Chapter One introduces and defines important terminology in the field of special education. The 13 disability categories are described along with relevant statistics for each category. A historical perspective is included in addition to a discussion on the common instructional models of cooperative teaching. The chapter wraps up with a look at the dimensions of disabilities across the life span.

Learning Objectives:

• Define exceptional children, disability, handicapped, developmentally delayed, at risk, and special education.
• Identify the thirteen disability categories recognized by the federal government.
• Distinguish between prevalence and incidence.
• Describe the historical evolution of services for children and adults with disabilities.
• List the related services sometimes required by students with disabilities.
• Outline the differences between multi-, inter-, and transdisciplinary team models.
• Describe common instructional models of cooperative teaching.
• Identify key dimensions of universal design for learning.
• Explain the services typically available to infants/toddlers, preschoolers, adolescents, and adults with disabilities.

Chapter Outline:

1. Key ideas reflected throughout the textbook:
   
   1. Classrooms are made up of diverse learners Identifying social research questions
      
      1. Diversity comes in many forms including disability, ethnicity, gender, learning style, experience with school, and cultural norms.
   2. Person first language is essential
      
      1. When describing people with disabilities, it is essential to focus on the person rather than the disability.  Examples of person first language include “person in a wheelchair” or “girl with autism.”
   3. Attitudes are powerful
      
      1. Negative stereotypes and cultural beliefs about people with disabilities can impact the way people think and act and affects the experiences of people with disabilities in their everyday lives.
2. Definitions and Terminology
   
   1. Exceptional children
      
      1. This inclusive term is used frequently by both general and special educators to refer to individuals who differ from societal or community standards of normalcy
   2. It is important to recognize the difference in meaning and implication of the terms disability and handicap although they are often used interchangeably.
      
      1. Disability
         1. The term disability is the limitation or inability to perform a task in a certain way.  For example, a person may have paralysis of the leg muscles, cognitive impairments, loss of sight or hearing, emotional disturbances, or learning difficulties.
      2. Handicap
         1. The term handicap refers to the problems or difficulties that a person with a disability may encounter because of their disability, for example, a building that isn’t wheelchair accessible, a building with Braille signs posted far into a building, or marginalization and discrimination due to negative social attitudes.
3. Classroom Suggestions
   
   1. Focus on the person rather than the disability
      
      1. Focus on the person rather than the disability.
         1. The person lives a life that is just as important to them as your life is to you and it’s important to recognize the parts of their life that they find valuable and important.  Remember, the disability doesn’t define the person.
      2. Avoid “super achiever” and other stereotypes.
         1. Negative stereotypes about people with disabilities are as unfair as stereotypes assigned to other minority groups.  Using these stereotypes can have negative implications for the thoughts and attitudes of people without disabilities and contributes to the handicaps that people with disabilities may encounter in society.
      3. Avoid terms of pity such as “afflicted with” or “suffers from” and generic labels like “the retarded.”
         1. Terms of pity evoke emotions of sorrow and charity and encourage people to distance or separate themselves from the object of pity.  Using terms of pity furthers the social stereotype that people with disabilities are helpless, weak, or inferior.
      4. Use person first language such as “boy with Down syndrome.”
         1. Language is often the precursor to thought.  Focusing on the person before the disability sends the message that the person isn’t defined by their disability.  This change reflects an important social shift in thinking about people with disabilities and can impact attitudes about people with disabilities.
      5. Use language that affirms ability such as “uses a wheelchair” rather than “wheelchair bound.”
         1. Language is powerful and using it in different ways can convey different meanings.  Using language that does not emphasize a person’s disability or limitations sends the message that the disability or limitation isn’t the person’s defining characteristic.
      6. Use correct terminology rather than euphemisms. 
         1. Terms such as “physically challenged” are often used to describe a person with a disability and are seen as condescending.  It is important to use the correct terminology to express respect for the person with a disability.
      7. Don’t confuse disease with disability.
         1. Disability does not imply disease or illness although many people have diseases that are disabling.  Disease can be frightening for children and implies that the disability might be contagious and this belief may cause them to distance themselves or fear the person with the disability.  A disability is not a sickness and should not be presented as a problem or in need of a cure.
      8. Portray people with disabilities as active participants in life and in society.
         1. Positive portrayals of people with disabilities show children that people with disabilities are equal participants in society and can impact their beliefs and perceptions about people with disabilities.  Changing negative attitudes is part of the struggle that disability rights activists have been fighting for decades.
4. Important Terms
   
   1. Developmental Delay
      
      1. Many states have different criteria for identifying a developmental delay for example, testing with standardized tests or comparing developmental milestones.  Current legislation allows states to use the term developmental delay for children aged 3 through 9.  The use of specific disability labeling for young children is of questionable value.
   2. At-Risk
      
      1. Children who are at-risk are generally not identified as having a disability but have a high probability of manifesting a disability due to biological, genetic, or environmental factors.  Adverse circumstances or factors may contribute to delays in learning or development but it is not a guarantee. 
   3. Special Education
      
      1. Special education is a customized instructional program that considers materials, equipment, services, and teaching strategies to meet the needs of the student with a disability.  Special education is often conducted in the regular education classroom.  Not all students with disabilities will require special education programming.  Students who receive special education will have an Individualized Education Program (IEP).
   4. Related Services
      
      1. Related services are provided by professionals who may work with students with disabilities.  Related services are an integral part of a special education program if the student requires them.  They will be discussed later in the chapter.
   5. Incidence
      
      1. Incidence refers to a rate of inception, or the number of new instances of a disability occurring within a given time frame, usually a year.
   6. Prevalence
      
      1. Prevalence refers to the total number of individuals with a particular disability currently existing in the population at a given time.
5. Federal Categories of Disability identified by Public Law (PL) 108-446 (the Individuals with Disabilities Education Improvement Act of 2004).
   
