Psychology for Exceptional Children 3 3 3
Special3 Education
What3 is3 special3 education?
“Specially 3designed3instruction3to3meet3the3unique3ends3of3a3child3with3a3disability,
3including3adapting3content,3teaching3methodology3and3delivery 3instruction3to3mee
t3the3appropriate3needs3of3each3child.”
Intervention Instruction
3 Preventive:3designed3to3keep3min 3 Individually3planned3
or3problems3 from3 becoming3 a3 disab
3 Specialized
ility
3 Intensive
3 Remedial:3attempt3to3eliminate3the3effec
3 Goal-directed
ts3of3a3disability
3Compensatory:3enable3successful3functi
oning3 in3 spite3 of3 the3 disability
It3 broadly3 identifies3 the3 academic,3 physical,3 cognitive3 and3 social-
emotional3 instruction3 offered3 to3 children3who3are3face3with3one3or3more3disabilities.3Thus,3the3range3of3s
pecial3education3support3will3vary3based3on3 need3and3educational3jurisdictions.
Goals3 (Article3 1,3 Section3 53 of3 Child3 and3 Youth3 Welfare3 Code:3 PD3 NO.3603)
3Integration3of3mainstreaming3learners3with3special3needs3into3the3regular3school3system3and3 ev
entually3in3the3community
3 To3meet3the3individual3educational3needs3of3the3learners3and,3to3extent3possible,3prepare3them3f
or3 going3to3a3more3regular3classroom3setting.
Who3 are3 exceptional3 children?
They3differ3from3the3norm3(either3below3or3above)3to3such3an3extent3that3they3require3an3individualized
3 program3of3special3education.
3 Impairment:3 the3 loss3 or3 reduced3 function3 of3 a3 body3 part3 or3 organ
3 Disability:3 exists3 when3 an3 impairment3 limits3 the3 ability3 to3 perform3 certain3 tas
ks3 3 Handicap:3a3problem3encountered3when3interacting3with3the3environment
*Not3 all3 children3 with3 a3 disability3 are3handicapped
33 At3 risk:3 children3 who3 have3 a3 greater-than-usual3 chance3 of3 developing3 a3 disability
How3 many3 are3they?
It3is3impossible3to3state3the3 precise3number3due3t
o…3 3 Different3criteria3used3for3identification
3 Preventive3services
3 Imprecise3nature3of3assessment
Psychology3for3Exceptional3Children 1
, 3 Child3 may3 be3 eligible3 at3 one3 point3 in3 time3 and3 not3 eligible 3 at3 another
Children3in3special3education3represent3about39%3of3the3school3population3and3approximately375%3 st
udents3 with3 disabilities3 receive3 at3 least3 part3 of3 their3 education3 in3 regular3 classrooms
In3 the3 PH…
3 Children3 with3 disabilities3 who3 are3 in3 school3 are3 about3 101,3 7623 (2011-
2012)3 3 Most3are3still3combating3educational3exclusion
3 97.3%3 of3 them3 are3 still3 unreached
3 About3 5,9163 are3 mainstreamed3 in3 regular3 classes
Terms3to3Remember
3 Individuals3with3Disabilities3Education3Act3(IDEA32004):3The3original3legislation3was3written3in319753
guaranteeing3students3with3disabilities3a3free3and3appropriate3public3education3and3the3right3to3be3 edu
cated3with3their3non-
disabled3peers.3Congress3has3reauthorized3this3federal3law.3The3most3recent3 revision3occurred3in3200
4.
3 Individualized3Educational3Plan3(IEP):3special3education3term3outlined3by3IDEA3to3define3the3written
3 document3that3states3the3student’s3goals,3objectives3and3services3that3will3be3provided3by3the3school
3 district3for3students3with3disabilities
3 Annual3goals:3defines3the3academic3and3functional3skills3the3IEP3team3decided3that3a3student3wit
h3 disabilities3can3achieve3within3the3one3year3term3of3the3IEP.3These3goals3goals3are3geared3tow
ard3 helping3students3with3disabilities3take3part3in3the3general3education3classroom.3IEP3goals3nee
d3to3be3 realistic3and3measurable.
