Kimberly Barnett #2

SPED 5360
Chapter 1 - Purpose & Promise of Special Education
SPED 5360
1. List the 13 categories of disabilities with some defining information acknowledged by
IDEA.
IDEA identifies 13 categories of disabilities as follows; Learning Disabilities (LD), Speech
or Language Impairments, Other Health Impairment (OHI), Intellectual Disability (ID),
Emotional Disturbance (ED), Autism (AU), Multiple Disabilities, Developmental Delay, Hearing
Impairments, Orthopedic Impairment (OI), Visual Impairments, Traumatic Brain Injury (TBI),
and Deaf-Blindness.
*In order to be considered a disability under IDEA, each disability has adversely affects a
students educational performance *
Learning Disability: Difficulties surrounding a childs ability to listen, speak, read, write, or do
math.
Speech and Language Impairments: encompasses communication disorders, which interfere with
a childs ability to speak, understand language, and use language (expressive and receptive).
Other Health Impairments: encompasses a wide range of health conditions (e.g., diabetes, cancer
etc) that negatively impacts a childs educational performance.
Intellectual Disability: is a disability that is characterized by deficits in intellectual functioning
that interferes with an individuals ability to learn and utilize basic life skills.
Emotional Disturbance: a condition where an individual displays one or more specified
characteristics, over a long period of time, and to a marked degree, which negatively impacts
educational performance.
Autism: a disorder that interferes with communication, social interactions, repetitive behaviors,
and cognitive functioning. Severity varies from individual to individual.
Multiple Disabilities: is when an individual has two or more disabilities that cause significant
deficits in academic performance and require specialized interventions to address each the
limitations of disability.
Developmental Delay: is used to describe delays in development (physical and cognitive),
communication development, social development, and/or emotional development of children
birth-3 years old and children 3-9 years old.
Hearing Impairments: a condition where there is significant hearing loss that require adaptive
devices, and/or special education interventions.

Orthopedic Impairments: include impairments that affect the skeletal system (e.g., bones, joints,
muscle, and specific limbs) that cause significant difficulties in movement or functioning that
adversely impact academic performance.
Visual Impairment: is a deficit in vision that negatively impacts academic performance even with
the use of glasses or other corrective devices.
Traumatic Brain Injury: is an injury to the brain that is a result of some kind of external physical
force applied to the head. TBI causes deficits in areas such as language, speech, cognition,
behavior, or other areas that negatively impact academic performance.
Deaf-Blindness: is when an individual is both deaf and blind. The condition requires the use of
assistive devices, and adversely impacts educational performance.
2. Compare and contrast (pros & cons; benefits vs. negatives) the process of labeling
students as having a disability.
Pros of labeling students as having a disability:
Helps the child receive special education services. According to IDEA, a child
must be identified/labeled with a specific disability in order to be eligible for
special education.
Identifies individual differences in learning and behavior and provides an
opportunity to develop ways to respond to those differences (e.g., develop
interventions that are specifically designed to address the difficulties an
individual might face based on the specific disability they have).
Allows individuals the opportunity to receive accommodations and/or
modifications. Example: A child who is labeled as having a Learning Disability,
can get extra time taking a test.
Improve peer relationships because peers will understand why the individual acts
a certain way and this will result in peer acceptance.
Helps researchers and other professionals research and better understand specific
disabilities, as well as implement and evaluate interventions.
Labeling provides an avenue for funding, developing programs, and providing
educational resources.
Labeling identifies the needs of children with disabilities and can be used to show
the public their needs and bring awareness.
Cons of labeling students as having a disability:
Shift the focus on what the child cant do instead of focusing on what the child
can do.
Labeling can result in stigma and might result in child being rejected by peers and
other individuals in the childs life.
Teachers might have different standards in expected performance for a child with
a disability versus a child without a disability (i.e., a teacher who knows that a
child has a disability will have lower expectations of the child).

