Rehab Psych : Ch 1-3
Differentiate between the terms disability and handicap. Provide a specific example of each term.
Although the terms disability and handicap have specific meanings, they are commonly used interchangeably. Disability is defined as an inability or incapacity to perform a task or activity in a normative, specific way. A disability is a limitation imposed on an individual by a loss or reduction of functioning. The book gives examples of paralysis in the leg muscle, absence of an arm, or loss of sight. Even though these are all physical circumstances, it can also refer to problems in learning. A disability is also concerned as an incapacity to perform as other children due to sensory, physical, or cognitive functioning impairments. These are not issues until they interfere with fulfilling educational, social, or occupational potential. Disabilities may be present from birth or occur during a person's lifetime. On the other hand, handicap refers to the impact or consequence of a disability, not the condition itself. The problems or difficulties an individual encounters as he or she attempts to function and interact with the environment is typically considered handicap. In addition to being an environmental limitation, it is also an attitudinal limitation imposed on the individual by people without disabilities. An example would be architectural barriers limiting an individual in a wheelchair to reach certain locations. An individual with a disability does not have to be handicapped. It depends on their specific circumstances and how the individual and society adapts and adjusts.
Why is the assessment of culturally and linguistically diverse students perceived to be problematic? How might these difficulties be corrected?
Assessments of culturally and linguistically diverse students can be problematic at times because of language differences, bias due to experience, intrinsic bias, or translation errors. If a student experiences any of these, the assessment will not be able to accurately gauge their academic abilities. Standardized testing has frequently been criticized for its failure to consider the cultural and experiential background of culturally and linguistically diverse students. To help minimize or eliminate these problems students are entitled to nondiscriminatory testing with a trained personnel. Standardized tests have also been modified to reduce culture specific questions and reformed to reflect diversity in American schools. Other pluralistic assessment techniques have also been developed, such as the KABC-II, which minimizes verbal skills and abilities, thus helping students who lack English proficiency. Another new practice, called the portfolio assessment, collects works from the students in the form of writing samples, speeches, artwork, etc. This displays the student's abilities developing throughout time, reducing some of the bias that comes along with student assessments.
Compare and contrast arguments for and against the practice of labeling pupils according to their disability.
Labeling is an inescapable part of our lives. We use labels for almost everything, so individuals believe it is fitting to label pupils according to their respective disabilities. Advantages of labeling pupils according to their disability are that these names serve as a means for funding from the government, establish an individual's eligibility for services, allows professionals to communicate efficiently in a meaningful fashion, and heighten the visibility of the unique needs of individuals with disabilities. From a professional standpoint, these are all very beneficial and will help the individual advance with the tools they need on their respective skill level. From an interpersonal standpoint, labeling does a lot to the individual emotionally and socially. The disadvantages of labeling a pupil according to their disability are that labels can be stigmatizing, may lead to stereotyping, has the potential of focusing attention on the limitations, and contribute to a diminished self-concept. This takes a lot out of the individual emotionally and can lead to reduced opportunities for a normalized experience in both school and community life.
How do prereferral interventions benefit the student suspected of requiring a special educator?
Pre - referral interventions benefit the student being considered for special education, because it looks at the student's individual and unique needs. Pre - referrals allow the students that may not be eligible for special education to still receive some personalized assistance. The student may just need some creative and alternative instruction to make learning easier for them. Also, it brings together the general education teacher, the special education teacher, and other administrators to work toward one goal of making education as accessible as possible for the student. Pre - referrals allow for the student to get the benefit of working with a multidisciplinary team without having to go through the extensive process of the referral and assessment.
Explain why pupils from minority groups experience disproportionate representation in some special education programs.
