Early History: Era of Superstition (1500 BC–1700 AD) 19th Century: Era of Institutions (1790–1870) Early 20th Century: Era of Public School Classes (1900–1950) 1950s and 1960s: Era of Legislation and National Support 1970s: Era of Normalization, Child Advocacy and Litigation 1990s: Era of Rededication, Redefinition, and Refinement

PSYC17 Lesson 1 Flashcards by Michaella Jhen Bitara

An ______________ is one who deviates from the normal child in mental, physical, emotional, and social characteristics to the extent that he/she requires special educational services.

Exceptional child/ren

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The child may be ___________ or _____________ the average.

far above
extremely below

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The term exceptional children includes children who experience_________________ as well as those whose _______________ that modifications in curriculum and instruction are necessary to help them fulfill their potential.

difficulties in learning
performance is so superior

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Exceptional children is an ____________ that refers to children with learning and/or ________________, children with _______________ or _________________, and children who are ______________ or have a special talent.

inclusive term
behavior problems
physical disabilities
sensory impairments
intellectually gifted

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WHO are the EXCEPTIONAL Children?

Children with special academic, intellectual, social and psychoemotional needs due to physical, sensory, cognitive, and behavioral
disability needing special care, attention, and education for better adjustment.
includes children with exceptional abilities or giftedness

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Identifying Special/Exceptional Children

Sensory Defects
Mental/Intellectual Disorder
Behavioral Disorders
Neurological Defects
Physical/Physiological Defects

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Types of Sensory Defects

a. Blindness
b. Deafness
c. Muteness
d. Speech Handicapped
e. Hearing Handicapped
f. Visual Handicapped

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mits or distorts words

Speech Handicapped

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inability to hear clearly

Hearing Handicapped

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crossed-eyes, sensitive

Visual Handicapped

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Types of Behavioral Disorders

a. Aggressive or Conduct Disorder
b. Socially Withdrawn

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Types of Neurological Defects

a. ADHD (Attention-Deficit Hyperactivity Disorder)
b. Learning Disability
c. Autism Spectrum Disorder

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Types of Physical/Physiological Defects

a. Cerebral Palsy
b. Cleft Palate
c. Crippled/Polio Victim
d. Congenital Diseases

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________________ for all new students is a must to identify a disability. (ask the student to read aloud, identify objects, and write)

Screening Interview

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Historical Overview

Early History: Era of Superstition (1500 BC–1700 AD)
19th Century: Era of Institutions (1790–1870)
Early 20th Century: Era of Public School Classes (1900–1950)
1950s and 1960s: Era of Legislation and National Support
1970s: Era of Normalization, Child Advocacy and Litigation
1990s: Era of Rededication, Redefinition, and
Refinement

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History:
* Early beliefs centered on superstitions, witchcraft and generally not a supportive environment for someone with disabilities.

Early History: Era of Superstition (1500 BC–1700 AD)

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History:
* Toward the end of this era, many institutions were in existence in the United States.

Persons: ___________ and _________ were the first individuals to work with children with intellectual and developmental disabilities.
Persons: _______________ started programs for students with hearing impairment and deafness.

Nineteenth Century: Era of Institutions (1790–1870)
Jean-Marc Itard and Edouard Sequin
Dr. Thomas Gallaudet

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History:
Isolated classes for students with disabilities were started in the United States.
In ______, the ________________ was founded in order to organize teachers who were working to help children with exceptionalities.

Early Twentieth Century: Era of Public School Classes (1900–1950)
1922, Council for Exceptional Children

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History:
The post–World War II era saw the beginnings of special programs for children with exceptionalities. This era included the
______________ for our country.

1950s and 1960s: Era of Legislation and National Support
civil rights movement

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History:
During this era, many lawsuits, class action suits, and laws were established to provide services for students with disabilities. The courts were enacting legislation that mandated that schools provide students with disabilities a free and appropriate education.