Labels impact a childs self-esteem. Many times people believe that there is
something wrong with the child and a childs behavior is explained in terms of
what disability they have (e.g., Katie is acting like that because she has ADHD).
Labeling makes people think that every child who has a specific disability (e.g.,
Autism) will act the same way. This stereotype does not allow room for individual
differences. Ex: Not every child with Autism doesnt make eye contact.
Labeling children with a disability is expensive and time consuming.

3. Briefly discuss (based on your reading) why the federal government has had to build on
laws protecting children with disabilities.
The Federal Government has to build on laws protecting children with disabilities because in
the past, children were denied education because they were different than other children. Before
1970, laws made it okay for schools to not allow a child with a disability to be enrolled. Once
laws were developed that allowed children with disabilities the chance to be enrolled, they were
segregated/isolated from other students, were not allowed in general educations classrooms, and
received poor quality instruction. Over the years, inclusion was introduced, but many children
were placed in general educations classrooms with no support or assistance. Laws are set in place
now to ensure that children with and without disabilities receive access to education, provided
accommodations and modifications if needed, and are given opportunities to be in general
education classrooms with supports that they need. Laws derived from court cases such as
Brown v. Board of Education and Pennsylvania Association for Retarded Children v.
Commonwealth of Pennsylvania opened the doors to equal protection of children with disabilities
and allowed children with disabilities the right to education. The Federal Government built upon
those laws of equality and came up with The Individuals with Disabilities Act that ensured
children receive access to free public education that provide the child with individualized
interventions and services. IDEA made sure that educational resources and tools were provided
to teachers and parents to help a child with a disability, as ensured that services and interventions
are effective. IDEA helped develop and implement early childhood interventions to infants and
toddlers.
4. Outline the following 5 laws (pp 33-34):
(a)1975 EAHCA (P.L. 94-142):
Education for All Handicapped Children Act (EAHCA)
Required that all children with disabilities between the ages of 6-21 receive free
public educations.
Ensured that the rights of both the child with a disability and their parents was
protected in any educational decision making.
A child with a disability must have an IEP and must get educational services in the
most least restrictive environment (e.g., general educations classroom)
(b) 1990 IDEA (P.L. 101-336):
Individuals with Disabilities Education Act Amendments of 1990
New categories of disabilities were added: Autism and TBI.
IEPs were expected to include a statement about the need for transitional services by

age 16-no later

Included both rehabilitation counseling and social work as related services
(c) 1997 IDEA (P.L. 105-17)
Individuals with Disabilities Act of 1997
The IEP team must include the general education teacher
Students with disabilities are required to have access to general education curriculum
IEPs need to include positive behavioral support plans when needed
Statewide and district testing is required for children with disabilities
Before implementing any disciplinary measures (i.e., suspension or changing
placements), the school must first allow the IEP team to determine the behavior was
not a result of the disability manifestation determination.
(d) 2001 NCLB (P.L. 107-110):
No Child Left Behind Act of 2001:
Goal: By 2014, all children will be proficient in all subject areas
School districts must make yearly progress towards this goal by requiring evidenced
based researched instruction be taught by highly qualified and taught to all students.
Schools that do not meet standards will be provided assistance, if the school continues
to not meet the standards, the school will be subject to corrective actions.
(e) 2004 IDEIA (P.L. 108-446)
Individuals with Disabilities Education Improvement Act of 2004:
Additions to the original IDEA were made. IEPs only need to include objectives and
benchmarks if students are taking alternative tests based on different standards of
achievements.
RTI was implemented to help identify children who are at risk of learning disabilities.
Classification and identification that distinguishes a special education teacher as
highly qualified
Specific circumstances were identified which allows a student to be taken out of
current school and placed in another facility for up to 45 days regardless of whether
the misconduct was a result of the child having a specific disability (e.g., even if a
child has EBD, bringing a weapon to school will result in student being removed from
school).

5. Create your own graphic organizer representing the continuum of educational

placements for students with disabilities as defined by the federal government. Give
enough information to differentiate between them.

