In the United States, about 14% of all students are exceptional learners who receive special education services. In the past decade, there has been a trend toward mainstreaming exceptional students (i.e., taking them out of special education classes and placing them in regular classes). This has placed new demands on teachers who teach mainstream classes. It is thus critical for all future teachers to develop an understanding about exceptionality in order to effectively address the academic needs of exceptional students placed in the regular classroom. In this unit, we will explore what the term "exceptionality" means and what the different types of exceptionalities are.
DEFINITION OF EXCEPTIONALITY
In the context of school, exceptionality refers to students who differ from the norm in that they have a disability or are gifted, and require special education services.
TYPES OF EXCEPTIONAL STUDENTS
There are different types of exceptional students. The latter include students who have sensory impairments, physical disorders, speech and language impairments, intellectual disabilities, learning disabilities, attention deficit hyperactivity disorder, emotional and behavioral disorders, or who are gifted.
Sensory Impairments
Sensory impairments are visual or hearing problems.
Physical Disorders
Physical disorders include disabilities such as cerebral palsy and seizure disorders (e.g., epilepsy).
Speech and language impairments
Speech and language impairments involve stuttering, articulation problems, voice disorders, or difficulties with comprehension or expression.
Intellectual disability
Intellectual disability is a condition that involves low intelligence (e.g., Down syndrome or brain damage).
Learning disabilities
Learning disabilities include difficulties with concentration, information processing, writing, reading, speaking, and/or memory.
Attention deficit hyperactivity disorder
Attention deficit hyperactivity disorder is a disability characterized by lack of attention, hyperactivity, and impulsivity.
Emotional and behavioral disorders
Emotional and behavioral disorders involve aggressive or dangerous behaviors or intense depression, anxiety, and fears.
In public school systems around the nation, special education programs have been implemented to serve the needs of exceptional students. Depending on their particular disabilities or impairments, exceptional students are either placed in a special education program or in the regular classroom with special education support. What is the responsibility of teachers towards exceptional students? It is important for future teachers to understand what their obligations to students with special needs are if they are to effectively address their needs in the classroom.
TEACHERS' RESPONSIBILITY FOR EDUCATING EXCEPTIONAL STUDENTS
The law (PL 94-142, the Education for All Handicapped Children Act which was renamed the Individuals with Disabilities Education Act in 1990) requires that all exceptional students between the age of 3 and 21 receive a free and appropriate public education. It also requires that students be evaluated prior to placement in special education, that they be taught in the least restrictive environment, and that IEPs (Individual Education Plans) be developed for each student.
Whether exceptional students are placed in a special education classroom or receive special education services in the mainstream classroom, both general education teachers and special education teachers are responsible for delivering a quality education to students with exceptional learning needs.
What does this mean? This means that the general education and special education teacher need to devise an IEP (individual education plan) with the ESE team, including special accommodations for students who have exceptional learning needs. They should use different methods of instructional delivery (e.g., one-on-one instruction or cooperative learning), as well as various assessment methods (e.g., portfolios and hands-on projects) and media (e.g., technology). As much as possible, teachers should also incorporate technology into the teaching and learning process and make sure that, if necessary, exceptional students have access to assistive technology.
Watch a video about a special education teacher's experiences in the classroom:
HOW ARE EXCEPTIONAL STUDENTS IDENTIFIED & THEIR NEEDS ASSESSED?
In the United States, teachers oftentimes refer students for testing if they suspect that students have a learning or behavior problem. The referral is usually made on the basis of low academic performance, below average scores on standardized tests, and/or disruptive classroom behavior.
After obtaining permission from parents/guardians, the school psychologist conducts a psycho-educational assessment of the student to ascertain if he/she has a disability or impairment. The school psychologist uses a combination of psychometric tests (e.g., Stanford Binet Intelligence Scales), achievement tests, and behavior rating scales, and obtains information about the student from teachers, parents, and relevant parties.
If the school psychologist diagnoses the student with a given disability or disorder and determines that the student is eligible for special education services, a recommendation about student's educational placement will be made and an Individual Education Plan (IEP) will be developed with an ESE team. The student's progress will subsequently be monitored and reviewed by an in-school review committee (ISRC) that consists of a psycho-educational consultant, social worker, speech-language pathologist, and resource teacher.
If the student has a high IQ and is gifted, he/she will be placed in a program for the gifted and talented if one is available in the school or school district that the student attends. In this particular setting, the student will receive a challenging and enriched education.