3 Annual3Review:3A3yearly3meeting3of3the3IEP3team3for3the3purpose3of3discussing3a3student's3needs3a
nd3 performance3 by3 reviewing3 progress3 toward3 goals3 and3 looking3 at3 new3 data3 like3 work3 samples3
and3recent3 testing.3 The3 IEP3 will3 be3 updated3 to3 reflect3 the3 current3 needs3 and3 performance3 of3 the3 s
tudent.
3 Assessment3or3Evaluation:3used3to3describe3the3testing3and3fact3finding3done3prior3to3the3IEP3to
3 determine3 the3 child’s3 needs3 and3 determine3 if3 they3 qualify3 for3 Special3 Education3 Services
3 Behavior3Intervention3Plan3(BIP):3is3a3document3that3is3attached3to3the3current3IEP3that3describe
s3the3 problem3behavior,3includes3the3functional3analysis,3and3includes3the3strategies3that3will3be3u
sed3to3 modify3the3problem3behavior.
Functional 3Behavioral3Assess Least3Restrictive3Environ Specially3Designed3Instructi
Assistive3 technology3 (AT)
ment/Analysis3(FBA) ment3(LRE) on3(SDI)
Psychology3for3Exceptional3Children 2
, Functional 3Behavioral3Assess Least3Restrictive3Environ Specially3Designed3Instructi
Assistive3 technology3 (AT)
ment/Analysis3(FBA) ment3(LRE) on3(SDI)
The3placement3of3a3stude
nt3with3disabilities3in3a3 m
anner3that3promotes3the3
maximum3possible3interact
ion3with3the3general3gener
al3education3population.3P
Specially3designed3instru
Any3device,3equipment3or3 lacement3options3are3offer
ction3means3adapting,3as
software3that3helps3your3c ed3on3a3continuum3that3v
3appropriate,3to3the3need
hild3work3around3her3issue ary3from3least3restrictive3t
s3of3an3eligible3child3the3
A3functional3analysis3is3a3pro s.3AT3can3help3your3child3l o3most3restrictive:3general
content,3methodology,3or3
blem3solving3process3that3loo earn,3communicate3and3fu educational 3classroom3wit
delivery3 of3instruction3to3
ks3at3a3child's3problem3behavi nction3better3in3school.3AT hout3support,3general3edu
address3the3unique3need
or.3It3looks3beyond3the3behavi 3ranges3from3simple3tools3 cation3classroom3with3sup
s3of3the3child3that3result3f
or3itself. (like3highlighters)3to3high- port,3designated3instructio
rom3the3child's3disability3
tech3software3(like3apps3th n3services(such3as3Reso
and3to3ensure3access3of3
at3reads3text3aloud) urce3class3or3speech3ther
the3child3to3the3 general3 c
apy),3special3day3classes
urriculum.
3(which3range3from3mild/
moderate3to3moderate/se
vere)3and3private3educati
on
programs.
Early3Intervening3Services3(EIS):3A3set3of3coordinated3services3for3students3in3kindergarten3through3
grade3123who3are3not3currently3identified3as3needing3special3education3or3related3services,3but◦3Who
3 need3 additional3 academic3 and3 behavioral3 support3 to3 succeed3 in3 a3 general3 education3 environm
ent.
Early3Intervention:3services3(that3are3preventative3step)3provided3to3children30-
363months3that3are3at3 risk3of3having3a3disability3or3have3been3diagnosed3with3a3disability.3The3pur
pose3of3this3is3to3help3 prevent3problems3and/or3lessen3developmental3gaps3as3the3child3grows3up.
Transition3 Plan:3 This3 plan3 is3 part3 of3 the3 student's3 IEP3 and3 starts3 at3 age3 14.The3 plan3 addresses3 ar
eas3of3post-school3activities,3post-
secondary3education,3daily3living3skills,3employment,3and3community3 experiences.
