Lesson 01.pdf

Psychology for Exceptional Children Lesson 01 Who are Exceptional Children? – All children exhibit differences from one another in terms of their physical attributes, (some are shorter, some are stronger) and learning abilities (some pick up new skills easily, others need intensive instructio...

Psychology for Exceptional Children Lesson 01 Who are Exceptional Children? – All children exhibit differences from one another in terms of their physical attributes, (some are shorter, some are stronger) and learning abilities (some pick up new skills easily, others need intensive instruction). Most Children benefit from the general education program. – Most children benefit from general education program. They physical attributes and or learning of exceptional children differ from the norm (either below or above) to such an extent that they require an individualized program or special education and related services to fully benefit from education.  Continually exhibits Mental, physical, emotional, Gifted or Talented child behavior that does not developmental, speech or meet minimal standards of learning disability problems Child conduct established by the requires special education with disability school authorities and that and related services in order are required in the to develop that person’s Exceptional child classroom; own capabilities Disruptive Child Behavior is defiance of school personnel CHILD Who by virtue of certain outstanding abilities is Means a child with a capable of a high disability or a gifted and performance in an talented child. identified field. Special education that is specially designed instruction including classroom instructions, instruction in PE, home and related services – Impairment – refers to loss or reduced function of particular body part organ (e.q. missing limb). – Disability – exist when an impairment limits a person’s ability to perform certain tasks (e.q., walk, read, see) – Handicap – refers to a problem or a disadvantage a person with disability or impairment encounters when interacting with the environment. – At risk – refers to children who are considered to have a greater than usual chance of developing disability Areas of Exceptional Children and Adults (Categorical Titles) – Multicultural and Bilingual Aspects of Special Education – Learning Disabilities – Emotional or Behavioral Disorders – Communication Disorders – Hearing Impairment – Visual Impairment – Physical Disabilities – Giftedness Approaches to Describing Human Difference Developmental Approach Cultural Approach Self-Labeling Why are Exceptional children labeled and classified? Why are Exceptional children labeled and classified? – Under the Federal Individuals with Disabilities Education Act (FIDEA), to receive special education and related services, a child must be identified as having disability (labeled), and in most cases, further classified into categories, such as learning disabilities or orthopedic impairments (IDEA allows children ages 3-9 years to be identified with developmental delays and receive special education services without a specific disability label) Possible Benefits of Labeling and Classification – Labeling recognizes meaningful differences in learning or behavior and is a first and necessary step in responding responsibly to those differences – A disability label can provide access to accommodations and services not available to people without the label. – Labeling may lead to protective response in which peers are more accepting of the atypical behavior of a child with disabilities – Labels enable disability-specific advocacy groups to promote specific programs and spur legislative action – Labeling helps make exceptional children’s special needs more visible to policy makers and the public Possible Disadvantages of Labeling and Classification – Because the labels used in special education usually focus on disability, impairment r performance deficits, they may lead to think only in terms of what the individual cannot do instead of what he/she can do or might be capable of doing – Labels may stigmatize the child and lead peers to reject or ridicule the labeled child – Teachers may hold low expectations for a labeled student and treat her differentially as a result. – Labels may negatively affect the child’s self-esteem – Disability labels are often misused as explanatory constructs – Even though membership in a given category is based on a particular characteristic there is a tendency to assume that all children in a category share other traits as well, thereby diminishing the detection and appreciation of each child’s uniqueness (Smith & Michelle, 2001b). Historical Perspectives on Disability – Early Greek and Roman patriarchies have practiced selected eugenics – Germany had come to full circle with the planned extermination – 20th century marked contradictions in societal and government support for the people with disabilities and their families – Parents were blamed – Blue laws (Connecticut Code of 1650) – 1949 - United Cerebral Palsy Blue laws (Connecticut Code of 1650) "...that no mans life shall be taken away, no mans honor or good name shall bee stained, no mans person shall be arrested,.. Historical Perspectives on Disability – 1950’s - Parent group advocating the rights of children – National Association for Retarded Children – 1961 – National Society for Autistic Children – 1964 – Association for Children with Learning Disabilities Special Education – Special education or special needs education is the practice of educating students with special needs in a way that addresses their individual differences and needs. – This process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, accessible settings Brief History of SPED in the Philippines  SPED in the Philippines started in 1908 where the school for deaf ( in Harrison, Pasay City) was established and marked the official government recognition of obligations towards the education of the handicapped children. School for the Deaf and Blind  Rep. Act No. 3562 ( June 1963) – An Act of Promote the EDUCATION of the blind in the Philippines which established teacher training course and Philippine National School for the Blind. – Philippine Normal College offered courses in Sped for teaching the blind in 1964 wherein 14 elementary teachers were selected for training.  