PUBLIC LAWS & IMPLICATIONS
Since the 1970s, a number of public laws protecting the rights of exceptional students have been passed. The Vocational Rehabilitation Act Amendments (PL 93-112, Section 504) was enacted in 1973. This law prohibits discrimination against exceptional students in programs that are federally funded, including sports teams and bands. This means that exceptional students cannot be excluded from such programs on the sole basis of their disability. However, if exceptional students demonstrate that they cannot learn or perform the skills necessary for participation in a given school program, they can be removed like other nondisabled students who cannot learn or perform necessary skills.
The Education for All Handicapped Children Act (PL 94-142) was passed in 1975 granting all exceptional students between the age of 3 and 21 the right to a free and appropriate public education in the least restrictive environment. The law also guarantees exceptional students and their parents/guardians a number of due process rights, including the right to be notified by the school about decisions involving an exceptional student; the right to have a hearing; and the right to appeal. PL 94-142 was renamed the Individuals with Disabilities Education Act in 1990 (IDEA). It requires that students be evaluated before being placed in special education classes, that instruction be delivered in different educational settings (e.g., regular classes, special education classes, special centers, etc), and that students have an IEP (Individual Education Plan) that recommends a transition to the mainstream by the age of 16, if feasible.
The rights of individuals with disabilities are also protected in private-sector employment, public services, public accommodations, transportation, and telecommunications through the Americans with Disabilities Act which was passed in 1990. This law prohibits employers from discriminating against the exceptional in hiring and promotion and it requires employers to make reasonable accommodations for employees who have a disability (e.g., providing a keyboard with large keys/characters). The transportation system, as well as hotels, restaurants, stadiums, and stores must also be readily accessible to individuals with disabilities. Telecommunication companies must offer telephone relay services to deaf individuals who use special telecommunication devices.
Watch a video about the procedural safeguards for parents of exceptional students:
PROGRAMS & SETTINGS PROVIDED TO EXCEPTIONAL STUDENTS
Exceptional students are typically taught in a variety of settings, including classes for the gifted, special education classrooms, regular classrooms with instructional support, resource rooms, specialized schools, residential facilities, or at home. The placement of exceptional students is based on students' particular type of exceptionality and the recommendations of school psychologists. Assistive technology may be used to accommodate the needs of exceptional students in the classroom.
Gifted Students
About half of all U.S. states currently mandate special services to address the needs of students who are gifted. The latter include the provision of enrichment activities, independent study, instructional grouping based on ability (e.g., advanced placement classes or gifted & talented programs), and counseling services to support students' personal and social development. In addition, gifted students are oftentimes allowed to skip grades.
Students with Physical Disorders or Sensory Impairments
Depending on the degree of their disability, students with physical disorders or sensory impairments are educated in regular classes with support from special education teachers, or in special education classes, or in residential schools. Furthermore, students who are blind receive instruction using Braille. Students who are visually impaired use large-type books and assistive technology. Students who are hearing-impaired receive instruction that typically combines signing, lip-reading, speech production, and aural training. Students who have physical disabilities or speech/language impairments receive special services from a speech pathologist, physical or occupational therapist, psychologist, or social worker.
Students with Intellectual Disabilities
A number of educational options are available for students with intellectual disabilities, including regular classes with support from special education teachers, special education classes, special day schools, and residential schools. The appropriate option for each student child depends on his/her particular condition and abilities.
Students with Emotional or Behavioral Disorders
Students with emotional disorders are usually taught in regular or special education classes with support services from psychiatrists, psychologists, social workers, and speech/language pathologists.
Students with Speech and Language Impairments
The educational treatment provided to students with speech and language impairments depends on the severity of their impairment. It may require the services of special education teachers and speech/language pathologists.
Students with Learning Disabilities or ADHD
Students who are learning-disabled can be instructed in regular classes with support from special education teachers or in special education settings. Students with attention deficit hyperactivity disorder are typically taught in regular classes.
REFERENCES
eHow. (2009). Special Education Teaching: Definition of special education. Retrieved from http://youtu.be/BoTjW6MY2aI
Gollnick, D. & Chinn, P. (2021). Multicultural education in a pluralistic society (11th ed.). Upper Saddle River, NJ: Pearson.
Hallahan, D., Kauffman, J., & Pullen, P. (2015). Exceptional learners: An introduction to special education (13th ed.). Upper Saddle River, NJ: Pearson.
SoulPancake. (2015). This special ed teacher's real-world lessons will inspire you - class act. Retrieved from https://youtu.be/_1dBa6f0qyk
thdrummo. (2009). Procedural safeguards for parents. Retrieved from https://youtu.be/NnPaCBJ8q0c
Information from this post may be used provided credit is given to Dominique Charlotteaux
