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Special education is the practice of educating students in a way that accommodates their individual differences, disabilities, and special needs. This involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, and accessible settings. These interventions are designed to help individuals with special needs achieve a higher level of personal self-sufficiency and success in school and in their community, which may not be available if the student were only given access to a typical classroom education.
School psychology is a field that applies principles from educational psychology, developmental psychology, clinical psychology, community psychology, and behavior analysis to meet the learning and behavioral health needs of children and adolescents. It is an area of applied psychology practiced by a school psychologist. They often collaborate with educators, families, school leaders, community members, and other professionals to create safe and supportive school environments.
An Individualized Education Program (IEP) is a legal document under United States law that is developed for each public school child in the U.S. who needs special education. It is created through a team of the child's parent(s) and district personnel who are knowledgeable about the child's needs. IEPs must be reviewed every year to keep track of the child's educational progress.
Developmental disability is a diverse group of chronic conditions, comprising mental or physical impairments that arise before adulthood. Developmental disabilities cause individuals living with them many difficulties in certain areas of life, especially in "language, mobility, learning, self-help, and independent living". Developmental disabilities can be detected early on and persist throughout an individual's lifespan. Developmental disability that affects all areas of a child's development is sometimes referred to as global developmental delay.
In criminal justice systems, a youth detention center, known as a juvenile detention center (JDC), juvenile detention, juvenile jail, juvenile hall, or more colloquially as juvie/juvy, also sometimes referred as observation home or remand home is a prison for people under the age of majority, to which they have been sentenced and committed for a period of time, or detained on a short-term basis while awaiting trial or placement in a long-term care program. Juveniles go through a separate court system, the juvenile court, which sentences or commits juveniles to a certain program or facility.
In education, Response to Intervention is an approach to academic intervention used to provide early, systematic, and appropriately intensive assistance to children who are at risk for or already underperforming as compared to appropriate grade- or age-level standards. RTI seeks to promote academic success through universal screening, early intervention, frequent progress monitoring, and increasingly intensive research-based instruction or interventions for children who continue to have difficulty. RTI is a multileveled approach for aiding students that is adjusted and modified as needed if they are failing.
Mainstreaming, in the context of education, is the practice of placing students with special education needs in a general education classroom during specific time periods based on their skills. This means students who are a part of the special education classroom will join the regular education classroom at certain times which are fitting for the special education student. These students may attend art or physical education in the regular education classrooms. Sometimes these students will attend math and science in a separate classroom, but attend English in a general education classroom. Schools that practice mainstreaming believe that students with special needs who cannot function in a general education classroom to a certain extent belong in the special education environment.
Inclusion in education refers to all students being able to access and gain equal opportunities to education and learning. It arose in the context of special education with an individualized education program or 504 plan, and is built on the notion that it is more effective for students with special needs to have the said mixed experience for them to be more successful in social interactions leading to further success in life. The philosophy behind the implementation of the inclusion model does not prioritize, but still provides for the utilization of special classrooms and special schools for the education of students with disabilities. Inclusive education models are brought into force by educational administrators with the intention of moving away from seclusion models of special education to the fullest extent practical, the idea being that it is to the social benefit of general education students and special education students alike, with the more able students serving as peer models and those less able serving as motivation for general education students to learn empathy.
Special education in the United States enables students with exceptional learning needs to access resources through special education programs. These programs did not always exist. "The idea of excluding students with any disability from public school education can be traced back to 1893, when the Massachusetts Supreme Court expelled a student merely due to poor academic ability". This exclusion would be the basis of education for all individuals with special needs for years to come. In 1954, Brown v. Board of Education sparked the belief that the right to a public education applies to all individuals regardless of race, gender, or disability. Finally, special education programs in the United States were made mandatory in 1975 when the United States Congress passed the Education for All Handicapped Children Act (EAHCA) "(sometimes referred to using the acronyms EAHCA or EHA, or Public Law 94-142) was enacted by the United States Congress in 1975, in response to discriminatory treatment by public educational agencies against students with disabilities." The EAHCA was later modified to strengthen protections to students with disabilities and renamed the Individuals with Disabilities Education Act (IDEA). IDEA requires states to provide special education and related services consistent with federal standards as a condition of receiving federal funds.
Emotional and behavioral disorders refer to a disability classification used in educational settings that allows educational institutions to provide special education and related services to students who have displayed poor social and/or academic progress.
Curriculum-based measurement, or CBM, is also referred to as a general outcomes measures (GOMs) of a student's performance in either basic skills or content knowledge.
