Meaning of Special Education
Content
Meaning of Special Education y Special education refers to a range of educational and social services provided by the public school system and other educational institutions to individuals with disabilities who are between three and 21 years of age. The purpose of Special education is designed to ensure that students with disabilities are provided with an environment that allows them to be educated effectively. Disabilities that qualify for special education include physical disabilities, such as deafness or blindness; mental disabilities, such as Down's syndrome and autism; medical conditions, such as oxygen dependence or traumatic brain injury; learning deficits, such as dyslexia; and behavioral disorders, such as attention deficit hyperactivity disorder (ADHD) and conduct disorders. Those called exceptional children²differ from the norm (either below or above) to such an extent that they require an individualized program of special education and related services to fully benefit from education. The term exceptional children includes children who experience difficulties in learning as well as those whose performance is so superior that modifications in curriculum and instruction are necessary to help them fulfill their potential. Thus, exceptional children is an inclusive term that refers to children with learning and/or behavior problems, children with physical disabilities or sensory impairments, and children who are intellectually gifted or have a special talent. The term students with disabilities is more restrictive than exceptional children because it does not include gifted and talented children. Learning the definitions of several related terms will help you better understand the concept of exceptionality. Although the terms impairment, disability, and handicap are sometimes used interchangeably, they are not synonymous. Impairment refers to the loss or reduced function of a particular body part or organ (e.g., a missing limb). A disability exists when an impairment limits a person¶s ability to perform certain tasks (e.g., walk, see, add a row of numbers) in the same way that most persons do. A person with a disability is not handicapped, however, unless the disability leads to educational, personal, social, vocational, or other problems. For example, if a child who has lost a leg learns to use a prosthetic limb and thus functions in and out of school without problems, she is not handicapped, at least in terms of her functioning in the physical environment. Classification A group of people or things arranged by class or category. Labeling Students identified as having problems in school either will meet eligibility criteria for special education services or will be unofficially labeled with
such negative adjectives as "lazy," "unmotivated," "slow learner," or "behavior problem." In the latter case, neither the teacher nor the student will get help. The student will remain in general education and most likely continue to fail in school. There is an increased probability that the student will eventually drop out of school. Advantages of Labeling The advantages of labeling were more obvious in the formative years of special education (mid-1940s to early 1970s), than they are now. For instance, without the category of learning disabilities, advocates for these children would have had no rallying point to promote educational programs. Imagine how ineffective scientists would be in raising money for cancer research if they had no name for it. The advantages of labeling can be summarized as follows: y Federal and local funding of special education programs are based on categories of disabilities. Labeling enables professionals to communicate with one another because each categorical label conveys a general idea about learning characteristics. The human mind requires "mental hooks" to think about problems. If present categorical labels were abolished, a new set of descriptors would evolve to take their place. There is ample evidence of this in the evolution of the term "mildly retarded." Labeling the disability spotlights the problem for the public. Labeling can spark social concern and aid advocacy efforts.
y
y
y .
Disadvantages of Labeling Because of IDEA, students with disabilities have made significant gains in public schools. These advances have been accompanied by problems inherent in officially designating someone abnormal. Make no mistake about it; these labels stick. Once a child is categorized with intellectual disability, emotional disturbance, or learning disabilities, that information will be forwarded to every new teacher in the child's cumulative folder. Along with the label comes the stigma of being considered deficient. For this reason alone, assigning a student to a category for special education purposes is a fateful step that should not be taken unless all other options have proved unsuccessful. The disadvantages of labeling are summarized as follows: y Labels shape teacher expectations. Imagine what your reaction would be if the principal informed you that the new student in your class is mildly mentally retarded. Studies on teacher expectations have
demonstrated that what teachers believe about student capability is directly related to student achievement. y All children have some troubling behaviors. Labels can exaggerate a student's actions in the eyes of a teacher. A teacher may overreact to behavior of a labeled child that would be tolerated in another. y Labels send a clear message: The learning problem is with the student. Labels tend to obscure the essence of teaching and learning as a two-way street. Some students placed in a mild disability category have nothing wrong with them. They are the unfortunate recipients of ineffective schooling. y Labels perpetuate the notion that students with mild disabilities are qualitatively different from other children. This is not true. Students with mild disabilities go through the same developmental stages as their peers, although sometimes at a slower rate. y Teachers may confuse the student with the label. Labels reflect categories of disabilities. Categories are abstract, not real, concepts that are general enough to incorporate many different individuals. More than two million students may be identified with specific learning disabilities, but as individuals, each is a unique human being. When a student is placed in a category, a teacher who knows some of the characteristics of a category may ascribe all known characteristics to each labeled child. This is stereotyping. Stereotypes harm students when teachers rationalize low achievement by citing characteristics of the label. An example is the teacher who explains away a teaching-learning problem by stating, "We can't really expect Mary to remember too much math because she is 'intellectually disabled.' " y Students cannot receive special education services until they are labeled. In many instances, the intervention comes too late. The need to label students before help arrives undermines a preventive approach to mild learning problems. y Diagnostic labels are unreliable. Educational evaluation is filled with quirks. States use different descriptive criteria for the same categories; many evaluation instruments have questionable validity and reliability; specific labels go through trends (for example, at one time learning disabilities was considered a white, middle class category and African American students were overrepresented with mild intellectual disability). y Labels often put the blame (and the guilt) for a student's learning problems squarely on the parents' shoulders. In many cases, this is unjustified because students may be mislabeled or teachers may not fully understand the many different causes of mild disabilities.