Pupils from minority groups experience disproportionate representation in some special education programs due to inappropriate placement. The primary concern involves false positives. This occurs when a pupil from a cultural or linguistic minority is identified as disabled, when, in fact they are not. While students wrongly placed in special education are segregated and stigmatized, others are denied access to needed special education due to their disabilities being overlooked as a result of their racial of ethnic minority group. The overrepresentation for children of color is best understood as the relationship between family socioeconomic status and disability rather than disability and minority group status. Individuals from minority groups typically populate urban centers, are in poverty, and have limited access to health care or good nutrition. All of these variables increase the probability of a child being at risk for learning and developmental difficulties. Cultural and language differences only exacerbate the student's vulnerability, increasing the likelihood of educational failure. Faulty identification procedures, ineffective prereferral strategies, test bias, and inappropriate assessment techniques may also contribute to overrepresentation. The lack of standardized tests appropriate for use with students who have limited English language skills is another contributing factor. Other relevant variables include teacher bias, different behavioral and academic performance standards for students from minority populations, and incongruity or discrepancy between the child's home culture and school expectations. The lack of congruency between the cognitive style of many culturally diverse students and that of their teachers is another possible explanation. Reasons for underrepresentation include the politics of race and social class, attitudinal bias, problems related to screening and identification, low teacher expectations, lack of teacher training, and pressure from peers to not excel academically.
What is special education?
Special education is a customized instructional program designed to meet the unique needs of an individual learner. It may necessitate the use of specialized materials, equipment, services, and/or teaching strategies. A special education is appropriate only when a pupil's needs are such that they cannot be accommodated in a general education program. These plans can vary from helping a child with dyslexia to helping a child with Down syndrome. Not all students who have a disability, or are recognized as exceptional require special education. There is not a specific location for special education to occur, rather the most natural environment is recommended; sometimes this means putting a young child in a normal classroom rather than separating them from their peers. Services such as speech therapy are incorporated into each special education program, depending on the needs of the individual. All in all, the goal of special education is to help an individual reach their maximum potential.
Name and describe the six major components and guarantees of PL 94-142.
1. A Free Appropriate Public Education (FAPE): all children, regardless of their disability, must be provided with an education appropriate to their unique needs at no cost to the parents or guardians. Included in this principle is the concept of related services, which requires that children receive, for example, occupational therapy as well as other services as necessary in order to benefit from special education. 2. The Least Restrictive Environment (LRE): children with disabilities are to be educated, to the maximum extent appropriate, with students without disabilities. Placements must be consistent with the pupil's educational needs. 3. An Individualized Education Program (IEP): this document, developed in conjunction with the parents/ guardians, is an individually tailored statement describing an educational plan for each learner with exceptionalities. The IEP is required to address the present level of academic functioning (performance), annual goals and accompanying instructional objectives, educational services to be provided, the degree to which the pupil will be able to participate in general education programs, plans for initiating services and length of service delivery, and an annual evaluation procedure specifying objective criteria to determine if instructional objectives are being met. 4. Procedural Due Process: the act affords parents several safeguards as it pertains to their child's education. Briefly, parents have the right to confidentiality of records; to examine all records; to obtain an independent evaluation; to receive written notification (in parents' native language) of proposed changes to their child's educational classification or placement; and to an impartial hearing whenever disagreements arise regarding educational plans for their child. The parents have the right to representation by legal counsel. 5. Nondiscriminatory Assessment: prior to placement, a child must be evaluated by a multidisciplinary team in all areas of suspected disability by tests that are not racially, culturally, or linguistically biased. Students are to receive several types of assessments, administered by trained personnel; a single evaluation procedure is not permitted for either planning or placement purposes. 6. Parental Participation: PL 94-142 mandates meaningful parent involvement. Sometimes referred to as the "Parent's Law", this legislation requires that parents participate fully in the decision making process that affects their child's education.
What do the terms culture and cultural diversity mean to you?
Culture defines how groups and individuals relate to each other. It refers to the combination of knowledge, experience, beliefs, values, attitudes, meanings, hierarchies, religion, and possessions acquired by generations. This can appear in the form of language or biases of a community. Culture is passed down by generation to generation through shared traditions, knowledge, communication, and history. Though culture an individual understands their role within society and develops a mindset that conforms with the values and behaviors of other members. On the other hand, cultural diversity refers to the differences among people due to their racial or ethnic backgrounds, language, or traditions. All the different cultures come together as one to share their beliefs and values. Cultural diversity is recognizing and accepting the different or varied cultures within a community.
