The special education supports the proposition that children with disabilities need to be integrated or included in normal or regular educational services programs to the extent that it is reasonable.

TEACHING is what Special Education is all about.


WHO:

Exceptional children whose special needs or abilities necessitate an individualized program of education.

Teachers who have specialized training programs in preparation for their work with students with special needs- SPED Teachers and regular teachers

Other professionals who are members of the multidisciplinary team


School administrators Parents and other family members

and caregivers Community Legislators Society


WHERE:

Schools - special and regular schools; therapy or early intervention centers; home; vocational centers; community


HOW:

Use of varied teaching methods and strategies

Employ the same set of fundamental teaching skills – pacing content

Special educators should be skilled in the procedures for systematically designing, implementing and evaluating instruction


SPECIAL EDUCASTION AS INTERVENTION

Intervention is a general name for all efforts in behalf of individuals with disabilities.

The goal of SPED is to eliminate or at least reduce the obstacles that might keep a child or adult with disabilities from full active participation in school and society.


PREVENTIVE TECHNIQUES

Most effective when started early even before birth.

Social and educational programs to stimulate infants and very young children to acquire skills that most children learn normally and without help.


REMEDIAL PROGRAMS

Remediation and rehabilitation Teaching a person with disabilities

basic skills for independence – may academic (reading, writing, speaking, math), social ( following instructions, routines, schedules, getting along with other children , behaving) or personal (feeding, dressing, toileting)


Vocational rehabilitation – preparation for work, habits, attitudes, programs that help people succeed in normal meetings.


COMPENSATORY EFFORTS

Giving a kind of substitute skill or device to rely on to compensate for a person’s disability. (use wheelchair, Braille, sign language)

Aims to give individual some kind of asset to be able to use tools and techniques for meeting learning needs.


WHO NEEDS SPED? Exceptional People – refer to

individuals who differ from societal or community standards of normalcy; some exceptionalities are obvious while others are not; exceptionalities may be beneficial (ex. gifted or talented) or may be a significant problem (ex. Mental retardation)


Differ from the norm either below or above to such an extent that an individualized program of special education is required to meet their needs.

It is an inclusive term that refers to individuals with learning or behavior problems, individuals with physical and sensory disabilities and those who are intellectually gifted.


Kirk (1972) defines the exceptional child (included gifted and talented children as well as children with disabilities) as the child who deviates from the average or normal child to such an extent that he or she requires a modification of school practices, or special education services, in order to develop his maximum capacity.


In mental characteristics In sensory abilities In neuromuscular or physical

characteristics In social and emotional behavior In communication abilities Or in multiple handicaps


CLASSIFICATION OF EXCEPTIONALITIES

Autism Deafness Deaf-Blindness Hearing Impairment Mental retardation Multiple disabilities Orthopedic impairment


Other health impairmentSerious emotional disturbance Specific learning disabilitySpeech or language impairmentTraumatic brain injuryVisual impairmentGifted and Talented


DIFFERENT

TERMINOLOGIES

IN SPED


1. Disability - refers to the inability of an individual to do something in a certain way, incapacity to perform as other individuals due to impairments in sensory, physical, cognitive and other areas of functioning.

Refers to the loss or reduced function of a particular body part or organ

Synonymous to impairment


It limits the ability to perform certain tasks

A disabled person is not handicapped unless the physical disability leads to educational, personal, social, vocational, and other problems.


2.Handicap – refers to the

problems that an individual with a

disability encounters as he or she

attempts to function or interact in

his or her environment; this term

is used when explaining the

consequences or impact imposed

on the individual by his or her

disability.


Refers tom problems a person with disability or impairment encounters in interacting with the environment.

The term is more restrictive than exceptional; does not include gifted and talented.


3. Developmental DelayBecause of adverse effects of labeling, young children with special needs are sometimes identified as being developmentally delayed or at – risk for future problems in school.


Children do not have to be identified with any disability label. However, they are considered to have a high probability of developing a disability;

Defining a child’s delay may vary and may be derived from various assessment instruments.


Developmental disability – a severe, chronic disability of an individual five years of age or older that: Is attributed to a mental or

physical impairment or combination of mental and physical impairments

Manifested before the person attains the age of 22

Is likely to continue indefinitely


Results in substantial functional limitation in three or more of the following learning areas or major life activity – self-care; receptive and expressive language; learning; mobility; self-direction; capacity for independent living; and economic sufficiency.

Reflects the individual’s need for a combination and sequence of special interdisciplinary services, supports and other assistance that is lifelong or extended duration and is individually planned and coordinated. (NICHCY, 1996)


4. At- RiskChildren who have not been formally identified as a having disability but who may be developing conditions that will limit their success in school or lead to disabilities.The term “at-risk” is often used with the very young, because of negative conditions surrounding their birth, nurturing or environment, may be expected to experience developmental problems.


At-risk students include students who are experiencing learning socialization and maturational difficulties in the regular classroom; are failing academic subjects; or are at risk of overall school failure thus become identified as candidates for special education services (Heward,1996)


Can be the result of exposure to adverse genetic, biological or environmental factors- result to increased probability for cognitive, social, affective and physical problems.

a. Established risk – medical disorder of known etiology and predictable prognosis or outcome; ex. Cerebral palsy, Down syndrome


b. Biological risk- post –natal conditions and developmental events that heighten the potential for later unusual or abnormal development; ex. Premature birth, low birth weight, maternal diabetes, rubella, bacterial infections like meningitis and HIV


c. Environmental riskchildren are biologically typical but their life experiences or environmental conditions are so limiting or threatening that the likelihood of delayed development exists; ex. extreme poverty, child abuse, absence of adequate shelter and medical care, parental substance abuse, limited opportunities for nurturance and social stimulation.