Accommodation Inclusion Intervention Modification
Goes3 beyond3 changing
A3specific3skill-building
how3the3student3learns3as3
Services3 that3place strategy3 implemented3 and
it3effectively3changes3what
Changing3 how3 a3 student students3with3disabilities3in monitored3 to3 improve3 a
3they3learn3(i.e.,3instruction
learns3 but3 not3what3 they the3 general3 education targeted3skill3 and3achieve
al3level,3content3or3curricul
learn3 (learning3 goal3 or classroom3 with3 appropriate adequate3 progress3in3 a
um,3objective,3or3assignme
standard)3-3 Ex.3 Student support3 services3 -3 Ex. specific3area3-3Ex.3Teaching
nt3structure)3-
with3ADHD 3is3allowed3to Children3may3receive students3new3 skills3to3help
3Ex.3Reducing3the3amount
take3 breaks3 during3 a3 test instruction3 from3 a3 gen3 ed them3 overcome3 specific
3of3spelling3words3required
and3special3ed3teacher. deficits3or3ineffective
3to3learn3or3changing3an3e
response3 patters
ssay3HW3into3a3poster3pro
ject
Disability:3physical3or3mental3impairment3that The3following3are3143qualifying3disabilitie
3substantial3limits3one3or3more3major3life3 acti
s3 3 Orthopedic3impairment
vities
3 Other3health3impairment
Psychology3for3Exceptional3Children 3
, Autism Specific3learning3disability3Spee
Deaf- ch3or3language3impairment3Trau
blindness3Deafness3D matic/Acquired3brain3injury
evelopment3delay Intellectual3and3developmental3disability3Vi
Emotional3disturbance3 sual3impairment3(including3blindness)
Hearing3impairment3M
ultiple3disabilities
3Individualized3Education3Plan3(IEP)3Team:3Parent/guardian,3regular3education3teacher,3special3e
ducation3teacher,3Local3Education3Agency3(LEA)3Representative,3individual3to3interpret3instructiona
l3 implications3of3evaluation,3other3individuals3as3needed3and3the3child,3if3appropriate
Occupational 3Therapy/Therap Speech3and3Language3P
Physical3Therapy/Therapist School3 Psychologist
ist athologists
Provide3consultation3and3
Assist3the3assessment3an support3to3staff3to3improv
Provide3consultation3and3su d3identification3of3intellect e3a3student’s3educational
Provide3consultation3and3su
pport3to3staff3to3improve3a3s ual,3social3and3emotional 3performance3related3to3a
pport3to3staff3and3improve3
tudent’s3education3performa 3 needs3of3students.3The full3range3of3communicati
a3student’s3educational3perf
nce3related3to3fine3motor,3gr y3provide3consultation3an on3disorders,3including3th
ormance3related3to
oss3motor3and3sensory3integ d3support3to3families3and ose3involving3language,3a
functional3gross3motor3devel
ration3development 3staff3regarding3behavior3 rticulation3(speech3sound3
opment
and3condition3related3to3l disorders),3fluency,3voice/
earning resonance,
and3swallowing
Why3 do3 we3 label?
Benefits Disadvantages
3 Recognizing3differences3in3learning3and3be 3 Focuses3 on3 what3 students3 cannot3 do
havior3is3the3first3step3to3responding3respon
3 May3stigmatize3the3child3and3lead3to3pe
sibly3to3those3differences
er3rejection
3 May3lead3to3more3acceptance3of3atypical3b 3 May3 negatively3 affect3 self-esteem
ehavior3by3peers
3 May3cause3others3to3have3low3expectations3f
3Helps3professionals3communicate3and3diss or3the3student
eminate3research3findings
3 Disproportionate3number3of3culturally3divers
3 Funding3and3resources3are3often3based3on e3groups3are3labeled
3categories
3 May3take3away3role3of3fictional3explanatory3c
3 Helps3advocacy3groups3promote3awareness onstructs
3 3 Makes3special3needs3more3visible 3 Takes3away3from3the3child’s3individuality
3 Suggests3that3there3is3something3wrong3wi
th3the3child
Disability3 Etiquette
Psychology3for3Exceptional3Children 4
Special3 Education
What3 is3 special3 education?