EDUCATIONAL
PLACEMENTS

% of time
spent in
general
education
classroom (GE)

Less than 40%

More than
40%

LEAST RESTRICTIVE

Regular
Classroo
m

Student
spends at
around 80%
of the school
day in the
general
education
classroom.

Resour
ce
Room

MOST RESTICTIVE

Separat
e
Classro
om

Separa
te
School

Residen
tial
Facility

Homebou
nd/Hospit
al

40-79% of
50/50:
Student
Student
Less than
the day is
general
receives
received
40% of day
spent in the
education
special
special
is in the
general
classroom
education
in
education
general
6. Discuss the 6 major principles of IDEA
education
and
a 24hr
in a
education
classroom.
separate
residential
homebound
classroom
Zero Reject: Every child must receive an education, whether they have a disability or not.
Other time
school
0%
or hospital
Children between the ages of 6-17, who have a disability
cannotto
be deniedfacility.
education,
no matter
spent in
receive
time
in
GE
setting.
what disability they have, or how severe that disability is. Every school must implement the
special
0% time in
child find system, which states that the state education agency is required to find, identify, and
evaluate children who have disabilities or who are suspected of having a disability from birth
until 21 years old.
Nondiscriminatory Evaluation: All evaluations used in identifying and determining whether a
child has a disability must be free from bias. If a child does have a disability, then determining
whether the child would benefit from instruction that is specifically designed to meet their needs.
All evaluation measures should be free from discrimination (i.e., race, culture etc). Children
must receive evaluations that are in the childs language. All these factors encompass the IDEA
protection in evaluation procedures.
Free Appropriate Public Education: All children, regardless of the type or severity of their
disability, have a right to receive a free education. The child must have an IEP created in order to
identify and implement specific interventions based on the childs unique needs.
Least Restrictive Environment: Students with disabilities should spend as much time as
appropriate in the general education classroom. The child should only be sent to another
classroom or school if they cannot get instruction in the GE classroom even with supports.
Procedural Safeguards: Schools are required to follow certain procedures in order to ensure
that the rights of children with disabilities and their parents, are not compromised. Parental
consent is required for any evaluation, and parents have a right to get an evaluation outside the
school. Records are confidential. Parents have the right to disagree with school evaluations and
can request a due process hearing.
Parent Participation and Shared Decision Making: Parents must be included in the
development and implementation of special education services. Parents can be a part of the IEP
process including suggestions of IEP goals, services, and educational placement decisions.
7. How do NCLB and IDEA work together to benefit students with disabilities?
NCLB and IDEA both work together to ensure that all students receive instruction that is
research based and specialized to fit the needs of all students. NCLB and IDEA both have the
goal of ensuring that every student has access to education. Both require students to take state
and district assessments. NCLB makes sure that schools are held accountable for students
success. Schools are graded based on how well students score on standardized tests. If a school
fails to meet the standard set, then the school is required to take measures to correct this. Schools
will have to implement new strategies for teaching or change how instruction is presented.
NCLB looks at the scores of all students, with or without disabilities. Schools are held
accountable for providing students with disabilities the accommodations and alternative
assessments to ensure that they are able to pass the standardized assessment. NCLB and IDEA
both require schools to only provide instruction techniques and curriculum that is evidence

based.

8. Outline the six defining features of special education as discussed in in Table 1.7
Individually Planned: Input from parents and the child are taken into account when goals and
objectives are developed. All teaching strategies, methods, and materials, are specifically
selected or changed based on the individual needs of the child. A child is placed in a setting that
is going to provide the student with the most opportunities to learn and use skills.
Specialized: Instruction is specifically designed to meet the needs of the students. Certain
teaching strategies are used that are not often implemented in the general educations classroom
(e.g., token reinforcement). Students are provided assistive technology, related services (i.e., PT),
accommodations, and modifications as needed based in the students unique needs.
Intensive: Instruction is designed to ensure that it is structured, delivered in such a way to ensure
clarity, and provide students with opportunities to practice what they learned, sometimes though
providing accidental opportunities for the child to use a skill.
Goal-Directed: Instruction is focused on helping students be able to do the skill on their own,
and be able to generalize skills. The quality of instruction is measured based on the students
success at meeting goals and objectives.
Research-Based Methods: Instructional strategies and techniques that are used in the classroom
are evidence based, meaning that research has shown it to be effective based on numerous
studies.
Guided by Student Performance: How instruction is implemented is based on how well the
students are doing. If students are not showing progress, then the method of instruction might
need to be evaluated, or the student may need more additional supports.