Intellectual disability (ID), also known as general learning disability in the United Kingdom and formerly mental retardation, is a generalized neurodevelopmental disorder characterized by significantly impaired intellectual and adaptive functioning. It is defined by an IQ under 70, in addition to deficits in two or more adaptive behaviors that affect everyday, general living. Intellectual functions are defined under DSM-V as reasoning, problem‑solving, planning, abstract thinking, judgment, academic learning, and learning from instruction and experience, and practical understanding confirmed by both clinical assessment and standardized tests. Adaptive behavior is defined in terms of conceptual, social, and practical skills involving tasks performed by people in their everyday lives.
Video modeling (VM) is a mode of teaching that uses video recording and display equipment to provide a visual model of the targeted behaviors or skill. In video self-modeling (VSM), individuals observe themselves performing a behavior successfully on video, and then imitate the targeted behavior. Video modeling has been used to teach many skills, including social skills, communication, and athletic performance; it has shown promise as an intervention for children with autism spectrum disorders (ASD). Important practical and theoretical questions remain largely unanswered about video modeling and other forms of video-based intervention. Video modeling has theoretical roots in the social learning theory work of Bandura (1969), which called attention to the ability to learn through observation.
Paul Wehman is a professor of counseling and special education at the School of Education, Virginia Commonwealth University. He also is Director of the Rehabilitation Research and Training Center.
Frank R. Rusch is an American educational psychologist. He researches self-instructional strategies, coworker and natural supports, benefit-cost analysis, and model program evaluation as well as his contributions to the conceptualization and implementation of supported employment and secondary transition services. His contributions to supported employment include the establishment of the first "supported work" model in the fall of 1975 at the University of Washington while a doctoral student.
Disability abuse is when a person with a disability is abused physically, financially, sexually and/or psychologically due to the person having a disability. This type of abuse has also been considered a hate crime. The abuse is not limited to those who are visibly disabled or physically deformed, but also includes those with learning, intellectual and developmental disabilities or mental illnesses.
Steven Forness is a psychologist doing research in the field of emotional disorders in children. His main interest is the "early detection and eligibility of children with psychiatric disorders for special education services in public schools". He has earned many awards and is a Distinguished Professor Emeritus of Psychiatry and Biobehavioral Sciences at the University of California, Los Angeles.
In modern usage, retard is a pejorative term either for someone with a mental disability or for someone who is considered stupid, slow to understand, or ineffective in some way. The adjective retarded is in the same way used for something very foolish or stupid. Because it is now considered offensive, the word is commonly referred to by the euphemisms "r-word" and "r-slur".
Sakineh Simin M. Redjali (Persian: سکینه سیمین رجالی; born 1934 is an Iranian–American psychologist and author. Simin Redjali was the first female professor of National University of Iran.
Inclusive Classroom is a term used within American pedagogy to describe a classroom in which all students, irrespective of their abilities or skills, are welcomed holistically. It is built on the notion that being in a non-segregated classroom will better prepare special-needs students for later life. In the United States, the Rehabilitation Act of 1973 guaranteed civil rights to disabled people, though inclusion of disabled students progressed slowly until the No Child Left Behind Act of 2001, after which almost half of US students with disabilities were soon in general classrooms.
References
- ↑ "The LifeSmart Curriculum" . Retrieved July 4, 2013.
- ↑ "The James Stanfield Company - Founder: Dr. James Stanfield, Ed.D." Stanfield.com. Retrieved July 4, 2013.
- ↑ "Winners Only by Category: Scientific and Technical Award". Archived from the original on December 19, 2013. Retrieved July 4, 2013.
- ↑ "Video Modeling". TradeMarkia . Retrieved July 4, 2013.
- ↑ Jennifer Bailey (January 19, 2012). "Pledges aim to stop bullying, name-calling". Commercial-News. Archived from the original on February 17, 2014. Retrieved July 4, 2013.
- ↑ Cynthia Ann Bowman and Paul T. Jaeger (2004). A Guide to High School Success for Students with Disabilities. Greenwood Publishing Group. p. 78. ISBN 9780313328329 . Retrieved July 4, 2013.
- ↑ Randi Jenssen Hagerman and Paul J. Hagerman (2002). Fragile X Syndrome: Diagnosis, Treatment, and Research. Johns Hopkins University Press. p. 449. ISBN 9780801868436 . Retrieved July 4, 2013.
- ↑ Betty N. Gordon and Carolyn S. Schroeder (1995). Sexuality: A Developmental Approach to Problems. Springer. pp. 122–23. ISBN 9780306450396 . Retrieved July 4, 2013.
- ↑ "James Stanfield Company". Archived from the original on February 22, 2014. Retrieved July 4, 2013.
- ↑ "Functional Curriculum Resources Review" (PDF). British Columbia Council of Administrators of Special Education. Retrieved July 4, 2013.
- ↑ "Be Cool video series" . Retrieved September 23, 2013.
Circles curriculum levels 1 & 2 by James stanfield - 6-23-2020