In 1952, a pilot school for the SPED ( at the Phil. Women’s University) of mentally handicapped children was started. All children from this school were transferred to the Special Child Study Center in Cubao, Q.C. in 1957.  Rep. Act No. 7277 An act of providing for the rehabilitation, self- development and self-reliance of disabled persons and their integration into the mainstream of society and for other purposes  Rep. Act No. 5250 AN ACT ESTABLISHING A TEN-YEAR TRAINING PROGRAM FOR TEACHERS OF SPECIAL AND EXCEPTIONAL CHILDREN IN THE PHILIPPINES AND AUTHORIZING THE APPROPRIATION OF FUNDS THEREOF. Goal of special education Article 1, Section 5 of Child and youth Welfare Code (PD No. 603) – States that the ultimate goal of special education shall be integration of mainstreaming of learners with special needs into the regular school system and eventually in the community. – To meet the individual educational needs of the learners and, to extent possible, prepare them for going to a more regular classroom setting.  difference between special education and reGular education  Special Education Regular Education Kind of Learners Children with special needs who necessitate individualized program Regular Learners Number of Learners For one-on-one : 1 Private school : 35-50 For group : 3-4 Public school : 50-60 For resource group : 5-10 or more Attention skills (ADHD) English, Reading, Memory Skills (MR), Braille (VI), Sign Language ( HI), Math, Makabayan. Curriculum Auditory and Visual Perception skills (LD), anger Management ( emotional/ Behavior Disturbance), Creative and Critical Thinking Skills (Giftedness), functional Academics ( Autism) Who dictates the Individual needs of the child School System Curriculum? (DECS) Received instruction SPED teachers, occupational therapist, Physical Regular Teachers from? Therapist, Speech Pathologist. ( Subject Teachers) Primary Function OF SPED TEACHER: OF REGULAR To meet the goals and objectives established in the IEP TEACHER: To teach the curriculum  Changing Era – Disorder – General abnormality in mental, physical or psychological functioning. – Disability – Loss of physical functioning or a challenge in learning and social adjustment that significantly interferes with typical growth and development – Handicap “CAP in HAND” – Limitation imposed on the individual's ability to adapt or adjust to those demands in the environment and is related to the individual’s ability to adapt or adjust to those demands. A CHANGING ERA IN THE LIVES OF STUDENTS WITH DISABILITIES – There is a worldwide call to education for children with disabilities. – In the United States, access to education is a basic value. INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA) – Zero exclusion principle : no person can be rejected from special education or related services regardless of the nature or extent of the disability. WHAT ARE SPECIAL EDUCATION AND RELATED SERVICES? Special education : specially designed instruction provided at no cost to parents in all educational settings. Related services : services necessary to ensure benefit from special education experiences WHO IS ELIGIBLE FOR SPECIAL EDUCATION AND RELATEDSERVICES Two criteria must be met: 1. Identified as having one of the disability conditions identified in law. 2. Demonstrated need for specialized instruction and related services to receive an appropriate education  MAJOR PROVISIONS OF IDEA 1. Free and appropriate public education (FAPE) 2. Nondiscriminatory and multidisciplinary assessment 3. Parental safeguards and involvement 4. Individualized education program (IEP) 5. Education in the least restrictive environment (LRE)  FREE AND APPROPRIATE PUBLIC EDUCATION (FAPE) An identified students with disabilities are entitled to a free and appropriate public education to meet their unique needs at no cost to the parents. An appropriate education – “specially designed instruction and related services” – “individually designed” – “educational benefit” NONDISCRIMINATORY AND MULTIDISCIPLINARY ASSESSMENT – Test students in native language when possible – Evaluation procedures are not culturally or racially discriminatory – Validated assessment tools – Team of school professionals use several pieces of information to formulate placement decision  PARENTAL SAFEGUARDS AND INVOLVEMENT – Give written consent before initial assessment – Give written consent for educational setting where child will receive special education and related services – Request independent assessment if believe school's assessment is inappropriate, to be provided at no charge – Participate in committee to consider assessment, placement, and programming – Inspect and review educational records and challenge any inaccurate information INDIVIDUALIZED EDUCATION PROGRAM – Individualized education program (IEP) – : written framework for delivering a free and appropriate education to every eligible child with a disability LEAST RESTRICTIVE ENVIRONMENT – Least restrictive environment (LRE) : Students with disabilities are to be educated with their peers without disabilities to the maximum extent appropriate. – School must develop a continuum of placements. REFERRAL, ASSESSMENT, PLANNING & PLACEMENT PROCESS : Initiating the Referral : Assessing Student Eligibility and Educational Need : Developing the Individualized Education Program (IEP) Determining the Least Restrictive Environment (LRE) MYTHS AND FACTS MYTH FACT – People with disabilities are just like – First, no two people are exactly alike. People with disabilities, just like everyone else, are everyone else. unique individuals. Most of their abilities are much like those of the average person who is not considered to have a disability. Nevertheless, a disability is a characteristic not shared by most people. It is important that disabilities be recognized for what they are, but individuals with disabilities must be seen as having many abilities-- other characteristics that they share with the majority of people. MYTHS AND FACTS MYTH FACT – A disability is a handicap. – A disability is an inability to do something, the lack of a specific capacity. A handicap, on the other hand , is a disadvantage that is imposed on an individual. A disability may or may not be a handicap, depending on the circumstances. For example, the inability to walk is not a handicap in learning to read, but it can me a handicap in getting into the stands at a ball game Thank you for listening! Prepared by: Ma. April F. Arcilla