Foundations of Special Education (3rd ed.)

The United Nations has declared that education is a universal human right. All children, regardless of disability, have a right to a free and appropriate public education. This chapter explains the Individuals with Disabilities Improvement Act (IDEA), Section 504 and other laws that govern special education services in the United States.

This chapter lays out the roles of professionals who work in the field of special education. It also explains the continuum of placements that professionals consider for children who qualify for services.

In an inclusive classroom, all students, regardless of ability, will have equal access to available opportunities and resources. Likewise, inclusive schools will ensure that parents with disabilities have equal access to school resources and opportunities to be active members of the school community.

An intellectual disability is often present at birth and is characterized by two main components, a significant limitation in cognitive ability and an impairment in adaptive skills, which are the skills needed for practical everyday functioning. This chapter addresses the provision of special education services to children with intellectual disability.

This chapter defines the IDEA category of learning disabilities, with its prevalence and causes. Special educators will consider identification, placement, strategies, and accommodations that might benefit these students.

IDEA groups more than 200 health conditions, including ADHD, under the label of Other Health Impairment. The first part of this chapter explains the diagnosis, treatement and education of students with ADHD. The second part of this chapter surveys a few of the student health conditions that a special educator might encounter.

Autism spectrum disorder is a developmental disability that impacts a child’s communication skills, social interaction, and behavior. This chapter surveys the history, symptoms, prevalence, and educational decisions for providing special education services to children with autism spectrum disorders.

IDEA classifies all emotional and behavior disorders under the category of emotional disturbance. This includes a number of mental health and behavior disorders including anxiety, depression, eating disorders, obsessive-compulsive disorder (OCD), and conduct disorders. This chapter examines the causes, prevalence, student characteristics, and educational implications for learners in this IDEA category.

Communication disorders are one of the larger categories of disabilities for students served under IDEA. This chapter examines the general types of speech, voice, and language disorders that special educators may encounter. It includes sections on educational implications and on augmentative and alternative means of communication.

Students in special education who have low incidence disorders are those with multiple impairments, orthopedic impairments, traumatic brain injury, or impairments in hearing and/or vision. This chapter will help special educators address the varied needs of these students.

In the United States, every local education agency must establish procedures for identifying the children in their district who may need special education services. This chapter outlines the processes for determining the types and amount of special education services that are required for these children to make educational progress.

After a student has been identified with a demonstrated need for special education, the school is required to create educational plan to meet that student’s needs. In the United States, this plan is called an Individualized Education Program, or IEP. This chapter explains what IDEA requires when a school writes an IEP plan for a student.

Well-designed individualized instruction is at the heart of special education. This chapter explains how to prioritize learning goals, scaffold supports, provide explicit instruction, group students, and teach lessons.

For students who receive special education supports and services, it is important to plan for the time when those supports and services will end and they will transition into adulthood. Transition planning is a process that guides students to consider the types of jobs, educational programs, and living options they might want to pursue after high school.