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| History of Disabilities and History of Special Education: go to this page. Disability Laws: go to this page. Least Restrictive Environment: go to this page. IDEA from 2004 updates (some): go to this page. Assessment: go to this page. (Juan) IEP/IFSP: ~Individualized Education Plan (or program); Individualized Family Service Plan (or program) ~Definition of IEP: A document prepared by a multidisciplinary team or annual review team that specifies a student's level of functioning and needs; the instructional goals and objectives for the student and how they will be evaluated; the nature and extent of special education, related services, and supplementary aids and services the student will receive; and the initiation date and duration of service. ~Definition of the IFSP: a written plan that provides early intervention services for an eligible infant or toddler, which is family centered. The IFSP can be substituted for an IEP for preschoolers (ages 3 -- 5) with state permission, but is generally used for children below age 3. ~MUST HAVE: parent permission before screening, eligibility assessment, and program planning (writing the IEP or IFSP) ~Assessment process: 1. Screening: Child Find, established in the 1960s (though not added to law until 1986) as an effort to find children with disabilities and other special needs, does a screening to find those children. Those that need further evaluation go on to diagnostic testing. ~Assessment process: 2. Determine eligibility: Eligibility for special education and related services cannot be made on a single test or assessment. The data must be gleaned from several domains and sources. Assessment tools must be in a child's native language. This does not mean a tool that has been translated -- this screws with the test's validity and reliability. ~Assessment process: 3. Program planning. The IEP should outline a program that will benefit the child in his/her educational progress. All necessary team members should be a part of writing the IEP. The IEP outlines present levels; what, how, when, and where services will be provided ... The IFSP should outline a program that will benefit the family and the child. The writing of the IFSP should be done by all necessary team members. The IFSP outlines what services will be delivered, how they will be delivered, and what skills and areas will be addressed. ~Parts of the IEP: present levels of educational development (precise reports on schoolwork, reports about other aspects of life, if applicable. Teachers and parents are useful here); strengths and needs (this can refer to school work but also strengths and needs in all aspects of life that have an effect on educational performance); annual goals (short-term goals as well: must be measurable, must be appropriate, must be realistic); special education and related services (what the school will provide; related services necessary to ensure that students with disabilities benefit from their educational experience); time in general education classrooms (how much of the school day, inclusion, other school activities as well as classroom activities); modifications which might be needed for the child to participate in standardized testing (district or state testing, why modifications are needed, alternatives if testing is not possible); when special education services will start; where the services will be provided; how often the services be offered; how long special education services will last; transition plans (when a student is 16, updated annually, "appropriate measurable postsecondary goals based on age appropriate transition assessments related to training, education, employment, and where appropriate, independent skills.") ~Parts of the IFSP: child's present developmental level (as considered in 5 developmental areas: cognitive, adaptive, social/emotional, physical, communication); family's strengths and needs; child's strengths and needs (Part C of IDEA -- infants and toddlers; developmental delay defined by state); major outcomes expected (listed as long-term and short-term goals, must be measurable, must be realistic, must be culturally sensitive, respectful to the family); date of initiation of early intervention services; frequency; intensity; method of delivering services; plan of transition from early intervention to public schools ~Early intervention services should be delivered in as much of a natural setting or environment as possible. Child 's home -- ideal. ~Early intervention ends at 3rd birthday. Eligibility for early intervention does not guarantee eligibility for IDEA. ~Service coordinator -- an interdisciplinary team member responsible for integrating services and keeping the