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EDSP 3700 Lecture Notes August 22

by: Abby Joannes

EDSP 3700 Lecture Notes August 22 EDSP 3700

Marketplace > Clemson University > Special Education > EDSP 3700 > EDSP 3700 Lecture Notes August 22
Abby Joannes
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About this Document

These notes cover what was gone over in our first lecture. I will continue to post these notes weekly. Feel free to contact me with any questions!
Exceptional Children
Professor Jennifer Counts
Class Notes
SPED, Education, exceptionality




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This 3 page Class Notes was uploaded by Abby Joannes on Tuesday August 2, 2016. The Class Notes belongs to EDSP 3700 at Clemson University taught by Professor Jennifer Counts in Fall 2016. Since its upload, it has received 22 views. For similar materials see Exceptional Children in Special Education at Clemson University.


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Date Created: 08/02/16
EDSP 3700 Lecture Notes Week of August 22, 2016 • Exceptional Learners – require special education and related services to reach potential o Includes those with special gifts and talents o Disabilities are on a continuum § Severe/Profound: usually intellectual disabilities § Mild: usually specific learning disabilities § Anywhere on the continuum: emotional and behavioral disorders, autism o Exceptional learners are on a wide range, with different abilities o Common understanding is that children excel in their LRE (least restrictive environment). Keeping them as close to normal as the average student as we an. § Some children do not excel in a normal setting and the normal setting wouldn’t be categorized as that specific child’s LRE § Example: an autistic child in a loud gym class • Getting oriented o Focus on ability vs. disability o The IEP has a section talking about a student’s strength • Handicap vs. Inability o Handicap: a disadvantage imposed on an individual § Disability does not have to be a handicap o Inability: all disabilities are an inability to do something not every inability is a disability o Examples § A wheelchair bound person: the wheelchair is only a handicap if the area doesn’t have a wheelchair accessible place § A Blind person: their disability is the inability to see. Th eir disability is not a handicap in the dark because the dark isn’t causing them not to see. • Prevalence o Over 6.5 million students (8.5% of the school population) receive special education services o Males may be identified more often, and may be able to be diagnosed more easily than females o Autism is considered low-incidence because the definition of autism has changed • Special Education Definition: specially designed instruction that meets the needs of exceptional students which may include special materials , teaching techniques, equipment and or facilities as well as related support services. o Goal for special education: students show adequate progress toward acquiring content o Reasons for children being labeled: didagnostic processes, advocacy and awareness o Exceptional learners: runs on the continuum of sever/profound à T&G (entire continuum) § Special education: G&T, ADHD, and DSL are not included § There are 13 federally identified groups for receiving services. • Special Education History th o 18 thntury: primarily regarding blind and deaf o 19 Century: attempted to educate those with intellectual disabilities. Moving from just Blind & Deaf to “insane”. Most education took place in asylums, segregated. o 1922: CEC (Council for Exceptional Children) – governing body for standards of special education. Still here today. o 10 Century: deinstitutionalization, wanting to move the people out of the asylums, wanted to give them a more normal life into communities. Teaching people to be more productive members of the community o Present day: integration works best for most kids but not all (LRE!!) • Legislation and Litigation o Legislation – lawmaking o Litigation – defending rights under the law (going to court/law suits) o Education for all Hancicapped Children Act § All children have the right to free, appropriate, public education. LRE. The one that’s closest to normal while still showing that they’re making progress. o IDEA (provisions) § Identification § FAPE: free appropriate public education § Due process: rights to information, informed consent, system for disagreement § Parental involvement: every effort to involve § LRE: least restrictive environment § IEP: individualized education program. Once you are entitled to services, this legal document goes with you anywhere in the country, even if you change schools. § Nondiscriminatory evaluation: all areas of suspected disability, multiple measures § Confidentiality § Personal development: highly qualified teachers required o ADA (Americans with Disabilities Act) § Differs from IDEA. IDEA has to do with education, but ADA protects people against all discrimination due to disability in the community o NCLB (No Child Left Behind) § ESSA is the extension which adds the HQ status of teachers. Lecture Review Questions 1. How is disability related to exceptionality? • Disabilities are just part of the exceptionality continuum • Exceptionality = disability, DSL, G&T, ADHD 2. To receive special education services what two standards must be met? • Being identified under one of the 13 categories • Have to be in need of the services. If someone is blind, can read braille, and can keep up, student doesn’t need an extra IEP and specialized service. 3. How are disability and handicap related? 4. Special education and its goals • Goal: to achieve adequate (not optimal) progress • Special education: specially designed instruction (services & support) to meet a child’s needs 5. Legislation • IDEA: free appropriate education • ADA: people’s rights in community, protects against discrimination • NCLB à ESS: standards based education for learners, teachers are accountable, HQ requirement


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