“Specially 3designed3instruction3to3meet3the3unique3ends3of3a3child3with3a3disability,
3including3adapting3content,3teaching3methodology3and3delivery 3instruction3to3mee
t3the3appropriate3needs3of3each3child.”
Intervention Instruction
3 Preventive:3designed3to3keep3min 3 Individually3planned3
or3problems3 from3 becoming3 a3 disab
3 Specialized
ility
3 Intensive
3 Remedial:3attempt3to3eliminate3the3effec
3 Goal-directed
ts3of3a3disability
3Compensatory:3enable3successful3functi
oning3 in3 spite3 of3 the3 disability
It3 broadly3 identifies3 the3 academic,3 physical,3 cognitive3 and3 social-
emotional3 instruction3 offered3 to3 children3who3are3face3with3one3or3more3disabilities.3Thus,3the3range3of3s
pecial3education3support3will3vary3based3on3 need3and3educational3jurisdictions.
Goals3 (Article3 1,3 Section3 53 of3 Child3 and3 Youth3 Welfare3 Code:3 PD3 NO.3603)
3Integration3of3mainstreaming3learners3with3special3needs3into3the3regular3school3system3and3 ev
entually3in3the3community
3 To3meet3the3individual3educational3needs3of3the3learners3and,3to3extent3possible,3prepare3them3f
or3 going3to3a3more3regular3classroom3setting.
Who3 are3 exceptional3 children?
They3differ3from3the3norm3(either3below3or3above)3to3such3an3extent3that3they3require3an3individualized
3 program3of3special3education.
3 Impairment:3 the3 loss3 or3 reduced3 function3 of3 a3 body3 part3 or3 organ
3 Disability:3 exists3 when3 an3 impairment3 limits3 the3 ability3 to3 perform3 certain3 tas
ks3 3 Handicap:3a3problem3encountered3when3interacting3with3the3environment
*Not3 all3 children3 with3 a3 disability3 are3handicapped
33 At3 risk:3 children3 who3 have3 a3 greater-than-usual3 chance3 of3 developing3 a3 disability
How3 many3 are3they?
It3is3impossible3to3state3the3 precise3number3due3t
o…3 3 Different3criteria3used3for3identification
3 Preventive3services
3 Imprecise3nature3of3assessment
Psychology3for3Exceptional3Children 1
, 3 Child3 may3 be3 eligible3 at3 one3 point3 in3 time3 and3 not3 eligible 3 at3 another
Children3in3special3education3represent3about39%3of3the3school3population3and3approximately375%3 st
udents3 with3 disabilities3 receive3 at3 least3 part3 of3 their3 education3 in3 regular3 classrooms
In3 the3 PH…
3 Children3 with3 disabilities3 who3 are3 in3 school3 are3 about3 101,3 7623 (2011-
2012)3 3 Most3are3still3combating3educational3exclusion
3 97.3%3 of3 them3 are3 still3 unreached
3 About3 5,9163 are3 mainstreamed3 in3 regular3 classes
Terms3to3Remember
3 Individuals3with3Disabilities3Education3Act3(IDEA32004):3The3original3legislation3was3written3in319753
guaranteeing3students3with3disabilities3a3free3and3appropriate3public3education3and3the3right3to3be3 edu
cated3with3their3non-
disabled3peers.3Congress3has3reauthorized3this3federal3law.3The3most3recent3 revision3occurred3in3200
4.
3 Individualized3Educational3Plan3(IEP):3special3education3term3outlined3by3IDEA3to3define3the3written
3 document3that3states3the3student’s3goals,3objectives3and3services3that3will3be3provided3by3the3school
3 district3for3students3with3disabilities
3 Annual3goals:3defines3the3academic3and3functional3skills3the3IEP3team3decided3that3a3student3wit
h3 disabilities3can3achieve3within3the3one3year3term3of3the3IEP.3These3goals3goals3are3geared3tow
ard3 helping3students3with3disabilities3take3part3in3the3general3education3classroom.3IEP3goals3nee
d3to3be3 realistic3and3measurable.