1970s: Era of Normalization, Child Advocacy and Litigation

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Philippines Historical Overview

Republic Act No. 7277 or the Magna Carta for
Disabled Persons, enacted in 1992
Republic Act 9442: Persons with Disabilities (PWD) Act in the Philippines

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played a foundational role in advancing the rights of children with disabilities in the Philippines during the 1990s.
It was a key step toward creating a more inclusive society, emphasizing the need for accessible education, healthcare, and social integration for children with disabilities

Republic Act No. 7277 or the Magna Carta for
Disabled Persons, enacted in 1992

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Philippine law that provides comprehensive support for the rights of individuals with disabilities. It aims to enhance their quality of life through protection, accessibility, and inclusion in society.
The law was designed to ensure that persons with disabilities (PWDs) are given equal opportunities in various sectors, such as education, employment, healthcare, and social services. It mandates that public and private establishments make their facilities accessible to PWDs.

Republic Act 9442: Persons with Disabilities (PWD) Act of 2007

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Key Features of RA 9442

The act includes tax exemptions, incentives for
businesses that hire PWDs, and discounts for PWDs on essential services and products.

The law has empowered families and educators of exceptional children by recognizing their rights and ensuring the provision of necessary accommodations. It also promotes a more inclusive educational
system.

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refers to categorizing individuals based on their perceived differences, particularly in relation to disabilities. This can influence how individuals are treated and perceived by society.

Labeling

Labeling can have both ___________ and ___________ effects. On the one hand, it can provide a __________ for identifying and addressing specific needs (e.g., “learning disability” or “autism spectrum disorder”). On the other hand, labels can lead to _______________ low expectations, and social exclusion

positive and negative framework stigmatization

Label's Impact on Identity: The way labels are used in educational settings affects a child's ___________ and _____________. Labels can ____________________ if they are viewed solely through a deficit lens, rather than considering their strengths.

self-esteem and social relationships limit a child's potential

The emphasis has shifted towards __________________ (e.g., “child with autism” rather than “autistic child”) and ________________________ that recognize the full person, not just their disabilities.

person-first language strengths-based approaches

- Increasing advocacy for _______________ highlights the importance of not solely framing exceptional children within the context of disability. - Recognizing a child's unique talents and qualities can help counteract harmful _____________ and foster positive identities.

neurodiversity stereotypes

Describing exceptional children involves presenting them in terms of both their __________ and ___________. This approach promotes a more ___________ and respectful understanding of their individuality.

challenges and strengths holistic

A child with exceptionalities should be viewed through a lens that highlights their _________, not just their challenges. For example, instead of labeling a child as “learning-disabled,” descriptions might focus on how they excel in specific areas like art or problem-solving.

Holistic Descriptions abilities

Describing children with differences involves using language that emphasizes the ____________ and avoids reducing them to a ____________. This aligns with the principles of inclusive education and helps foster an environment of acceptance and empowerment.

Inclusive Language person first diagnosis

Descriptions should be tailored to each child, recognizing that every exceptional child is unique, and their needs may vary significantly

Individualized Support

The emphasis in modern psychology and special education is on "_________" which encourages educators and psychologists to describe children in a way that fosters growth, engagement, and social integration.

inclusion

Involves integrating insights and methods from various fields of expertise (e.g., psychology, education, medicine, social work) to support children with disabilities in a holistic manner.

Multidisciplinary Perspectives

Professionals from different disciplines—such as psychologists, special education teachers, social workers, and healthcare providers—work together to create a __________________ for exceptional children

Collaboration Comprehensive support plan

central to the multidisciplinary team, as they provide vital information and context for understanding the child's needs and strengths.

Families

involve identifying and understanding the specific needs, strengths, and challenges of exceptional children to inform intervention strategies.

Assessment and diagnosis

Types of Assessments

These includes: - cognitive assessments, - behavioral observations, - emotional evaluations, and - adaptive functioning tests. The aim is to identify developmental, learning, and behavioral issues to help guide intervention

_____________________ is essential for implementing effective interventions, especially for children with developmental or learning disabilities.