family informed and involved. ~Who can be on a child's IEP or IFSP team? Parents and child (if child desires and is old enough); child's general education classroom teacher; child's special education teacher; principal or vice-principal or program head (LEA representative); interpreter; service coordinator or equivalent; school counselor or equivalent; physical therapist; occupational therapist; psychologist, medical doctor, speech-language pathologist; community support person; social worker; orientation and mobility specialist; lawyer; behavioral specialist; assistive technology specialist; vision specialist; ASL interpreter; others ... Roots, Causes of Disabilities ~It's genetic! Dexoyribonucleic acid. 46 chromosomes, or 23 pairs. ~Chromosomes: 1-22 (largest to smallest) 23rd pair are sex chromosomes (determine gender) XX = girl; Xy = boy. We inherit chromosomes at conception: one set of 23 from mom and another set of 23 from dad. Chromosomes are copied into each new cell as we grow. ~Genes are subunits or groups of DNA along the chromosomes. Genes come in pairs. Each gene codes for proteins that have a specific function in the body. ~Meiosis --forms eggs and sperms. ~Genetic: 1a. Autosomal dominant (AD) inheritance. Affects males and females equally; only one mutated gene = disorder; children have a 50% chance of inheriting the gene and having the disorder; no carriers ~examples of AD: neurofibromatosis, tuberous sclerosis, Marfan syndrome, achondroplasia, osteogenesis imperfecta, Noonan syndrome, Cornelia de Lange syndrome, Apert syndrome, Treacher-Collins syndrome, aniridia ~Genetic: 1b. Autosomal recessive (AR) inheritance. Affects males and females equally; BOTH copies of recessive gene have to be present for disorder; passed on when each parent is a "carrier"; risk of inheriting the disease 25%; carriers have one abnormal copy of the gene but have no clinical symptoms and are not at risk to develop the condition. ~examples of AR: Usher syndrome, retinitis pigmentosa, Tay-Sachs disease, sickle cell anemia, phenylketonuria, Batten disease, Pendred syndrome, spinal muscular atrophy, albinism, torsion dystonia ~Genetic: 1c. X-linked recessive (XLR) inheritance). See recessive characteristics above, except on the X chromosome; more common among boys ~examples of XLR: color blindness, hemophilia, Fragile X syndrome, Duchenne muscular dystrophy, spinal bulbar muscular atrophy, Norrie disease, Menkes syndrome ~Genetic: 1d. X-linked dominant (XLD) inheritance. Never passed from father to son; all daughters of an affected male and a normal female are affected; all sons of an affected male and a normal female are normal; matings of affected females and normal males = 50% chance of all children affected; males more severely affected than females; may be lethal in males; females are more likely to be affected than males ~examples of XLD: Aicardi syndrome, Charcot-Marie Tooth disease (type X), hypophosphatemic rickets, Rett syndrome ~Genetic: 1e. Sporadic or new mutations: sudden, permanent change in DNA; can cause disorders or diseases; no real risk for recurrence; rules always broken ~examples of mutations: Trisomy 13 (Patau syndrome), Trisomy 18 (Edwards syndrome), Trisomy 21 (Down syndrome), Cri-du-chat syndrome, Prader-Willi syndrome, Rubenstein-Taybi syndrome, XXY syndrome (Klinefelter syndrome), XXX syndrome, Turner syndrome (XO), XYY syndrome, and other disorders involving multiple Xs or Ys. ~Reason 2: Multifactorial -- genes, environment, and the interplay between. ~examples of multifactorial: spina bifida, cancer, cleft palate, osteoporosis, meningitis, congenital heart defects, encephalitis, anencephaly, microcephaly, pyloric stenosis, hydrocephaly ~Reason 3: Perinatal incidents ~examples of perinatal: jaundice, cerebral palsy, prematurity, respiratory distress syndrome, failure to thrive (maybe), anoxia ~Reason 4a: teratogens. Can cause malformations in a developing embryo or fetus; cross the placental barrier, such as medicines or drugs, chemicals, infectious disease, environmental agents ~examples of teratogens: toxoplasmosis, Fetal Alcohol syndrome, cocaine-exposed or addicted ~Reason 4b: Maternal conditions: infections, diseases, disorders, etc. ~examples of maternal conditions: AIDS, HIV, herpes, congenital rubella syndrome, cytomegalovirus ~Reason 5: abuse. Child under the age of 18: physical abuse, physical neglect, emotional abuse, emotional neglect, sexual abuse, sexual exploitation, physical endangerment, abandonment, medical and psychological neglect, educational neglect, improper ethical guidance ~examples of abuse: Shaken baby syndrome, nonorganic failure to thrive ~Reason 6: accident, injury, illness: traumatic brain injuries, spinal injuries, cancer, intellectual