3 Annual3Review:3A3yearly3meeting3of3the3IEP3team3for3the3purpose3of3discussing3a3student's3needs3a
nd3 performance3 by3 reviewing3 progress3 toward3 goals3 and3 looking3 at3 new3 data3 like3 work3 samples3
and3recent3 testing.3 The3 IEP3 will3 be3 updated3 to3 reflect3 the3 current3 needs3 and3 performance3 of3 the3 s
tudent.
3 Assessment3or3Evaluation:3used3to3describe3the3testing3and3fact3finding3done3prior3to3the3IEP3to
3 determine3 the3 child’s3 needs3 and3 determine3 if3 they3 qualify3 for3 Special3 Education3 Services
3 Behavior3Intervention3Plan3(BIP):3is3a3document3that3is3attached3to3the3current3IEP3that3describe
s3the3 problem3behavior,3includes3the3functional3analysis,3and3includes3the3strategies3that3will3be3u
sed3to3 modify3the3problem3behavior.
Functional 3Behavioral3Assess Least3Restrictive3Environ Specially3Designed3Instructi
Assistive3 technology3 (AT)
ment/Analysis3(FBA) ment3(LRE) on3(SDI)
Psychology3for3Exceptional3Children 2
, Functional 3Behavioral3Assess Least3Restrictive3Environ Specially3Designed3Instructi
Assistive3 technology3 (AT)
ment/Analysis3(FBA) ment3(LRE) on3(SDI)
The3placement3of3a3stude
nt3with3disabilities3in3a3 m
anner3that3promotes3the3
maximum3possible3interact
ion3with3the3general3gener
al3education3population.3P
Specially3designed3instru
Any3device,3equipment3or3 lacement3options3are3offer
ction3means3adapting,3as
software3that3helps3your3c ed3on3a3continuum3that3v
3appropriate,3to3the3need
hild3work3around3her3issue ary3from3least3restrictive3t
s3of3an3eligible3child3the3
A3functional3analysis3is3a3pro s.3AT3can3help3your3child3l o3most3restrictive:3general
content,3methodology,3or3
blem3solving3process3that3loo earn,3communicate3and3fu educational 3classroom3wit
delivery3 of3instruction3to3
ks3at3a3child's3problem3behavi nction3better3in3school.3AT hout3support,3general3edu
address3the3unique3need
or.3It3looks3beyond3the3behavi 3ranges3from3simple3tools3 cation3classroom3with3sup
s3of3the3child3that3result3f
or3itself. (like3highlighters)3to3high- port,3designated3instructio
rom3the3child's3disability3
tech3software3(like3apps3th n3services(such3as3Reso
and3to3ensure3access3of3
at3reads3text3aloud) urce3class3or3speech3ther
the3child3to3the3 general3 c
apy),3special3day3classes
urriculum.
3(which3range3from3mild/
moderate3to3moderate/se
vere)3and3private3educati
on
programs.
Early3Intervening3Services3(EIS):3A3set3of3coordinated3services3for3students3in3kindergarten3through3
grade3123who3are3not3currently3identified3as3needing3special3education3or3related3services,3but◦3Who
3 need3 additional3 academic3 and3 behavioral3 support3 to3 succeed3 in3 a3 general3 education3 environm
ent.
Early3Intervention:3services3(that3are3preventative3step)3provided3to3children30-
363months3that3are3at3 risk3of3having3a3disability3or3have3been3diagnosed3with3a3disability.3The3pur
pose3of3this3is3to3help3 prevent3problems3and/or3lessen3developmental3gaps3as3the3child3grows3up.
Transition3 Plan:3 This3 plan3 is3 part3 of3 the3 student's3 IEP3 and3 starts3 at3 age3 14.The3 plan3 addresses3 ar
eas3of3post-school3activities,3post-
secondary3education,3daily3living3skills,3employment,3and3community3 experiences.