FACTORS PLACING YOUNG CHILDREN

AT-RISK FOR DEVELOPMENTAL

PROBLEMS


1.Maternal drug and alcohol abuse2.Children born to teenage mothers

or women over 403.Home environment lacking

adequate stimulation4.Maternal diabetes, hypertension

or toxemia5. Exposure to rubella6.Chronic poverty


6.Primary caregiver is developmentally disabled

7.Infections such as encephalitis or meningitis

8.Oxygen deprivation9.Child abuse and neglect10.Accidents and head trauma11.Inadequate maternal and infant

nutrition12. Genetic disorders such as Down

syndrome


12. Family history of congenital abnormalities

13. Exposure to radiation14. Prematurity15. RH Incompatibility16. Low birth weight17. Ingestion of poisons and toxic

substances by the child18. Prolonged or unusual delivery


Comparison Of Regular

And Special Education


REGULAR CLASS ASPECT OF SIMILARITIES/DIFFERENCES

SPECIAL CLASS

TestsReadinessCoping SkillsStandards

ADMISSION RecommendationsNeed

SetDepEd RequiredSubjectsStandardsKnowledge based

CURRICULUM Child-centeredIndividualizedFocuses on the areas of learningHolisticKnowledge and skillsDevelopmental


REGULAR CLASS ASPECT OF SIMILARITIES/DIFFERENCES

SPECIAL CLASS

Ratio – 1 to manyDesks and chairs CLASSROOM

SET-UP

Ratio – less or one-on-one teachingSmall groupsLearning areas

Area of Expertise is the subject she teachesGive informationEvaluates by giving testsFollow and uplift standardsWhat the child learns

TEACHERS

SPED ExpertCaters to the child’s individual needsAreas of learningPlan activitiesAssessesObservesShapes BehaviorWHAT, HOW, WHEN


REGULAR CLASSASPECT OF

SIMILARITIES/DIFFERENCES

SPECIAL CLASS

Grading SystemNumerical or use of lettersBased on testsSubjects

EVALUATION Narrative ReportsAssesses all areas of learningNo Grades

Lecture based on the Lesson PlansActivities seldom implementedLearning confined in the classroomLaboratory workP.E., H.E. Work Mastery of KnowledgeTests and drillsMemorization

METHODS

Small group or individualizedUse of lot learning and teaching materialsMulti-sensoryAll modes of learning are used – visual, auditory, kinestheticTeacher-made materials


REGULAR CLASSASPECT OF

SIMILARITIES/

DIFFERENCES

SPECIAL CLASS

Two-dimensionalTextbooksPaper-pencilOther subjects are taught with hands-on, lab experiments, cooking, carpentry, etc.

MATERIALS

Three-dimensionalLearning materialsHand-onManipulativesMontessori Materials

All children differ from one another in individual

characteristics; they are unique individuals who

require attention, nurturing and caring.


History of Special

Education


Brief History of SPEDPERIOD SIGNIFICANT EVENT/FEATURE

17th Century Categories- idiots and insaneChildren were put in asylums-no categoriesNo education or intervention

18th Century Effective procedures were developed and were devised for teaching children with sensory impairmentsPrograms for the blind and the deaf

19th Century First systematic attempts were made to educate the idiotic and insane-mental retardation and emotional/behavioral problems


Ideas of Democracy in

France and America

oChange in attitudeo Political reformers and leaders in medicine and education began to champion the cause of handicapped children and adults.oUrged that the “imperfect” and incomplete individualsoPhysically disabled be taught skills that would allow them to be independent and productive citizenso Desire to protect and defend handicapped peopleoSought to normalize the exceptional children to the greatest extent possible


20th Century Recognition of children and people with exceptionalitiesEstablishing rightsCreation of laws and legislation for the care and protection of exceptional childrenFocus on educationCreation of specific educational programs for each exceptionalityMainstreaming and inclusion


SIGNIFICANT PEOPLEIN SPED


Throughout the history of special education, over 4.5 million children were denied adequate schooling. But, over the years, many people — often disabled themselves — focused on education for people with disabilities. Some of these individuals broke barriers by fighting for their own educational experiences. The following list of 20 famous contributors to the special education field contains just a handful of all the individuals who have contributed to this effort. The following list is in chronological order, from the 16th century to current news.

http://mastersinspecialeducation.net/articles/special-ed-lesson-plans-top-10-web-resources/

http://en.wikipedia.org/wiki/Disability

http://mastersinspecialeducation.net/articles/whats-the-average-salary-with-a-masters-in-special-education/


SIGNIFICANT PEOPLE

CONTRIBUTIONS

Phillipe Pinel(1745-1826)

French physicianConcerned with the humanitarian treatment of individuals with mental illnessStrongly influenced the work of Itard

Jacob Rodriguez Pereine(1715-1780)

Introduced the idea that persons who were deaf could be taught to communicateDeveloped an early form of sign languageProvided inspiration and encouragement for the work of Itard and Seguin


Jean Marc Gaspard Itard

(1774- 1878)

French physicianAuthority on the diseases of the ear and the education of deaf studentsSystematic efforts to educate an adolescent thought to be severely mentally retardedEducated Victor – the wild boy from AveyronIntroduced key concepts in SPED-Instructional sequence derived from a normal development- Individualized instruction-Sensory stimulation-Systematic instruction-simple to complex tasks-Activities that will build independence and functional skills

Sped

Education

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