Why is bilingual education a controversial topic?
First, it is important to note that multicultural and bilingual education are not the same thing. Multicultural education can exist by itself, but bilingual education requires multicultural education to emphasize the student's cultural background as well as their language background. Bilingual education is controversial today, because the education system is still discovering how to best meet the need of bilingual children. In many states, the official language is English. Some schools even prohibit bilingual education. The purpose of bilingual education is to provide assistance to students with limited abilities in English, so they can function effectively in both languages. By prohibiting this type of learning, many bilingual students will struggle through their educational careers. The language barrier makes it even tougher for students with disabilities to receive the most impactful education possible. Exceptional students already experience learning difficulties due to their disability and these become compounded if they have trouble speaking the same language as their teacher and fellow classmates. Furthermore, it is challenging for the educators as well. They are left with the task of determining whether to develop an education program that focuses on improving upon their language difficulties or focusing on the issues stemming from their disability. Often times schools don't have enough funds or adequate teaching candidates to hire instructors that are bilingual themselves.
What was the purpose of the Americans with Disabilities Act? List four areas where this law affects the lives of individuals with disabilities.
To "let the shameful wall of exclusion finally come tumbling down" was the purpose of the Americans with Disabilities Act. It illustrates a vivid and concise standard to eliminate discrimination against individuals with disabilities of any kind.The law strictly does not allow discrimination against people with disabilities in all sectors. There are enforceable standards that do not depend on their age, nature or extent of disability, to ensure it doesn't happen. The law embraces people with AIDS, people who have successfully completed a substance abuse program, people who cosmetic disfigurements, or people that have an impairment that limit life activity. It also extends protections and guarantees of civil rights to private sector employment, transportation, telecommunications, and services of the local government. Examples include bus ramps for wheelchairs, communication methods for the deaf, handicapped doors, parking spots, or special work tools. Overall, these areas are public transportation, businesses, stores, and future employers.
How can cooperative teaching benefit students with and without disabilities?
The main goal of cooperative teaching is to create options for learning and different, smarter, and more efficient alternatives in teaching the whole class. The general education teacher and their special education colleague team up, determine the varied needs of their class, and decide on a plan that will suit them the best. It gives the students everything they need in order to learn and comprehend at their highest potential level. Varied teaching techniques include "One teach, One observe", "One teach, One support", "Station Teaching", and a handful of others. In techniques such as, "One teach, One observe" and "One teach, One support", students can be taught to as a whole class without worrying about the student with disabilities falling behind as the additional teacher can assist to their unique needs. This technique helps the class come together as a whole and minimizes the opportunity of having the student feel discluded. For students with disabilities, it helps immerse them into a classroom with all kinds of children with all different ability levels and offers them a chance to learn social skills in a safe, rewarding environment. They also get the chance to feel like they have a 'normal' education while experiencing a thorough and informative schooling environment that addresses all of their needs while allowing them to experience life as an everyday child. Those without disabilities have the opportunity to help other students, receive an eye - opening experience, and learn in various ways that are suitable for all kinds of people, no matter the situation or disability.
Compare the provisions and purpose of an IFSP with those of an IEP.
The main purpose of an IEP is to develop a specialized education plan for children between the ages of 3-21 who require special education and related services accommodations. It is written by teams of professionals, as well as parents or guardians of the child. The main purpose of an IFSP is to develop a specialized plan for infants and toddlers who require early intervention services. These assessments encourage family involvement by allowing the family to make decisions and establish goals based on the family's priorities and concerns. An IEP focuses on a child's "level of academic achievement and functional performance," whereas an IFSP focuses on an infant's / toddler's "level of physical, cognitive, communication, social/emotional, and adaptive development." An IFSP is concerned with early intervention and thus measures for projected results, as well as accommodates for family necessities. An IEP is concerned with benchmarks and the success of transitional services between milestone chapters of life. It establishes a lot of the groundwork for the student's education such as who will provide the learning, what services will be offered, where the education will be delivered, for how long, and assess how successfully goals have been met. The goals address academic functioning, social behaviors, adaptive behavior, or life skills.