Accommodation Inclusion Intervention Modification
Goes3 beyond3 changing
A3specific3skill-building
how3the3student3learns3as3
Services3 that3place strategy3 implemented3 and
it3effectively3changes3what
Changing3 how3 a3 student students3with3disabilities3in monitored3 to3 improve3 a
3they3learn3(i.e.,3instruction
learns3 but3 not3what3 they the3 general3 education targeted3skill3 and3achieve
al3level,3content3or3curricul
learn3 (learning3 goal3 or classroom3 with3 appropriate adequate3 progress3in3 a
um,3objective,3or3assignme
standard)3-3 Ex.3 Student support3 services3 -3 Ex. specific3area3-3Ex.3Teaching
nt3structure)3-
with3ADHD 3is3allowed3to Children3may3receive students3new3 skills3to3help
3Ex.3Reducing3the3amount
take3 breaks3 during3 a3 test instruction3 from3 a3 gen3 ed them3 overcome3 specific
3of3spelling3words3required
and3special3ed3teacher. deficits3or3ineffective
3to3learn3or3changing3an3e
response3 patters
ssay3HW3into3a3poster3pro
ject
Disability:3physical3or3mental3impairment3that The3following3are3143qualifying3disabilitie
3substantial3limits3one3or3more3major3life3 acti
s3 3 Orthopedic3impairment
vities
3 Other3health3impairment
Psychology3for3Exceptional3Children 3
, Autism Specific3learning3disability3Spee
Deaf- ch3or3language3impairment3Trau
blindness3Deafness3D matic/Acquired3brain3injury
evelopment3delay Intellectual3and3developmental3disability3Vi
Emotional3disturbance3 sual3impairment3(including3blindness)
Hearing3impairment3M
ultiple3disabilities
3Individualized3Education3Plan3(IEP)3Team:3Parent/guardian,3regular3education3teacher,3special3e
ducation3teacher,3Local3Education3Agency3(LEA)3Representative,3individual3to3interpret3instructiona
l3 implications3of3evaluation,3other3individuals3as3needed3and3the3child,3if3appropriate
Occupational 3Therapy/Therap Speech3and3Language3P
Physical3Therapy/Therapist School3 Psychologist
ist athologists
Provide3consultation3and3
Assist3the3assessment3an support3to3staff3to3improv
Provide3consultation3and3su d3identification3of3intellect e3a3student’s3educational
Provide3consultation3and3su
pport3to3staff3to3improve3a3s ual,3social3and3emotional 3performance3related3to3a
pport3to3staff3and3improve3
tudent’s3education3performa 3 needs3of3students.3The full3range3of3communicati
a3student’s3educational3perf
nce3related3to3fine3motor,3gr y3provide3consultation3an on3disorders,3including3th
ormance3related3to
oss3motor3and3sensory3integ d3support3to3families3and ose3involving3language,3a
functional3gross3motor3devel
ration3development 3staff3regarding3behavior3 rticulation3(speech3sound3
opment
and3condition3related3to3l disorders),3fluency,3voice/
earning resonance,
and3swallowing
Why3 do3 we3 label?
Benefits Disadvantages
3 Recognizing3differences3in3learning3and3be 3 Focuses3 on3 what3 students3 cannot3 do
havior3is3the3first3step3to3responding3respon
3 May3stigmatize3the3child3and3lead3to3pe
sibly3to3those3differences
er3rejection
3 May3lead3to3more3acceptance3of3atypical3b 3 May3 negatively3 affect3 self-esteem
ehavior3by3peers
3 May3cause3others3to3have3low3expectations3f
3Helps3professionals3communicate3and3diss or3the3student
eminate3research3findings
3 Disproportionate3number3of3culturally3divers
3 Funding3and3resources3are3often3based3on e3groups3are3labeled
3categories
3 May3take3away3role3of3fictional3explanatory3c
3 Helps3advocacy3groups3promote3awareness onstructs
3 3 Makes3special3needs3more3visible 3 Takes3away3from3the3child’s3individuality
3 Suggests3that3there3is3something3wrong3wi
th3the3child
Disability3 Etiquette
Psychology3for3Exceptional3Children 4