9. Outline or create a visual for the Tips for Beginning Teachers (pp 44-45)

TIPS FOR BEGINNING

TEACHERS
(INCLUSION)

MAKE
LEARNING
FUN AND
ENGAGING

DIFFERENCIATED
INSTRUCTION

STUDENT
LEARNING
GROUPS

FLUID STUDENT LEARNING GROUPS

Homogenous groups: Groups include
students who are around the same skill level (i.e.,
have students who are struggling with reading be
in one group, and have students who are better
readers in another group).
Heterogeneous groups: Groups include
students of different skill levels.
*allow students the opportunity to choose how
their work will be assessed increases student

BE A TEAM
PLAYER!

COLLABORATION

TRANSDISCIPLINARY
APPROACH
Special Education & General
Education Teacher
Work together to come up with
lessons
Co-teaching: equality both
teachers work together to help
struggling students
Build rapport with each other: open
communication, learn to
compromise, and use differences in
teaching styles as an opportunity
to bounce ideas of each other and
provide an environment conducive
to learning.
____________________________________

Special Education Teacher & Other

Professionals

10. Find, read, and bring to class a current court case involving IDEA and services to children
with disabilities (in our public schools)
2014: Fry, et al. v. Napoleon Cmty. Sch., et al.
Case summary:
A child with cerebral palsy was not allowed to bring her service dog to school because it was not
part of her IEP. The service dog helped the child with mobility, assisted child with getting on the
toilet, and would pick up items the child dropped on the floor.
The school refused to allow the child to have her service dog because her IEP already allowed
her to have a human aid to assist her.
Schools argument: The human aid would be able to provide the same assistance as the dog
would, therefore there was no need for the child to have both.
School allowed child to bring service dog on a trial basis but the dog was only allowed to do
certain tasks, and was not allowed to be with the child during the entire school day. After trial
period school decided not to allow the child to bring her service dog back.
Parents sued school, but it took 2 years before the decision was made.
Office of Civil Right found the school in violation of ADA.
Parents filed another suit claiming that they should be compensated for damages including:
Not having the service dog negatively impacted the childs educational performance and
prevented the child from gaining independence and autonomy.
Due to not having independence, the child lacked social confidence and did not have the
same opportunity to form friendships.
Under IDEA: the claim determined that although the child had a human aid, not letting her bring
her service dog, the school was not providing an accommodation that was sufficient.
Human aid was deemed an insufficient accommodation because it did not help child maintain
independence outside of school, which was a goal of her current IEP.
Additionally, under IDEA, the child should have been allowed to bring the dog to school because
it the dog was considered an accommodation that made the child feel comfortable, actively
participate in school, and fit in with peers.
Ruling: Disability discrimination
http://www.wrightslaw.com/law/caselaw/2015/6th.fry.napoleon.pdf

11. Find & share information regarding identification, services, etc for school children with
disabilities in another country, culture, etc

Special Education in China

Summary:

China does not have any exclusive laws that specifically state that individuals with
disabilities have the RIGHT to special education services, like in the US.
Special education schools are only for children with visual impairments, hearing
impairments, and/or intellectual disabilities (NO OTHER DISABILITIES).
Children with disabilities are only allowed to be in the general education classroom if
they could learn to adapt.
Early interventions are provided to children with visual or hearing impairments
Teachers are provided special education techniques/strategies training, because most
teachers do not receive any educations about disabilities while working on their teaching
degree.

Wang, M., & Feng, Y. (2014). Special education today in china. Special Education International
Perspectives: Practices Across the Globe, 28, 663-688.