   1. Federal categories
      
      1. Autism
      2. Deaf-blindness
      3. Developmental delay
      4. Emotional disturbance
      5. Hearing impairments
      6. Mental retardation [Intellectual disability]
      7. Multiple disabilities
      8. Orthopedic impairments
      9. Other health impairments
      10. Specific learning disabilities
      11. Speech or language impairments
      12. Traumatic brain injury
      13. Visual impairments including blindness
   2. Pros and cons to using labels to identify people
   3. Increase in number of students receiving special education services
6. Prevalence of Children and Young Adults with Disabilities
   
   1. Important terms: incidence and prevalence
   2. Number of children and adults served
      
      1. Review Figure 1.1 and Table 1.2
   3. Note on gifted and talented individuals
7. History of Special Education
   
   1. Pioneers in the Development of Special Education
   2. Institutions and Asylums
   3. Special education classes in public schools
   4. Change in social beliefs about people with disabilities
   5. Legislation and litigation reflected social beliefs
   6. Inclusive philosophies and services
   7. Related Service Providers
8. Successful Partnerships and Practices
   
   1. Families of children with disabilities
   2. Collaboration and consultation with professionals
   3. Service delivery teams
      
      1. Multidisciplinary teams
         1. Mandated by PL 94-142 and IDEA (2004).  Multidisciplinary teams are typically formed of professionals across various disciplines that independently conduct their own evaluations.  Parents may meet with each expert separately to receive information and suggestions.  This type of team is not as collaborative as other types of teams.
      2. Interdisciplinary teams
         1. Interdisciplinary teams evolved from the fragmented approach of multidisciplinary teams.  Team members conduct their evaluations separately but the program that is developed is based on collaboration and reflects the integration of each expert’s findings.  Families may meet with the entire team or with a representative.
      3. Transdisciplinary teams
         1. Transdisciplinary teams build on the strengths of the interdisciplinary model.  All team members are committed to working collaboratively across individual discipline lines.  Professionals conduct their evaluations and additionally teach their skills to the other team members.  A team leader, often an educator, is chosen to serve as the primary interventionist.  The transdisciplinary model provides a more coordinated and unified approach to assessment and service delivery and teams view parents as full-fledged members of the group with an equal voice in decision making.
   4. Cooperative teaching
      
      1. Cooperative teaching, or co-teaching, is an increasingly popular approach for including students with disabilities in general education classrooms.  Co-teaching occurs when a general education teacher and one or more support service providers work together in a collaborative manner in the general education classroom.  Common models of co-teaching include:
         1. One teach, one observe:  one teacher presents the instruction to the entire class while the other teacher collects data on one or more students.
         2. One teach, one support:  one teacher takes the lead instructional role while the other teacher provides support and assistance to all students who need it.
         3. Station teaching:  student change their locations, or stations, throughout the classroom and work with all teachers during the rotations.
         4. Parallel teaching:  each teacher delivers instruction to half the class at the same time as the other teacher is presenting the same lesson to the other half of the class.
         5. Alternative teaching:  One teacher provides instruction to the larger group while the other teacher works individually with a smaller group to provide alternate teaching strategies.
         6. Team teaching:  Both teachers take equal turns in presenting the instruction and in supporting students.
   5. Universal Design for Learning (UDL)
      
      1. UDL is the concept that curriculum, instruction, and evaluation procedures should be designed to meet the needs of all students by providing access to learning, not simply access to information.  Learning materials and lessons are designed to allow for flexibility and offer various ways to learn to ensure that all children achieve success. 
9. Disability Across the Lifespan
   
   1. Infants, Toddlers, and Preschoolers with Special Needs
      
      1. Legislation provides services for the youngest citizens with disabilities in the form of Early Intervention (EI) services for children from birth through age 2 and early childhood special education for children who are 3-5 years of age. 
      2. The Individualized Family Service Plan (IFSP) provides support and services to the family in addition to the child with the disability. 
   2. Adolescents and Young Adults with Disabilities
      
      1. Full participation in adult life is the goal of most adolescents and young adults as they leave high school and plan for their future.  Transition planning is mandated by PL 108-446 (IDEA) and occurs for students in secondary school as they prepare to transition to the adult world.
      2. Transition planning involves planning services to assist students with disabilities in attending postsecondary education, securing employment, participating in the community, living independently, and engaging in social/recreational activities in ways that suit their interests and needs. 
      3. Full participation may not be possible without planning and effective instruction while students are still in high school.  An Individualized Transition Plan (ITP) is incorporated into a student’s IEP no later than age 16 (and annually thereafter).
10. Chapter Summary
    
    1. Definitions and Terminology Recap
    2. Categories and Labels
    3. Prevalence of Children and Young Adults with Disabilities
    4. A Brief History of the Development of Special Education
    5. Professionals who work with Individuals with Exceptionalities
    6. Cooperative Teaching
    7. Universal Design for Learning
    8. Exceptionality Across the Life Span