In reading chapter 8 on intellectual disabilities, I found that the field of intellectual disabilities has developed throughout the years. The term intellectual disabilities and mental retardation are used interchangeably. The term “mental retardation” is the federal definition used by IDEA, however many states today do not use the term. Many people do not use the term mental retardation because of its history. Long ago, students who were known to have “mental retardation” were put in special schools or kept at home. As students with intellectual disabilities entered public schools, they were educated away from the general education students in self-contained classroom. Although today, students with intellectual disabilities are being served more through the inclusion setting with their peers.
The amount of students being identified as intellectually disabled dropped during the 1970’s and 1980’s according to the U.S. Department of Education. However, this decrease was due to other categories being implemented for students such as learning disabled and autism. Because this is true, ...
This means that children with all different types of a disability are accessible to public education and learning through professional educators and through their peers. Another important legislation that has been established in 1975 is the Individuals with Disabilities Education Act (IDEA) that includes all ages of children and their rights to learn. Both of these movements helped shape what special education is today and assisted in bringing inclusion into the classroom. They both made it possible for students with disabilities to be integrated into general education classrooms, while getting the assistance they need as well. These acts are what made it possible into what my field of study is and I intend to push the boundaries of getting my future students in these general education classrooms and making them feel apart of something
The child with a learning disability is entitled under IDEA to receive the same quality of education and other services which are entitled to students without disabilities. The law states that the facilities for both kinds of students must be comparable and the necessary training materials and the appropriate equipment to impart the education must be provided to the student (Individuals with Disabilities Education Act (IDEA), n.d.).
Taylor, Steven J. "The continuum and current controversies in the USA." Journal of Intellectual & Developmental Disability 26.1 (2001): 15-33. Academic Search Premier. EBSCO. Web. 5 Apr. 2011.
Not many people who are not already involved with special education understand what exactly a student in a special education program does. Most people assume special education is for only the worst cases, such as autism or Down syndrome or that the students are completely different from any other student. However, this assumption is not the case. These assumptions only show some of the stigma against special education. Special education is the term used to “describe specially designed instruction that meets the unique needs of a child who has a disability,” (Hancock). As predetermined by the Individuals with Disabilities Education Act (IDEA), one qualifies for special education if they meet one or more of the thirteen disabilities included in the act. These disabilities include, but are not limited to, autism, hearing impairment, specific learning disability, visual impairment, and emotional disturbance. The IDEA act requires the public schools to provide a “free appropriate education”, or FAPE, to those who qualify. An example of a free appropriate program is “modifications in the educational program, such as curriculum and teaching methods,” (Hancock).
Since U.S. education has taken different actions for improving the education opportunities for disabled students. Considering that aspect, the number of admissions in such schools and institutions has increased since now educators have recognised the challenges that ableist still pervade the culture (Biklen et al., 2013).
Department of Education (2002, August). IDEA’97: Individuals with disabilities educational act amendments of 1997. Retrieved March 23, 2003 from the World Wide Web: http://www.ed.gov/offices/OSERS/IDEA
Prior to 1975, educational options for a child living with a mental or physical disability were limited. The family of the handicapped child was most likely forced down an path that lead to the institutionalization of the child and distancing the child from the benefits of receiving a free and public education. It was after federal legislation passed the Rehabilitation Act of 1973 (42 U.S.C. § 1983) that monumental changes began to develop that allowed a better understanding of the needs and capabilities of people with various handicapping conditions. Soon after this legislation, Public Law 94-142, also known as the Education for all Handicapped Children’s Act of 1975 (EHA) would further increase the public awareness by providing a free appropriate public education (FAPE) for children suffering from disabilities. Following the EHA legislation reformations concerning the education of disabled individuals would soon become numerous and legislative acts were passed enabling accommodations for disabled individuals in the fields of vocations and technology. In 1990, President Gerald Ford signed legislation replacing P.L. 94-142 with the Individual with Disabilities Education Act of 1990 (IDEA, 20 USC 1400). By definition, the Individuals with Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities throughout the nation (US Department of Education, 2011).
While perceptions of learning disabilities (LD) may vary according to country, culture, and teachers, it is often necessary to diagnose students in order to receive funding for services. It can be helpful to recognize those learning disabilities that students may have in order to provide extra assistance when necessary. It would be advantageous, too, if wide recognition of LD could take away the stigma that is often present. However, since LD is a multi-faceted topic, labeling often carries a negative connotation and can lead to ostracizing of students. It is beneficial for a student if the classification of a student with LD results in an enhanced educational experience.
People with learning disabilities are the largest segment of the disability population, and growing numbers of col...
Mental retardation was renamed Intellectual Disability in the DSM-5. This was to guide away from relying on IQ test scores for the diagnosis of mental retardation and to try and rely more on day to day tasks that one should be doing for their age and cultural lifestyle. There are four levels of mental retardation, mild, moderate, severe, and profound. (Nolen-Hoeksema, 2011). The least severe of them is the mild mental retardation. Children...
The Individuals with Disabilities Act, 2004 (IDEA), has 14 different categories of disabilities (IDEA Partnership, 2012). Students with disabilities can be placed into two more distinct groups which are high incidence disabilities or HID and low incidence disabilities or LID. IDEA defines low incidence disabilities as those students with visual, hearing or significant cognitive impairment (Outcome Data, 2006). These students need personal that are highly trained in specialized skill and knowledge to provide early interventions and education. Those with LID account for less than one percent of the school population (Outcome Data, 2006). Students that fall into this category are usually educated outside of the general education classroom for part of the school day.
When a child doesn’t seem to be learning, some teachers and parents in his/her life might criticize the child and think of them as stupid, or maybe just too lazy to want to learn. What they don’t realize is that the child might have a learning disability. But how are these children being helped? There are many programs, special schools and facilities, home teaching methods and many other ways in which children with Learning Disabilities are being helped.
People with intellectual disabilities can and do learn new skills, but they learn at a slower process. There are varying degrees of intellectual disability, from mild to profound. In society today, mental retardation is no longer the appropriate political terminology when referring to people with an intellectual disability or developmental disability. Today the term used in the medical professional is intellectual disabled.
The right to have access to education is a concern for people with disabilities. They were treated poorly and often desegregated from society. The response to the concerns of parents and educators over the exclusion of children with disabilities created the Individuals with Disabilities Education Act. The public law “guaranteed a free, appropriate public education to each child with a disability in every state and locality across the country”. In the 1970's children with disabilities entered schools and over the years, the number of students in special education has grown dramatically, from 4.3 million students in 1990 to 6.9 million students in 2003 (The Council of Chief State School Officers , 2007).
Mental Retardation Mental retardation is defined as, an individual with limitations in cognitive ability and adaptive behaviors that interfere with learning. Individuals with mental retardation learn at a slower pace, have low IQs, and may reach a level where learning stops. There are no exact causes for mental retardation but some things are associated with the disability. Prenatal development problems, childbirth difficulties, and a childhood brain injury can all lead to mental retardation. An individual with mental retardation might have problems in learning and social skills.