disability, sensory disabilities, heart problems, seizures ~Reason 7: unknown: autism, amblyopia, Sudden Infant Death syndrome, Asperger syndrome, dyslexia, ADHD, epilepsy, scoliosis, Celiac disease Child abuse and disabilities: (go here and here also) ~“Parents have a fundamental right to raise their children as they see fit, and society presumes that parents will act in their children’s best interest. When parents do not protect their children from harm and meet their basic needs – as with cases of child abuse and neglect – society has a responsibility to intervene and protect the health and welfare of these children.” (A Coordinated Response to Child Abuse and Neglect: The Foundation for Practice) ~Statistics: In 2004, approximately 3.5 million suspected child abuse and neglect cases were reported in the US: a rate of 47.8 per 1000 children. About 872,000 of these cases were confirmed (11.9 per 1000 children). 48% of the victims were boys. 52% of the victims were girls. 10.3% of the child abuse victims were under age 1 year. In 2000, an estimated 1,200 children were known to have died from abuse. 43.7% of those who were killed were under 1 year old. Neglect was most often the cause of a child abuse report in younger children (73% of cases for birth to 3 years). Of the victims reported, 53.8% were white, 25.2% were black, and 17% were Latino. ~Educators statistically report child abuse the most (data from 2000). ~Risk factors for parents/families: History of abuse in parent’s past; Poor social networks; Young parental age; Low parental education levels; Psychiatric history in family; Large families; Low socio-economic status; Single parent; Substance abuse; Unemployment; Violent community; Low self-esteem; Marital conflict ~Risk factors for a child: Being less than 3 years old; Disability (a child is 1.7 times more likely to be abused if he/she has a disability); Being perceived by the parent as “different” -- special needs, chronic illnesses, or difficult temperaments … Which may lead to a disruption in attachment …; Premature birth or illness at birth; Unplanned or unwanted pregnancy ~Definition of child abuse: Child abuse and neglect: Any recent act or failure to act on the part of a parent or caretaker that results in death, serious physical or emotional harm, sexual abuse, or exploitation; An act or failure to act that presents an imminent risk of serious harm. (“Child” in this definition means a person who is under the age of 18 or who is not an emancipated minor.) ~Violence. “...violence occurs when someone uses their strength or their position of power to hurt someone else on purpose, not by accident. Violence includes threats of violence, and acts which could possibly cause harm, as well as those that actually do. The harm involved can be to a person’s mind and their general health and well-being, as well as to their body. Violence also includes harm people do to themselves, including killing themselves.” ~Kinds of abuse: Physical Abuse: Sexual abuse (includes touching offenses, and exploitation); Child neglect (includes refusal or delay of health care, abandonment, expulsion, inadequate supervision); Educational neglect (includes permitted truancy, failure to enroll, inattention to special education need); Emotional neglect (includes spouse abuse exposure, permitted drug or alcohol abuse, refusal or delay of psychological care) ~Abuse can cause disabilities: It is estimated that fully 25% of all disabilities are caused by abuse. More than 50% of the child victims of severe neglect sustain permanent disabilities, including mental retardation, learning, and cognitive disabilities. Head trauma is the leading cause of death for children who die from child abuse. Many more children sustain serious permanent disabilities due to head and neck trauma: Shaken baby syndrome; Blows to the head (slapping, hitting, tossing); Asphyxiation (suffocating or strangling) ~Abuse and children with disabilities: Children with disabilities are especially vulnerable to being abused. People that abuse children with disabilities are usually people that the child knows and trusts. Most children with disabilities can tell what happened. ~Preconceived notions about people with disabilities ... They are asexual (?) They cannot understand truth from fantasy (?) They are unable to effectively, reliably communicate (?) They are unable to: Understand and learn (?), Feel emotions (?), Feel pain (?) ~HOWEVER -- They have sex drives and mature sexually just like anyone else … They may have less information about sex, however … They often have no prior sex education …They may be more vulnerable to predators … Predators (sexual) may look for someone who is weaker or gullible. ~Realities for a child with a