Timeline of the history of Special Education: DATE 355 BC IMPORTANT PEOPLE Aristotle SIGNIFICANT EVENT Aristotle said those "born deaf become senseless and incapable of reason." A Roman general who sustained 23 injuries and a right arm amputation. An iron hand was fashioned to hold his shield and he was able to go back to battle.
218 BC
Marcus Sergius
1500
Girolamo Cardano
He was the first physician to recognize the ability of the deaf to reason. Gotz von Berlichingen, German mercenary knight, had a reputation as a Robin Hood, protecting the peasants from their oppressors. In 1508 he lost his right arm in the Battle of Landshut. Gotz had two prosthetic iron hands made for himself. He published a treatise discussing sign language, "Of The Art of Signs."
1508
Gotz von Berlichingen
1616
G. Bonifacio
Samuel Heinicke 1755
He establishes first oral school for the deaf in the world in Germany.
Thomas Braidwood 1760
He opened first school for the deaf in England.
1784
Abba Silvestri
Who opened first school for the deaf in Italy in Rome.
1805
Rush's Medical Inquiries and Observations Louis Braille
The first modern attempt to explain mental disorders. He was deprived by his sight by an accident when he was 3 and in 1819 he was sent to the Paris Blind School. Invents the raised point alphabet that has come to be known as Braille.
1809
1829
Louis Braille
1860 The Braille system was introduced to America and was taught with some success at the St. Louis School for the Blind. 1872 Alexander G. Bell Opened speech school for teachers of the deaf in Boston. British Braille became the English language standard A group in New York City called the League for the Physically Handicapped formed to protest discrimination by the Works Progress Administration (WPA). Hitler Amid the outbreak of World War II Hitler orders widespread "mercy killing" of the sick and disabled. The Nazi euthanasia program was code-named
1916
1935
1939
Aktion T4 and was instituted to eliminate "life unworthy of life." Father of the independent living movement, contracts polio.
1953
Ed Roberts
1976
Jimmy Carter
He promised that his administration would sign regulations that had received extensive input from affected agencies and the disability community nationwide. Opening of a memorial museum for the victims of "euthanasia" and "Special Treatment 14 f 13" at a psychiatric hospital in Bernburg, Germany. The First International Symposium on Issues of Women with Disabilities is held in Beijing, China in conjunction with the Fourth World Conference on Women.
1989
31-Aug-1995
2004
Department of health (DOH)
Republic act No.9288 otherwise known as ³the newborn screening act of 2004´
Bibliography: Http://www.answer.com/topic/special-education.com/reference/article/ Http://www.education.com/reference/article/who-exeptional-children/ Http://www.education.com/reference/advantage and disadvantages/ Http://www.disabilityhistory.org Http://wps.ablongman.com/ Yolanda T. Capulong -first edition Introduction to Special Education, Rex Book Store Inc.
such negative adjectives as "lazy," "unmotivated," "slow learner," or "behavior problem." In the latter case, neither the teacher nor the student will get help. The student will remain in general education and most likely continue to fail in school. There is an increased probability that the student will eventually drop out of school. Advantages of Labeling The advantages of labeling were more obvious in the formative years of special education (mid-1940s to early 1970s), than they are now. For instance, without the category of learning disabilities, advocates for these children would have had no rallying point to promote educational programs. Imagine how ineffective scientists would be in raising money for cancer research if they had no name for it. The advantages of labeling can be summarized as follows: y Federal and local funding of special education programs are based on categories of disabilities. Labeling enables professionals to communicate with one another because each categorical label conveys a general idea about learning characteristics. The human mind requires "mental hooks" to think about problems. If present categorical labels were abolished, a new set of descriptors would evolve to take their place. There is ample evidence of this in the evolution of the term "mildly retarded." Labeling the disability spotlights the problem for the public. Labeling can spark social concern and aid advocacy efforts.
y
y
y .
