CUI 4450 Education and Psychology of Exceptional Children

1. CUI 4450 Education and Psychology of Exceptional Children June 11, 2012 Big Idea’s Personal Perspectives and Beliefs, Albeism, People First Language, Presume Competence, History of Special Education in America, Special Education in Denver Public Schools

2. Big Ideas Overview of Special Education IDEA and IEP Learning Disabilities Response to Intervention Cultural Diversity in Special Education

3. Text for the class Turnbull, Ann, Turnbull, Rud, & Wehmeyer, Michael (2010). Exceptional Lives: Special Education in Today’s Schools, 6th Edition. Upper Saddle River NJ; Pearson Prentice Hall. Chapman, Randy, Esq, The Everyday Guide to Special Education Law, The Legal Center, Denver CO

4. Text for the class Moats, Louisa (2007). LETRS Foundations Book with DVD of videos: An Introduction to Language and Literacy (You can order it from this site: http://store.cambiumlearning.com ).

5. Assignments • Class participation and attendance 10 points • Resource Notebook 5 points • 9 Exit Slips from Face to Face Meetings 45 points • Provided during the Face to Face meetings • Four Text Readings and Responses 40 points

6. Schedule Session 1 June 11, 2012 -Personal perspective, beliefs, ableism, people first language, presume competence, history and SpEd in DPS Session 2 June 12, 2012 LETRS Chapter 1 Session 3 June 13, 2012 LETRS Chapter 2-3 Session 4 June 14, 2012 LETRS Chapters 4-6 Session 5 June 15, 2012 Psychological Process of writing and math Session 6 June 18, 2012 Historical IEP; Legislative history; Models of Special Education, IDEA Session 7 June 19, 2012 The IEP and IEP process Session 8 June 20, 2012 Learning Disabilities: RTI Session 9 June 21, 2012 Cultural responsiveness; collaboration

7. Wiki Site (Temporary)

8. Big Idea: Personal perspective of Special Education and Individuals with Disabilities

9. Personal Perspectives and Beliefs of Special Education • Take a few minutes to do the top portion of your exit slip. • My story “Why I chose special education” • Table Talk

10. Big Idea: Ableism, Presume Competence and People First Language

11. Quote Quest • Each group has a quote • Rearrange the words to create the quotes as a group • Glue the quote on the large sheet of paper • Copy onto your Exit slip • Post the quote on the wall • Discuss the quotes as a group • Share out with the rest of the groups “”

12. Sue Rubin We are going to watch a one minute video on a young woman; Sue Rubin Jot down notes about Sue. Turn and talk to your shoulder partner about Sue What behavior's did you see? What conclusions might you make about Sue?

13. Sue Rubin Now we are going to show the video with the sound turned on.

14. Sue Rubin Thoughts? http://www.sue-rubin.org/

15. Presumed Competence Judicial System- a person is presumed innocent Presumed Guilty? Doctors- we presume they are competent Presumed Incompetent?

16. Presume Competence “…remember that 50% of all doctors graduated in the lower half of their class…” -Ann Landers

17. Presumed Competence “…if your house was on fire, but you didn’t call 911 because you presumed the firefighters were incompetent?”

18. Presume Competence

19. Presume Competence “We can continue to presume incompetence; ensure the dependence, helplessness, and isolation of people with disabilities; and maintain an “us/them” society. Or we can presume competence and create communities where all are valued and included. “ -Kathie Snow

20. Ableism Table Talk Ableism is a term that has been around for a long time but rarely used in the public media. Study this word… Able- -ism What do you think this means in the context of special education?

21. Ableism defined History of Ableism Ableism is a form of discrimination in which preference is shown to people who appear able-bodied. • Read this history of Ableism • Share with your shoulder partner what surprised you about this history of ableism

22. Ableism

23. People First Table Talk • Denver Public Schools strives to practice people first language. What do you think this means?

24. People First People First Language recognizes that individuals with disabilities are - first and foremost - people.  It emphasizes each person's value, individuality, dignity and capabilities

26. What do I call a person with a disability? “Men, women, boys, girls, students, mom, Sue's brother, Mr. Smith, Rosita, a neighbor, employer, coworker, customer, chef, teacher, scientist, athlete, adults, children tourists, retirees, actors, comedians, musicians, blondes, brunettes, SCUBA divers, computer operators, individuals, members, leaders, people, voters, Coloradians, friends or any other word you would use for a person.”