disability: Privacy is greatly reduced or non-existent; Expectations from others about life and achievement are greatly reduced; Obedience and passivity are rewarded; Negative attitudes and being ignored are common; Few general friendships; Social Isolation; Difficulty being accepted in activities, clubs, etc. ~Consequences of child abuse: Health and physical effects – bruises, burns, lacerations, broken bones, brain damage, hemorrhages, permanent disabilities, death, AND Infants and young children are particularly vulnerable to the physical effects of abuse; Shaken Baby Syndrome (concussions, respiratory distress, seizures, loss of vision, mental retardation, cerebral palsy, paralysis, death …); Nonorganic failure to thrive (growth retardation, cognitive and psychological problems, death); Brain damage; Infection with STDs and HIV; Chronic sickness, lowered immune responses; Coping strategies such as smoking, alcohol abuse, drug use, overeating … ~Intellectual and cognitive development. Some studies show evidence of lowered intellectual and cognitive functioning in abused children as compared to children who have not been abused; Increased risk of lower academic achievement and problematic school performance; Brain damage can occur from abuse. ~Emotional, Psychological, and Behavioral Development. This occurs with all kinds of abuse: Behavioral problems; Low self-esteem; Depression and anxiety; Post traumatic stress disorder; Attachment difficulties; Eating disorders; Poor social relationships; Self-injurious behavior ~But don't forget RESILIENCE! Resilience, or “protective factors” that may ameliorate the effects of abuse: Personal characteristics such as optimism, high self-esteem, high intelligence, a sense of hopefulness; Social support and relationships with a supportive adult. ~What can we do as educators? Develop and implement prevention programs for children and parents; Identify and report suspected child abuse and neglect; Recognize and report child abuse and neglect happening in the school system; Develop a school or program policy for reporting; Keep CPS informed of changes or improvements in the child’s behavior and condition following the investigation; Support the child through potentially traumatic events such as court hearings or out-of-home placement; Provide support services for parents such as school-sponsored self-help groups; Serve on child maltreatment multidisciplinary teams ~Watch for signs of abuse: Physical injuries, including unexplained bruises, welts, broken bones, burns; Frequent unexplained injuries; Aggressive or withdrawn behavior; Unusual fears; Craving for attention; Wary of physical contact; Afraid to go home; Destructive to self and others; Poor social relations; Fatigue; Lack of concentration; Unusual knowledge of sex ~Document your suspicions, with detailed descriptions, date, etc.; Inform the school administration of your documentation; REPORT ~If an abused child talks to you ... Reassure them that they have done nothing wrong; they are not in trouble with you if they talk to you; you are there to help and listen; you want the child to be safe; they are brave for telling; Do not make suggestions of what happened; Touching is generally discouraged; Eye contact is generally helpful; Talk in a private area, but with others close by … ~Sources: Child Abuse Prevention and Treatment Act – CAPTA Children’s Bureau, 2006 A Coordinated Response to Child Abuse and Neglect: The Foundation for Practice by Jill Goldman, Marsha K. Salus, Deborah Wolcott, and Kristie Y. Kennedy National Child Abuse and Neglect Data System National Clearing House on Child Abuse and Neglect website: www.calib.com/nccanch/statutes National Resource Center for Respite and Crisis Care Services: Fact Sheet Number 36: Abuse and Neglect of Children with Disabilities “Overview of Abuse and Persons with Disabilities” by Nora Baladerian US Department of Health and Human Services, 2006 http://www.upstate.edu/gch/services/care/ Abnormal vs. Normal development: ~What is normal? ~Who is abnormal? (quote "Mentally ill, criminals, physically disabled, homosexuals, persons of indeterminate gender ... should we hide them away as not fit for public viewing?" (not my quote) Do you think this quote describes ABNORMAL? ~or are we DIVERSE? "Many disabilities -- blindness, deafness, mental retardation, paraplegia, and the like -- are thought by some to be the defining characteristic of that particular person." Is this true? ~How are YOU normal? ~How are YOU abnormal? ~Do you prefer to be normal or abnormal? Maybe you prefer the word "unique" or "special" or "extraordinary" or some other such label? Like "weird" or "unusual"? How about "odd" or "eccentric"? ~What is the correct terminology? Should