Transcript chapter 5 exceptionality

Chapter 5
EXCEPTIONALITY
James Bell
Lisa Marvel
November 15, 2010
Despite Federal mandates,
equality still eludes millions
of individuals with
disabilities in this country.
Gollnick & Chinn (2009)
Society’s Standard







Race
Gender
Religion
Marital Status
Sexual Orientation
Cognitive Ability (intelligence)
Special Needs or Not
LABELING

The 6-hour retarded child” – Given to children
while at school; the remaining 18 hours of the
day they are not considered retarded by those
with whom they interact.
LABELING
Mental retardation and Emotional disturbance
– linked to lower socioeconomic status and
individuals of color
- Both are among the lowest socially acceptable
disabilities and perhaps the most stigmatizing.


The labeling process continues, sometimes into
adulthood.
REFLECTION
What are some of the
objections to labeling children
with disabilities?
LITIGATION

Brown v. Board of Education did not involve
children with disabilities, but as the precedent
was set to guarantee equal educational
opportunity for ethnic minority children, it too,
set a precedent in the argument of
guaranteeing the rights of student with
disabilities. (p. 166)
Litigation



One of the arguments to deny admission to children
with moderate and severe mental retardation was that
they could not learn to read, write, and do arithmetic
in the same manner that nondisabled students learned
(p. 166)
Parents and supporters of these children countered by
arguing that learning self-help skills and other
important life skills was indeed learning, and this was
education (p. 167)
These children and others could learn…if support
services were provided (p. 167)
PARC v. The Commonwealth of
Pennsylvania (p. 167)




Education cannot be defined as only the provision of
academic experiences for children
All students with mental retardation were capable of
benefiting from programs of education and training
Having undertaken a free public education for the
children of Pennsylvania, the state could not deny
children with mental retardation the same
opportunities
The earlier the students with mental retardation were
provided education, the greater the amount of
learning could be predicted
Mills v. Board of Education



The court ordered the District of Columbia to provide
due process procedural safeguards (p. 167)
There must be clearly outlined due process procedures
for labeling, placement, and exclusion (p. 167)
Procedural safeguards must include the right to appeal,
right to access records, and written notice of all stages
of the process (p. 167)
Reflection Question
What provision(s) do you provide for
Students With Disabilities in your
school or workplace?
LEGISLATION




Section 504 and Public Law 93-112
Public Law 94-142
American with Disabilities Act
Individuals with Disabilities Act (IDEA)
EXCEPTIONAL INDIVIDUALS
AND SOCIETY


“Society has begun to accept its basic
responsibilities for people with disabilities but
social equality has yet to become a reality” (p.
174).
Contemporary American society places great
emphasis on physical beauty and attractiveness
(p. 175).
EXCEPTIONAL INDIVIDUALS
AND SOCIETY



Attitudes of society parallel that of racism (p.
175).
Disabilities often dominate society’s
perception of a person’s social value and
creates a mind-set of deviance (p. 176).
“Handicapism leads to stereotyping of, and
discrimination against, individuals with
disabilities because of attitudes of superiority
held by some nondisabled individuals” (p.
176).
DISPROPORTIONATE
PLACEMENT IN SPECIAL
EDUCATION



The overrepresentation of students of color in special
education has been one of the most problematic
issues facing educators in recent years. (p. 180)
Some special education classes…had become a
dumping ground for many culturally and
linguistically diverse children (p. 180)
While overrepresentation in special education does
not necessarily translate into inappropriate placement,
it is indicative of either problems within the
educational system, or society in general. (p. 181)
Why are minority students
overrepresented in special
education?
http://www.youtube.com/watch?v=d2dqiecnNJ
I&feature=related
Contributing Variables to
Overrepresentation






Poverty (p. 182)
Lead Poisoning (p. 183)
Over-referrals (p. 183)
Racial Bias (p. 184)
Assessment Issues (p.184)
Unexplained Issues (p. 184)
CLASSROOM FOCUS

Children with disabilities
have the same basic needs as all children.
 need straight, honest communication
tempered with sensitivity.
 are more like than unlike nondisabled
children.
 need acceptance and understanding.

CLASSROOM FOCUS

Normalization
“making available to all persons with
disabilities or other handicaps, patterns of
life and conditions of everyday living which
are as close as possible to or indeed the
same as the regular circumstances and ways
of life of society” (Nirje, 1985, p. 67).
http://www.youtube.com/watch?v=ji3R30PT1
PQ