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PSY345 Lecture 2.docx

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Stuart Kamenetsky

PSY345 Lecture 2 IDEA 1990 Key Points (1) - Labelling done to determine the child’s eligibility to receive special education - Education is devised around the average child - Multi disciplinary – assessments by optometrist, social worker and so on - Parental involvement is a right – school board cannot test a child without parental consent - Every child is eligible to receive free public education – principal will have competing interests – the child’s interests are heard when a parent is making the decision - All kids are expected to follow the general education but the kids who have difficulties can enrol into these special schools, deaf or blind kids - Plans are devised by various professionals ex. Parent, principal - In Ontario – IPRC – Individual Placement and Review Committee – decide what type of placement would be best for the child - If parent refuses to sign the consent even though the child is not able to function normally this might be because the parents are in denial and do not want to accept that something is wrong with their child - They might also not sign an assessment because of cultural differences – based on gender – ex. Oh she’s a girl she does not need to learn to read or write anyway - Also because of stigma – feel that the disability is a shame do not want anyone else to know - They might not want anyone to know because they might be the ones abusing the child - The system should also be able to protect the child from the parents – school may contact a child protection agency – Children’s Aid Society - North America o If a parent is abusive or neglectful  The child may be removed from the custody of the parents – social worker sent into the family to investigate – will present the case in front of a judge and the judge will have authority of the decision – could be temporary, long term, or permanent  Judge has the same authority to revoke the right or the necessity of the parent’s consent - All children have the right to learn in the least restrictive environment consistent with their academic, social and physical needs. o Least – general school most – resident school o Intervener will work with the child – they will let a child pet a dog and draw a D on the child’s hand so the child gradually the child associates the letter d with different objects and concepts – only way to communicate with the child is through touch o Unreasonable to believe that the child can be admitted to the general classroom o But if a child has a broken arm the child does not need to go to a special school - Achieved by learning with peers who are not disabled. Continuum of environments must be created o Learning with general population – to normalize people with disabilities is to raise them and socialize them with normal people o The best thing for any child is to receive as normal an upbringing – which is why most kids with disabilities are brought up in the normal classroom - An IEP must be created for each child based upon above assessment and designed to meet the child’s individual needs How is This Achieved? - Mainstreaming o Placing students with disabilities into general education classes without providing any additional support o Positive side would be that it minimizes costs – over a 100,000 dollars for five kids compared to 50,000 for 30 kids o Normalizing their education – living and learning in the community o Based on human rights not based upon what’s best for the child – we are respecting the child’s rights by mainstreaming them o Problem is that for the child is not a good option without support ex. A deaf and blind kid going to a normal class o Very bad option for the child even though it’s a correct political thing to do – barrier free and inclusive o Maindumping – sink or swim – bad option - The Least Restrictive Environment (LRE) o Mainstreaming is not even an option o A full range of options – education is individualized – so that every child has a perfect environment for them o Residential – hearing, vision and learning disabilities o Simcoe – may have 10 kids with visual impairment o Not always that possible two achieve o Guidelines to find out the child’s least restrictive environment  Severity of the disability – the more severe the disability the more restrictive the environment – more severe disabilities have lower incidence  The more restrictive the environment the more support is provided  W Ross – school for visual impairment – strongest academic education is found in the most restrictive school because they have experience dealing with kids with disabilities  Ex. Child is entering grade 1 and the child has a visual impairment but can’t move there because you can not disrupt the whole family – so you either put the child in a general classroom with support but the child feels like an outsider or you could send the child to a residential facility at grade 1  Religious cultural values – provincial school has very few minority groups so the parents may feel the child will not get the cultural background - Educational Integration o Mostly heard in US – two groups – African American and Caucasian o Put the two groups together and hoped that integration would take place and hoped they would form a new integrated society o Ends the separation of different groups based on ethnic, socio-economic or disability factors o Caucasian people in general tend to be wealthier so the white kids end up going to wealthier, private schools so there is still segregation o Problem – when two different groups were brought together – they were at different levels in terms of performance and so on o The lower group was allowed in but they were said that “you are lucky now that we let you in” – sink or swim – if it works for you great if it does not go back to where you came from o In general no significant changes were made in the school systems o Because its paid for by the government any child can go to a catholic school – parents might feel there is a greater value – the catholic school will not change its curriculum to fit in the new kids – does not promote the full participation for the children in the community o Without making fundamental changes to the school’s system the integration does not work o Achieved by the physical placement of students who have extensive needs on general education school campuses – no real requirements – it is ok to achieve integration by closing down a special education classes and putting them in a general school o Does call for support services and collaboration between special education and general education teacher – kids are not dumped as in mainstreaming – end the separation – provide them support and no requirement that they have to attend classes with kids without disabilities - Inclusive education o Goal standard of today – right way to educate most kids with disabilities o Key difference between inclusive and educational integration is that inclusive calls for specific changes in the school system o Bringing all of the kids together and the school has to be designed to meet all of their needs – not that the school is designed around the normal child o Each child receives what they require- ideal that we strive for o There is no such thing as names – muslim, disabilities, black – they are all the “kids” of the school o All the festivals are celebrated by all the kids even if they are not of the specific reli
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