we say handicapped, disabled, differently-abled, limited, challenged, exceptional, or something else? Is "politically correct" a joke? ~"Normal" or "typical development implies an ongoing process of growing, changing, and acquiring new skills along a developmental continuum according to a predictable pattern common to most children of the same age. ~... such as, what is the "normal" age for a baby to start walking? (12 months) What is the "average" age for a baby to say his/her first word? (~9 months) How can we know what is "typical" or not? (Developmental milestones were given to you as a handout.) ~"At risk" -- exposure to certain adverse conditions and circumstances known to have a high probability of resulting in learning and developmental difficulties. But remember, every child has POTENTIAL ... ~What are some risk factors? accidents/injuries, poverty, severe stress, child abuse/neglect, drug/alcohol use in the home, single parent, disability/disease in the family, no access to medical care, bad living conditions/poor neighborhood, violent neighborhood, foster care, prematurity/low birth weight, isolation, teenage parents or old parents, large families, depressed mother, loss of a parent ... ~established risk factors: chromosomal disorders, heart defects, congenital disorders ~Risk factor terminology: VULNERABILITY: capable of being physically or emotionally wounded. RESILIENCE: an ability to recover from or adjust easily to misfortune or change ~IQ test to determine "normal": Bell Curve: 100 is considered the most absolutely normal; normal is 85 -- 115 (1 standard deviation each side of 100). 99.5% of people fall between 60 and 140. ~Intellectual disability (IQ) borderline: 71 to 84; mild: 50--55 to ~70; moderate: 35--40 to 50--55; severe: 20--25 to 34--40; profound: below 20--25 (on handout) ~Everyone is normal; everyone is abnormal; everyone is special, exceptional, and even disabled; everyone has talent and potential. ~As educators: Be familiar with child development in general. Familiarize yourself with developmental milestones. Watch for risk factors. Make your classroom environment accessible by all. ~Be respectful of each child's culture. Strive for and achieve developmentally appropriate practices (knowledge about the cultural and social contexts in which each individual child lives; age-related characteristics and milestones; and individual strengths, needs, and interests of each child. ~A child is, above all else, a child. Each child is unique, different, and exceptional. Classroom environments: all on the handout Early Intervention: ~Handicapped Children's Early Education Assistance Act (PL 90-538), 1968 Purpose was to improve early intervention services for children with disabilities or who were at risk for disabilities, and their families. Experimental centers – “First Chance Network”; Better early educational practices; Parent involvement activities; Program evaluation systems; Federal $ for centers; Renamed “Early Education Project for Children with Disabilities” in 1992. ~Head Start. Open door policy – ALL children who met the economic requirement, regardless of developmental status, were included in Head Start (1964, 1965). 1972 – 10% of enrollment reserved for children with developmental disabilities, even “severely handicapped children.” Since Head Start began in 1965, more than 23 million children have attended. Today, more than 12.5% of children who attend have an identified disability. ~Education of the Handicapped Amendments (PL 99-457), 1986 Part H – discretionary legislation; (now Part C); Children ages birth to 3; States may opt to provide services; not required by law to do so (1986 reauthorization); States are given grants (2004) to provide early intervention for children ages birth to 3. ~Part B of IDEA. Part B governs special education and related services for children with disabilities between the ages of 3 and 21. ~Part C of IDEA: Infants and Toddlers with Disabilities; For children under the age of 3, with some exceptions …“urgent and substantial need …to recognize the significant brain development that occurs during a child’s first 3 years of life …”; “urgent and substantial need to maximize the potential for individuals with disabilities to live independently in society …” ~REQUIREMENTS for States who are providing an early intervention program (IDEA, 2004): Early intervention services based on scientific research; Timely, comprehensive, multidisciplinary evaluation of child and family; Individualized Family Service Plan; Comprehensive Child Find system; Public awareness program focusing on early identification; Central directory that includes information on early intervention services, resources, and experts; Comprehensive system of