Chapter 6 Exceptionality Multicultural Education in a Pluralistic

Chapter 6: Exceptionality Multicultural Education in a Pluralistic Society, 9 th Edition Donna M. Gollnick and Philip C. Chinn • • • any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 6 -1

Students with Disabilities and Those Who Are Gifted and Talented According to the U. S. Census Bureau, there are over 54 million individuals in the United States with some type of disability. Approximately 10% of students (over 6 million) receive special education services. Exceptional children differ 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. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 6 -2

Labeling Labels such as ID can carry connotations and stigmas that impact school relationships. Some disabilities are more socially acceptable than others. Despite the controversy surrounding labeling, it is necessary for funding and services. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 6 -3

Historical Antecedents The history of persons with disabilities has closely paralleled that of oppressed ethnic groups. The treatment and care of people with disabilities have typically been a function of the socioeconomic conditions of the times. Society’s treatment of people with disabilities has frequently been questionable with respect to their civil rights. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 6 -4

Litigation Brown v. Board of Education • Set the precedent of guaranteeing equal educational opportunity for all students, including those with disabilities. PARC v. The Commonwealth of PA • All children ages 6 to 21 were to be provided a free public education. Mills v. Board of Education • The District of Columbia schools were to provide a publicly supported education to all children with disabilities. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 6 -5

Legislation Section 504 • Section 504 prohibits the exclusion from programs solely on the basis of an individual’s disability. • Exclusion is permissible under certain circumstances. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 6 -6

Legislation Public Law 94 -142 • A free and appropriate education for all children with disabilities ages 3 -21 • Education in the least restrictive environment • Individualized Educational Programs • Parental involvement in educational decisions related to children Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 6 -7

Legislation Americans with Disabilities Act • Designed to end discrimination against individuals with disabilities in private-sector employment, public services, public accommodations, transportation, and telecommunications. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 6 -8

Legislation Individuals with Disabilities Education Act (IDEA) • Amendments to Public Law 94 -142 • The addition of students with autism or traumatic brain injury as a separate class entitled to services • Added a transition plan to a student’s IEP Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 6 -9

Legislation IDEA Amendments • 1997 • Strengthened parents role in the process. • Gave school officials greater latitude in disciplining students by altering some procedural safeguards • 2004 • Response to intervention (RTI) • School districts must employ highly qualified teachers. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 6 -10

Legislation IDEA Funding • Congress set a goal to fund the mandate at 40% of the cost to educate children with disabilities. • As recently as 2009 Congress’ IDEA funding has barely reached the 16. 8% funding level, less than half the mandated level. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 6 -11

Legislation Post-P. L. 9 -142 Litigation • IDEA does not provide a substantive definition of a “free and appropriate education, ” so the issue has often been left to the courts. • School districts too often have been found to be out of compliance with legislation, either deliberately, or due to the negligence of personnel. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 6 -12

Legislation Laws and Funding for Gifted and Talented Students • There are 3 million academically gifted students in the United States. • The Javits Gifted and Talented Students Education Act, passed by Congress in 1988, is the only federal program dedicated specifically to gifted and talented students. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 6 -13

Exceptional Individuals and Society The media generally shows people with disabilities as children or childlike with severe disabilities. Individuals who deviate significantly from physical norms are subject to possible rejection. As we stereotype individuals with disabilities, we deny them their rightful place in society. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 6 -14

Exceptional Cultural Groups The failure to provide adequate educational and vocational opportunities for individuals with disabilities may preclude the possibility of social and economic equality. Individuals with disabilities often find comfort and security with each other and may form their own enclaves and social organizational structures. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 6 -15

Disproportionate Placement in Special Education l l Overrepresentation of ethnic minority students in special education is a major issue in education. At least three major problems with over -representation have been identified: Negative effects of labeling Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. Placement in isolated and restrictive settings 6 -16 Ineffectivene ss of services in some settings

Reporting by Composition and Individual Risk Two valid means of reporting data (special education and race) Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. Compositio n index Compares the percentage of a group with the percentage that group represents in the population Risk index Measures the percentage of a group in a program compared to that the percentages of other groups 6 -17

Contributing Variables Unexplained issues Poverty Assessmen t issues Lead poisoning Racial bias Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. Overreferra ls 6 -18

Need for Disaggregated Data There is considerable diversity within categories. There are considerable differences when comparing groups to national data. Special education overrepresentation has persisted for decades and will not be easily amended. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 6 -19

California Proposition 227 and Special Education This law requires all language minority students to be educated in sheltered English immersion programs for a period of 1 year. The law intended to dismantle bilingual education. The federal law, IDEA, always takes precedence over state law, so if a student’s IEP requires bilingual education, it must be provided. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 6 -20

Teaching Children with Exceptionalities • Educators should remember that exceptional children are more like than unlike normal children. • Teachers must be constantly cognizant of the unique needs of their exceptional children. • Teachers of exceptional children may find it necessary to check records carefully to determine potential problem situations with these students in the classroom. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 6 -21

Three Types of Needs for Exceptional Students Communication Acceptance Freedom to Grow Exceptional children are perceptive and sensitive to nonverbal communication and hidden messages. Teachers can facilitate the acceptance of an exceptional child in a classroom by exhibiting an open and positive attitude. Students with disabilities need acceptance, understanding, and freedom to grow. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 6 -22

Normalization and Inclusion Normalization is making available to all persons with disabilities patterns of life and conditions of living which are as close as possible to the regular circumstances of society. Social role valorization takes normalization a step further, and gives value to individuals with disabilities. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 6 -23

Inclusion is the placement of special education students in general education settings. Full inclusion involves serving students with disabilities entirely within the general classroom. Federal law requires the least restrictive environment (not inclusion), which is the educational setting closes to a general education setting in which the child with a disability can be educated. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 6 -24