Gargiulo Special Education in Contemporary Society 5th Edition Chapter One Special Education in Context People Concepts and Perspectives Chapter Summary Chapter One introduces and defines important terminology in the field of special education The 13 disability categories are described along with relevant statistics for each category A historical perspective is included in addition to a discussion on the common instructional models of cooperative teaching The chapter wraps up with a look at the dimensions of disabilities across the life span Learning Objectives Define exceptional children disability handicapped developmentally delayed at risk and special education Identify the thirteen disability categories recognized by the federal government Distinguish between prevalence and incidence Describe the historical evolution of services for children and adults with disabilities List the related services sometimes required by students with disabilities Outline the differences between multi inter and transdisciplinary team models Describe common instructional models of cooperative teaching Identify key dimensions of universal design for learning Explain the services typically available to infants toddlers preschoolers adolescents and adults with disabilities Chapter Outline I Key ideas reflected throughout the textbook a Classrooms are made up of diverse learners Identifying social research questions i Diversity comes in many forms including disability ethnicity gender learning style experience with school and cultural norms b Person first language is essential i When describing people with disabilities it is essential to focus on the person rather than the disability Examples of person first language include person in a wheelchair or girl with autism c Attitudes are powerful i Negative stereotypes and cultural beliefs about people with disabilities can impact the way people think and act and affects the experiences of people with disabilities in their everyday lives II Definitions and Terminology a Exceptional children i This inclusive term is used frequently by both general and special educators to refer to individuals who differ from societal or community standards of normalcy 1 Gargiulo Special Education in Contemporary Society 5th Edition b It is important to recognize the difference in meaning and implication of the terms disability and handicap although they are often used interchangeably i Disability 1 The term disability is the limitation or inability to perform a task in a certain way For example a person may have paralysis of the leg muscles cognitive impairments loss of sight or hearing emotional disturbances or learning difficulties ii Handicap 1 The term handicap refers to the problems or difficulties that a person with a disability may encounter because of their disability for example a building that isn t wheelchair accessible a building with Braille signs posted far into a building or marginalization and discrimination due to negative social attitudes III Classroom Suggestions a Focus on the person rather than the disability i Focus on the person rather than the disability 1 The person lives a life that is just as important to them as your life is to you and it s important to recognize the parts of their life that they find valuable and important Remember the disability doesn t define the person ii Avoid super achiever and other stereotypes 1 Negative stereotypes about people with disabilities are as unfair as stereotypes assigned to other minority groups Using these stereotypes can have negative implications for the thoughts and attitudes of people without disabilities and contributes to the handicaps that people with disabilities may encounter in society iii Avoid terms of pity such as afflicted with or suffers from and generic labels like the retarded 1 Terms of pity evoke emotions of sorrow and charity and encourage people to distance or separate themselves from the object of pity Using terms of pity furthers the social stereotype that people with disabilities are helpless weak or inferior iv Use person first language such as boy with Down syndrome 1 Language is often the precursor to thought Focusing on the person before the disability sends the message that the person isn t defined by their disability This change reflects an important social shift in thinking about people with disabilities and can impact attitudes about people with disabilities 2 Gargiulo Special Education in Contemporary Society 5th Edition v Use language that affirms ability such as uses a wheelchair rather than wheelchair bound 1 Language is powerful and using it in different ways can convey different meanings Using language that does not emphasize a person s disability or limitations sends the message that the disability or limitation isn t the person s defining characteristic vi Use correct terminology rather than euphemisms 1 Terms such as physically challenged are often used to describe a person with a disability and are seen as condescending It is important to use the correct terminology to express respect for the person with a disability vii Don t confuse disease with disability 1 Disability does not imply disease or illness although many people have diseases that are disabling Disease can be frightening for children and implies that the disability might be contagious and this belief may cause them to distance themselves or fear the person with the disability A disability is not a sickness and should not be presented as a problem or in need of a cure viii Portray people with disabilities as active participants in life and in society 1 Positive portrayals of people with disabilities show children that people with disabilities are equal participants in society and can impact their beliefs and perceptions about people with disabilities Changing negative attitudes is part of the struggle that disability rights activists have been fighting for decades IV Important Terms a Developmental Delay i Many states have different criteria for identifying a developmental delay for example testing with standardized tests or comparing developmental milestones Current legislation allows states to use the term developmental delay for children aged 3 through 9 The use of specific disability labeling for young children is of questionable value b At Risk i Children who are at risk are generally not identified as having a disability but have a high probability of manifesting a disability due to biological