CBM MUSIC

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HISTORY OF characteristics of new developmentality under special education Special education, as its name suggests, is a specialized branch of education. Claiming lineage to such persons as Jean-Marc-Gaspard Itard (1775 – 1838), the physician who "tamed" the "wild boy of Aveyron," and Anne Sullivan Macy (1866 – 1936), the teacher who "worked miracles" with Helen Keller, special educators teach those students who have physical, cognitive, language, learning, sensory, and/or emotional abilities that deviate from those of the general population. Special educators provide instruction specifically tailored to meet individualized needs, making education available to students who otherwise would have limited access to education. In 2001, special education in the United States was serving over five million students. Although federally mandated special education is relatively new in the United States, students with disabilities have been present in ...

HISTORY OF Special education, as its name suggests, is a specialized branch of education. Claiming lineage to such persons as Jean-Marc-Gaspard Itard (1775 – 1838), the physician who "tamed" the "wild boy of Aveyron," and Anne Sullivan Macy (1866 – 1936), the teacher who "worked miracles" with Helen Keller, special educators teach those students who have physical, cognitive, language, learning, sensory, and/or emotional abilities that deviate from those of the general population. Special educators provide instruction specifically tailored to meet individualized needs, making education available to students who otherwise would have limited access to education. In 2001, special education in the United States was serving over five million students. Although federally mandated special education is relatively new in the United States, students with disabilities have been present in every era and in every society. Historical records have consist...

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Some educators believe that the labels used to identify and classify exceptional children today stigmatize them and serve to deny them opportunities in the mainstream (e.g., Danforth & Rhodes, 1997; Kliewer & Biklen, 1996; Reschly, 1996). Others argue that a workable system of classifying exceptional children (or their exceptional learning needs) is a prerequisite to providing needed special educational services (e.g., Kauffman, 1999; MacMillan, Gresham, Bocian, & Lambros, 1998) and that reducing the stigma associated with disability requires honest and open recognition of the condition and that using more “pleasant” terms minimizes and devalues the individual’s situation and need for supports. The stigma of cancer has not abated because people tried to cloak it with euphemisms, new terms considered more upbeat and less offensive. Imagine our reaction if someone were to say, “We no longer use the word cancer; now we use less unpleasant...

Alternatives to Labeling A number of alternative approaches to classifying exceptional children that focus on educationally relevant variables have been proposed over the years (e.g., Adelman, 1996; Hardman, McDonnell, & Welch, 1997; Iscoe & Payne, 1972; Sontag, Sailor, & Smith, 1977). For example, Reynolds, Zetlin, and Heistad (1996) proposed a system they call “20/20 analysis” as an alternative, nonlabeling approach to the traditional, categorically driven model of special education. The lowest-achieving 20% and the highest-achieving 20% of students would be identified and eligible for broad (noncategorical) approaches to improvement of learning opportunities. In 20/20 Analysis, we begin with measuring progress of students in important areas of learning and identifying those at the margins—those who are not learning well and those showing top rates of learning. . . . At all times the focus is on outcome variables. . . . The idea is to look to the margins...

Associated Features The features described in this section may occur in combination with the central characteristics of autism. However, not all children with autism display these associated features, and conversely, children who display these features do not necessarily have autism. Variability of Intellectual Functioning While children with autism demonstrate a wide range of intellectual functioning, from profound impairment to above-normal performance, 75 to 80 per cent of them function significantly below the expected range of intellectual ability for their age. Uneven Developmental Profile Many of these children are able to function in some areas at higher levels than their general level of cognitive functioning. For example, an eleven-year-old student might demonstrate math skills a...

Significant Impairment in Verbal and Non-verbal Communication  Individuals with autism commonly experience severe difficulties in using and understanding both verbal and non-verbal language. In this respect they are behaviorally different from their peers rather than developmentally delayed, although a delay in their development is also usual. Their basic deficit seems to be in their capacity to use language for social communication, which is evidenced in the following ways: a delay in, or a total lack of, the development of spoken language, which is not compensated for by the use of gesture or mime as alternative modes of communication a failure to respond to the communications of others, such as not responding when called by name a related failure to initiate or sustain conversational interchange, such as in turn t...