27. Big Idea: History of the Education of Individuals with Disabilities

28. History of Special Education • Take a few minutes to complete section two of your exit slips

29. Historical Timeline- Education of Students with Disabilities 1975 1997 2004 to today Pre 1975 1980’s-1990’s 2001

30. Court Cases Judicial Decisions and Legislation • Mills v. Washington, DC, Board of Education • Pennsylvania Association for Retarded Citizens [PARC] v. Commonwealth of Pennsylvania • The courts ordered school districts to: • Provide a free, appropriate public education to all students with disabilities • Educate students with disabilities in the same schools and basically same programs as students without disabilities • Put into place procedural safeguards so that students can challenge schools that do not live up to the court’s orders. • These decisions led to families advocating for a federal law to guarantee rights and Congress to act

31. Pre-1975 “One million of the 8 million handicapped children are excluded entirely from the public school system and will not go through the educational process with their peers.” 1.75 million handicapped children are receiving no educational services

32. 1975- Public Law 94-142 “To remedy this national shame, the new law required that children with disabilities receive a free and appropriate public education and that special education and related services be provided to children according to an IEP. Congress had set up to right this great wrong.” Original intent: Open schools to all students with disabilities and ensure they had a chance to benefit from special education

33. Board of Education v Rowley 1982 • Amy is deaf • As a kindergartner she attended public school with support services and aids, and interpreter was used for a trail period • In first grade the IEP team determined that Amy didn’t need an interpreter as she was keeping up with the class • Parents sued district claiming that without an interpreter Amy could not reach her potential • Supreme court ruling: FAPE doesn’t mean reaching your potential but adequate access to the curriculum

34. 1980’s and 1990’s • Emphasis on the individual and concern about early intervention services birth to three year’s old • The name changed to Individuals with Disabilities Education Act • Mainstreaming and “Inclusion Model” became popular- no where in the law is the term “Inclusion” or “Mainstreaming” used.

35. IDEA 1997 “Over 20 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by-having high expectations for such children and ensuring their access in the general curriculum to the maximum extent possible.” 20 USC § 1401(c) (5) (1997)

36. IDEIA 2004 • General Educator as a required member of the IEP team • Rational Statement: The extent to which the student will not participate in general education • Emphasis on Transition services into adulthood

37. Who Are the Students? • Approximately 6 million students ages 6 - 21 • 369,596 infants and toddlers or 2.2% of U.S. infants and toddlers • 670,750 preschool children or 5.8% of the preschool-aged population

38. Profile of Special Education • Approximately 2/3 boys and 1/3 girls in special education • Approximately 1.8% to 18 % of students in the gifted and talented category in different states- Overall, 6.4 % of the school population • Females slightly outnumber males in gifted and talented category

39. Students 6 to 21: 2007 Categories of Disabilities (Figure 1–2)

40. Who Are Special Education Personnel? • Special education is a high-demand occupation • Districts often have unfilled teaching positions • Many different professionals work with students with disabilities: • School social workers • Occupational therapists • Physical therapists • Recreation and therapeutic • specialists • Paraprofessionals • Supervisors/administrators • Psychologists • Diagnostic/evaluation staff • Audiologists • Speech therapists • Additional specialists

41. The Span of Special Education • IDEA provides services from birth to age 21 (historically was from ages 6 to 18) • IDEA has three sections: • Part A sets out Congress’s intent and national policy to provide a free appropriate public education to all students with disabilities • Part B serves children ages 3 to 21 • Part C serves students ages birth to 2

42. Specific learning disabilities Emotional disturbance Mental retardation Multiple disabilities Deaf-blindness Autism Other health impairments Orthopedic impairments Traumatic brain injury Speech or language impairments Hearing impairments Visual impairments IDEA Disability Categories

43. Other Federal Laws: Entitlements and Antidiscrimination • Rehabilitation Act • Allows people to seek vocational rehabilitation services so they may work • Provides services such as supported employment programs and job coaches • Tech Act • Allows states to create statewide systems for delivering assistive technology devices and support to people with disabilities

44. Other Federal Laws: Entitlements and Antidiscrimination • Section 504 • Applies to any program or activity receiving federal funds • Americans with Disabilities Act (ADA) • Applies to other programs or activities available to the public that do NOT receive federal funds

45. Big Idea: Special Education in Denver Pubic Schools

46. Continuum of Services in DPS During IEP meeting when determining LRE always start with the general education classroom!

47. Continuum of Services in DPS Provided in every school within DPS

48. Continuum of Services in DPS Provided in select school within school within DPS -Law indicates that the full continuum doesn’t need to be replicated in every building -Most HS and MS have a full continuum

49. Continuum of Services in DPS Must be sanctioned by CDE Very costly and reserved for the most severe

50. Problem Solving Process