personnel development; Policies and procedures to ensure that personnel are adequately prepared and trained; A single line of responsibility in a lead agency; A policy about contracting with service providers; A procedure for securing timely reimbursements of funds; A system for compiling data; A State interagency coordinating council; Policies and procedures to ensure that: To the maximum extent possible, services are provided in natural environments; If not, the setting is most appropriate, as determined by the parents and IFSP team. ~Early intervention: “Early intervening services” new in IDEA 2004; requires that schools use “proven methods of teaching and learning” based on “replicable research”; Provided in “natural environments, including the home, and community settings” to the maximum extent possible. ~Early intervention: “It is the policy of the United States to provide financial assistance to States to develop and implement a statewide, comprehensive, coordinated, multidisciplinary, interagency system that provides early intervention services for infants and toddlers with disabilities and their families …” Prevention of secondary problems that may occur as a result of the primary disability. ~Early intervention: Developmental services that are: Provided under public supervision; Are provided at no cost except where Federal or State law provides for a system of payments by families, including a schedule of sliding fees; Are designed to meet the developmental needs of an infant or toddler with a disability, as identified by the individualized family service plan team in any 1 or more of the following areas: Physical development, Cognitive development, Communication development, Social or emotional development, Adaptive development. ~At risk infant or toddler: An individual under 3 years of age who would be at risk of experiencing a substantial developmental delay if early intervention services were not provided to the individual. ~Infant or toddler with a disability: An individual under 3 years of age who needs early intervention services because the individual is experiencing developmental delays or has a diagnosed physical or mental condition that has a high probability of resulting in developmental delay. ~Developmental delay: Defined by each individual state … Basically, however: A delay in one or more of the following areas: Cognitive development, Physical development, Communication development, Social and emotional development, Adaptive development, OR Has a diagnosed mental or physical condition that has a high probability of resulting in developmental delay. ~Developmental delay: The term “developmental delay” is generally used for infants, toddlers, and sometimes preschoolers (up to age 5). However, it can extend to age 9. State discretion for much of this. ~IFSP: Legal requirements similar to IEPs, but including a “family-directed assessment” of the family’s resources, priorities, and concerns. New requirement that the IFSP must include “measurable results or outcomes expected to be achieved … including pre-literacy and language skills” Usually only used for infants and toddlers, but may be used for preschoolers and possibly older … not commonly … ~Child Find. Child Find requires school districts to identify, locate, and evaluate ALL children with disabilities, including children who are homeless, home schooled, wards of the state, and children who attend private schools. If the child has a disability and is eligible for special education services, the school does not have to give the child a “label” before providing services. ~Early Intervention services: Family training, counseling, and home visits; Special instruction; Speech-language pathology and audiology services, and sign language and cued language services; Occupational therapy; Physical therapy; Psychological services; Service coordination services; Social work services; Medical services only for diagnostic or evaluation purposes; Early identification, screening, and assessment services; Health services necessary to enable the infant or toddler to benefit from other early intervention services; Vision services; Assistive technology devices and assistive technology services; Transportation and related costs that are necessary to enable an infant or toddler and their family to receive early intervention services. ~Early interventionists: Special educator, Speech/language pathologist, Audiologist, Occupational therapist, Physical therapist, Psychologist, Social worker, Nurse, Registered dietician, Family therapist, Vision specialist (including optometrist and ophthalmologist), Orientation and mobility specialist, Pediatrician and other physicians, among many many more … ~http://www.state.tn.us/education/teis |