Early and accurate diagnosis

Professionals involve:

Psychologists, medical professionals, and special educators collaborate to ensure a well-rounded and comprehensive assessment process.

use of technology in assessment

neuroimaging, digital diagnostic tools new diagnostic in DSM-5-TR

involves various stages designed to support exceptional children, from assessment through intervention and monitoring

Helping Process

Stages of the Helping Process

1. Assessment: 2. Planning: 3. Intervention: 4. Monitoring:

Identifying the child's needs, strengths, and challenges

Assessment

Developing individualized education plans (IEPs) or intervention strategies.

Planning

Providing therapeutic, educational, or social support to meet the child's needs

Intervention

Regularly reviewing progress to ensure the child is receiving effective support

Monitoring

The helping process is not only led by professionals but also includes ________, ________, and the ________________

family members, peers, and the community.

How do children learn? Information Processing Model includes:

1. Attention 2. Thinking 3. Response

Children receive information from their senses

Attention

Information is processed through memory classification and reasoning abilities

Thinking

Children respond to information through output: speaking, writing, motor response, dancing, running, social interactions

Response

Interaction: Heredity & Environment History

Pre – 1960: Heredity determines intelligence 1960’s: Environment determines intelligence Around 1990: Heredity and environment interact. 2003: Human Genome Project

Heredity determines intelligence

Pre – 1960

many exceptionalities can be created or intensified by environmental conditions: delays and giftedness! Environment determines intelligence

1960’s

Heredity and environment interact. Early years can be affected by environment: 1997(Gotlieb) Early Intervention programs!

Around 1990

International project intending to identify all human genes and make them available for further biological studies. Goal was accomplished in ______

Human Genome Project 2003

There is an _____________ of some culturally and linguistically diverse students assigned to special education. 50% of ______________ students are falling below basic skills in reading, while only 20% of white students are falling below.

over-representation Black and Latino

There are at least three possible explanations:

(1) The tests and measurements employed in diagnosing the conditions are biased against the minority students and provide inaccurate information about them. (2) Many minority family situations have unfavourable ecological conditions that can cause the inadequate development of abilities in early life. This disadvantage can be seen in the lower performance of their school-age children. The schools are discriminating against minority students by removing them from the regular classes and placing them in special programs away from the other students. (3) Office of Civil Rights to look at many individual school districts in which disproportionate membership in special education programs has occurred in order to determine whether the third possibility is true in those schools.

Family responses to an exceptional need:

1. Shock/ loss 2. Denial 3. Guilt 4. Anger 5. Sadness 6. Adjustment 7. Before adjusting to the situation, few parents will experience severe depression.

T/F: There is NO evidence that the siblings of children with exceptional needs are more stressed or face greater adjustment problems than siblings of children without exceptionalities.

True

Types of Interventions

Family Centered Model Ecological Model

Power provided to family Strengths orientation Entire family is unit of support for intervention

Family Centered Model

Interactions with environment Role of the environment in the development of the child Modify learning and improve the environment

Ecological Model

Different organizations that have made a difference with state and federal legislature related to services and education of children with disabilities.

Learning Disabilities Association of America: LDA Autism Society of America Parents of children with Down Syndrome Protection and Advocacy

T/F: Organizations supporting the needs of children who are gifted DO NOT have the same political influence than the organizations for children with disabilities.

True

T/F: Cultural attitudes, values, customs and language MUST be taken into account when working with children with exceptionalities and their families

True

A “meeting place” between the cultural goals and expectations of the family and those of the professionals who work with the child.

Cultural reciprocity

T/F: Federal Legislation does NOT address the needs of children who are gifted or with talents

True

Types of Differences

Inter-individual differences Intra-individual differences

The general gap in ability or performance between the child with disabilities and his/her peers.

Inter-individual differences

A major variation in the abilities or development of a single child.

Intra-individual differences

Items used to compare to identify the extent of inter-individual differences

a. Physical differences (color of hair and eyes, shape of face, size) b. Interests and hobbies c. Place of birth D Aim in life e. Attitude toward exceptional children f. Academic standing g. Preference of time of day to study h. Characteristics of home culture

Items used to compare to identify the extent of intra-individual differences

a. Best subject b. Worst subject c. Greatest fear d. Person or thing loved most e. Person or thing hated most f. Foods liked g. Foods disliked

PSYC17 Lesson 1 Flashcards

(75 cards)