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test 1 short answer exceptionality.docx

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Stuart Kamenetsky

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1. a) 1. social exclusion  historically people with disabilities were vulnerable to practices such as murder, abuse, neglect, slavery etc  they were seen as burden and shame for the society  early roman and greek patriarchies practices selective eugenics 2. humanitarian and legal reforms - 18 century  major shift in treatment of people with disabilities  church took responsibility for people with disabilities -> should be treated in humane way  translated into legal reforms 3. institutionalization  incr urbanization -> more and more people with disabilities were left behind  government took responsibility -> built institutions  disabled placed into institutions were segregated from society and family 4. social inclusion - civil rights movement 1960s  civil rights movement began in 1960s to secure equal rights for disabled  periods are not clearly defined in terms of time-> can see examples today b)  the kea consideration is the severity of disability  why -> the environment in which the kid is educated should fit the kid’s abilities  the kid with pervasive developmental disorder with mild symptoms should be placed in less restrictive env than the kid with more severe symptoms  another consideration - location of the services, family values  location of the services - even if particular school is best for the child, he will not attend it if its far away from home and the family cannot move to the new location c) resource room model  contains general ed classroom with resource room adjacent to it  in general ed classroom there are general ed students and general ed teacher  in the resource room there is special ed teacher and exceptionality students who move back and forth btw general ed class and resource room based on their needs  adv o kids are educated with nondisabled o get all the support that they need  disadv o stigma associated with leaving during more difficult subjects o expensive o can be implemented if have enough kids with disabilities who need it  kids - hearing and visual impairment - need accommodations and not modifications 2. a)  prereferral -> family is notified o attempts are made to help the child in general ed class  referral -> written family notification and consent for evaluation -> consent is received o the child is referred for assessment for special ed assistance  asessment o data collection and testing to see if the child is eligible for the services  identification o special services committee evaluated the results and makes a decision  1 the child is placed into general ed classroom  2. analysis of special education and related services o child requires special education -> start looking for services  development of IEP ->approval from the par
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