Disadvantages of Labeling Because of IDEA, students with disabilities have made significant gains in public schools. These advances have been accompanied by problems inherent in officially designating someone abnormal. Make no mistake about it; these labels stick. Once a child is categorized with intellectual disability, emotional disturbance, or learning disabilities, that information will be forwarded to every new teacher in the child's cumulative folder. Along with the label comes the stigma of being considered deficient. For this reason alone, assigning a student to a category for special education purposes is a fateful step that should not be taken unless all other options have proved unsuccessful. The disadvantages of labeling are summarized as follows: y Labels shape teacher expectations. Imagine what your reaction would be if the principal informed you that the new student in your class is mildly mentally retarded. Studies on teacher expectations have
demonstrated that what teachers believe about student capability is directly related to student achievement. y All children have some troubling behaviors. Labels can exaggerate a student's actions in the eyes of a teacher. A teacher may overreact to behavior of a labeled child that would be tolerated in another. y Labels send a clear message: The learning problem is with the student. Labels tend to obscure the essence of teaching and learning as a two-way street. Some students placed in a mild disability category have nothing wrong with them. They are the unfortunate recipients of ineffective schooling. y Labels perpetuate the notion that students with mild disabilities are qualitatively different from other children. This is not true. Students with mild disabilities go through the same developmental stages as their peers, although sometimes at a slower rate. y Teachers may confuse the student with the label. Labels reflect categories of disabilities. Categories are abstract, not real, concepts that are general enough to incorporate many different individuals. More than two million students may be identified with specific learning disabilities, but as individuals, each is a unique human being. When a student is placed in a category, a teacher who knows some of the characteristics of a category may ascribe all known characteristics to each labeled child. This is stereotyping. Stereotypes harm students when teachers rationalize low achievement by citing characteristics of the label. An example is the teacher who explains away a teaching-learning problem by stating, "We can't really expect Mary to remember too much math because she is 'intellectually disabled.' " y Students cannot receive special education services until they are labeled. In many instances, the intervention comes too late. The need to label students before help arrives undermines a preventive approach to mild learning problems. y Diagnostic labels are unreliable. Educational evaluation is filled with quirks. States use different descriptive criteria for the same categories; many evaluation instruments have questionable validity and reliability; specific labels go through trends (for example, at one time learning disabilities was considered a white, middle class category and African American students were overrepresented with mild intellectual disability). y Labels often put the blame (and the guilt) for a student's learning problems squarely on the parents' shoulders. In many cases, this is unjustified because students may be mislabeled or teachers may not fully understand the many different causes of mild disabilities.
Timeline of the history of Special Education: DATE 355 BC IMPORTANT PEOPLE Aristotle SIGNIFICANT EVENT Aristotle said those "born deaf become senseless and incapable of reason." A Roman general who sustained 23 injuries and a right arm amputation. An iron hand was fashioned to hold his shield and he was able to go back to battle.
218 BC
Marcus Sergius
1500
Girolamo Cardano
He was the first physician to recognize the ability of the deaf to reason. Gotz von Berlichingen, German mercenary knight, had a reputation as a Robin Hood, protecting the peasants from their oppressors. In 1508 he lost his right arm in the Battle of Landshut. Gotz had two prosthetic iron hands made for himself. He published a treatise discussing sign language, "Of The Art of Signs."
1508
Gotz von Berlichingen
1616
G. Bonifacio
Samuel Heinicke 1755
He establishes first oral school for the deaf in the world in Germany.
Thomas Braidwood 1760
He opened first school for the deaf in England.
1784
Abba Silvestri
Who opened first school for the deaf in Italy in Rome.
1805
Rush's Medical Inquiries and Observations Louis Braille
The first modern attempt to explain mental disorders. He was deprived by his sight by an accident when he was 3 and in 1819 he was sent to the Paris Blind School. Invents the raised point alphabet that has come to be known as Braille.
1809
1829
Louis Braille
1860 The Braille system was introduced to America and was taught with some success at the St. Louis School for the Blind. 1872 Alexander G. Bell Opened speech school for teachers of the deaf in Boston. British Braille became the English language standard A group in New York City called the League for the Physically Handicapped formed to protest discrimination by the Works Progress Administration (WPA). Hitler Amid the outbreak of World War II Hitler orders widespread "mercy killing" of the sick and disabled. The Nazi euthanasia program was code-named
1916
1935
1939
Aktion T4 and was instituted to eliminate "life unworthy of life." Father of the independent living movement, contracts polio.
1953
Ed Roberts
1976
Jimmy Carter
He promised that his administration would sign regulations that had received extensive input from affected agencies and the disability community nationwide. Opening of a memorial museum for the victims of "euthanasia" and "Special Treatment 14 f 13" at a psychiatric hospital in Bernburg, Germany. The First International Symposium on Issues of Women with Disabilities is held in Beijing, China in conjunction with the Fourth World Conference on Women.
1989
31-Aug-1995
2004
Department of health (DOH)
Republic act No.9288 otherwise known as ³the newborn screening act of 2004´
Bibliography: Http://www.answer.com/topic/special-education.com/reference/article/ Http://www.education.com/reference/article/who-exeptional-children/ Http://www.education.com/reference/advantage and disadvantages/ Http://www.disabilityhistory.org Http://wps.ablongman.com/ Yolanda T. Capulong -first edition Introduction to Special Education, Rex Book Store Inc.
