Study Notes on School Psychology and Exceptionality
Chapter 1: School Psychology & Exceptionality
Concepts
Exceptional Children
Definition: Individuals who differ from societal or community standards of normalcy.
Differences may arise from significant physical, sensory, cognitive, or behavioral characteristics.
Need for Special Education
Placement in special education is not automatic; each case must be considered individually.
Important distinctions include:
Eligibility vs. Need: Determining the appropriate level of support based on individual circumstances.
Person-First Language: Essential when referring to individuals with disabilities, this approach emphasizes the person rather than their impairment.
Definitions and Terminology
Disability
Definition: Limitations imposed on an individual that can be physical, cognitive, sensory, emotional, or related to learning difficulties.
Handicap
Definition: The impact of a disability, which may include social marginalization and discrimination owing to societal perceptions.
Distinction: A disability may or may not lead to a handicap based on the individual's experiences and societal views.
Developmentally Delayed
Definition: A term used by individual states to refer to children ages 3 to 9 who perform significantly below developmental norms.
Many states define developmental delay quantitatively.
At-Risk
Definition: A term used to describe infants or children who are at high probability of developing delays.
Special Education
Definition
Special education is a customized instructional program designed to meet the unique needs of an individual learner.
Components of Special Education
It may involve:
Specialized instruction tailored to individual needs.
Use of specialized materials or equipment to facilitate learning.
Provision of various services.
Implementation of specific teaching strategies.
Important Note: Special education is not limited to a specific place; services are ideally provided in the most normalized environment possible.
Related Services
Definition: Services that assist students in attaining benefit from special education.
Examples include:
Speech-language pathologists
Physical therapists
Psychologists
Social workers
Occupational therapists
Categories & Labels
Definition of a Category
A label assigned to individuals who share common characteristics and features.
13 Categories of Disabilities identified by PL 108-446, The Individuals with Disabilities Education Improvement Act of 2004 include:
Autism
Orthopedic impairments
Deaf-blindness
Other health impaired
Developmental delay
Specific learning disabilities
Emotional disturbance
Speech or language impairments
Hearing impairments including deafness
Traumatic brain injury
Intellectual disability
Visual impairments including blindness
Multiple disabilities
Pros and Cons of Labeling
Advantages of Labeling
Labels serve numerous purposes, including:
Acting as a means for funding and administering education programs effectively.
Guiding the development of teacher certification programs and credentialing processes around specific disability categories (e.g., intellectual disabilities, hearing impairment).
Allowing professionals to communicate efficiently and meaningfully regarding specific cases.
Focusing research efforts on specific diagnostic categories.
Establishing individual eligibility for services tailored to their needs.
Differentiating treatments, instruction, and support services (e.g., sign language for deaf students).
Heightening visibility of unique needs of persons with disabilities.
Supporting governmental and organizational planning for the delivery of services based on disability statistics.
Assisting advocacy groups in focusing on particular disabling conditions.
Disadvantages of Labeling
While there are benefits to labeling, drawbacks include:
Potential for stigma and stereotyping associated with labels.
May concentrate attention on limitations rather than an individual's capabilities and strengths.
Could serve as an excuse for ineffective instruction, suggesting that limitations prevent learning (e.g., attributing failure to learn multiplication facts to a label).
Might diminish self-concept, lower expectations, and adversely affect self-esteem.
Labels are often inadequate for addressing individual educational or therapeutic needs.
Can lead to reduced opportunities for normalized experiences within school and community settings.
False implications of permanence regarding disabilities, as some labels may change after leaving the school environment.
Noncategorical Programs
A significant concern among professionals: Labels may lack educational relevance and applying them does not necessarily guarantee better services.
Noncategorical programs focus on developing services based around students' needs regardless of any established label.
Incidence vs. Prevalence
Incidence refers to the number of students being served, with a large increase observed since the 1976-1977 period.
Prevalence signifies how widespread the situation is, including changes in distribution among various disability categories, some of which have grown faster than others.
Brief History of Special Education Development
Jean Marc-Gaspard Itard: Notable figure known for his work with Victor, commonly referred to as the “wild boy of Aveyron,” marking significant contributions to the field of special education.
Thomas Gallaudet: Established the American School for the Deaf, helping lay groundwork for Deaf education.
Development of special education institutions and asylums; emergence of special education classes within public schools.
Initial developments featured separate facilities evolving into self-contained classrooms.
Inclusion: Encourage students with disabilities to engage in general education settings.
Details on the above topics can be further explored in the designated textbook for deeper understanding.