EIS 265 Ch. 5

1954, "seperate but equal" is not equal, cannot identify children based on one biased test

1973,

1975, Education for all Handicapped Children Act (EHCA), free and appropriate education for all chidren with disabilities, LRE (Inclusion): children with disabiliteis must be included in regular classes

1990, Americans with Disabilities Act (ADA),

,Individuals with Disabilities Act (IDEA),

1997,
2004,

A severe impairment that adversely affects a child's education performance. The term includes impairments caused by congenital anomaly (clubfoot, absence of some member, etc.), impairments caused by disease (poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (cerebral palsy, amputations, and fractures or burns that cause contractures).

Haveing limited strength, vitality. or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment.

The largest group among those currently enrolled in special education, a disorder in one or more of the basic psychological processes involved in undrestanding or in using spoken or written languages; includes conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia

Communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child's education performance

One of the two last categories added to the exceptionalities; due to an acquired injury, children's abilities in problem solving, memory, attention, reasoning, or abstract thinking are affected

Each state has an option of adopting this category; applies to children ages 3-9 who are experiencing developmental delays in one or more of the following areas: physical, cognitive, comminication, social or emotional. or adaptive development, and therefore needs special education and related services

Significan subaverage intellectual functioning, existing concurrently with deficits in adaptive behavior

Inappropriate types of behavior, tendency to develop physical symptoms associated with school problems, or an inability to learn that cannot be explain by intellectual, sensory or health factors

One of the two last categories added to the exceptionalities; developmental disability that significantly affect verbal and nonverbal communication and social interaction

An impairment in hearing, whether permanent or fluctuation, that adversely affects a child's educational performance, but that is not included under the definition of deafness

Concomitant hearing and visual impairments, the combination of severe communication and other develoopmental and education problems that students cannot be accommodated in special education programs solely for children with deafness or children with blindness

An impaiment in vision, that even with correction, adversely affects a child's education performance, includes both partial sight and blindness

Concomitant impairments (such as mental retardation-blindness, mentatl retardation-orthopedic impairments, etc.), the combination of which causes such a severe educational need that they cannot be accommodated in special education programs olely for one of the impairments, does not include deaf-blindness

Those that have been labeled with a disability will always carry the idea of "I am different"

SES

labels

Labels

killed or left to die

oppressed minority groups

institiutionalized

marry or procreate

basic needs; communication, acceptance, freedom to grow

like, unlike

proficient, capable of doing

unique needs

cultural awareness

limit

Communication needs
Acceptance needs
Freedom to grow
Normalization and Inclusion

Student needs to know their condition and how to wori with it to live the best life they can

admit their exceptionality

not limiting or overprotecting them.

Normalization

Least Restrictive Environment

Inclusion

Individualized Education Plan

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