Exceptionalities
Description
Legalization
of Individual differences occurred due to:
1)
Competing demands and limited resources
2) Confusing labels and fuzzy definitions
3) Limited programmatic alternatives
Major
legislation passed affecting exceptional students:
Gifted
and Talented Act (1978) - PL95-561 - Definition
of gifted and talented students that included
more than just an exceptionally high score
on intelligence tests - multiple measures
including creativity. ENCOURAGED the provision
of services for these students. Did NOT
mandate these programs.
Jacob
K. Javits Gifted and Talented Students Education
Act (1988) - PL100-297 - Extended definition
of gifted to include leadership qualities.
Gave more funding for the identification
and programming for these students.
Education
for the Handicapped Act (1975) - PL 94-142
- Determined categories of special needs
that were eligible for specific educational
services. Greatest impact on teaching exceptional
learners to date. Included legal mandates.
Covered physical, sensory and brain disabilities
- including mental retardation, learning
disabilities, autism and social/emotional
disorders.
Individuals
with Disabilities Education Act (IDEA, 1990)
- PL101-475 -Refined definitions (disability
over handicap) and categories for those
with disabilities. Extended services for
school-to-work and a later revision included
professional development for teachers.
Gifted
programs are declining due to:
1)
Belief that gifted children can learn on
their own
2) Bad feelings about giving privileges
to the exceptional children after the eugenics
movement
3) Lack of minority students that typically
are a part of these programs.
Recently
new classification for Mental Retardation
based on the level of support these individuals
require to function optimally in school or
in society.
1)
Intermittent: Periodically require additional
support and attention, especially when confronting
a new task or making a transition in life.
2) Limited: Requires adult support for their
entire life (will do well in a community
home), and function adequately in a classroom
for some portion of the school day.
3) Extensive or Persuasive: Require continuing
life-sustaining support to severity of their
disability.
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