Special Education in Contemporary Society: An Introduction to Exceptionality
Richard M. Gargiulo
Questions & Answers from this book
Questions and answers are connected to the referenced book and its available source material.
Chapter 3: Chapter 1 • Special Education in Context: People, Concepts, and Perspectives
What is the difference between disability and handicap as defined in Chapter 1 of Gargiulo and Bouck's textbook?
In Chapter 1 of Gargiulo and Bouck's textbook, a disability is defined as an inability or reduced capacity to perform a task in a normative way due to some impairment, while a handicap refers to the difficulties or limitations imposed by the environment on a person with a disability.
How do the authors distinguish between a disability and a handicap using the example of Laura in Chapter 1?
The authors distinguish between a disability and a handicap by explaining that a disability is an inability to perform a task due to a loss of functioning, while a handicap is the environmental or social obstacles that a person with a disability faces. In Laura's case, her inability to walk is a disability, but the architectural barriers at her school that prevent her from accessing certain facilities are considered handicaps.
How does the textbook define the term 'exceptional children'?
The textbook defines 'exceptional children' as individuals who deviate from societal or community standards of normalcy due to significant physical, sensory, cognitive, or behavioral characteristics. These children may require special educational services, although not all exceptional children will need special education.
Chapter 4: Chapter 2 • Policies, Practices, and Programs
What two-prong test was established by the Daniel R.R. v. State Board of Education case for determining compliance with the least restrictive environment mandate?
The Daniel R.R. v. State Board of Education case established a two-prong test to determine compliance with the least restrictive environment mandate. First, it assesses whether a student can make satisfactory progress and achieve educational benefits in a general education classroom with curriculum modifications and supplementary aids. Second, it evaluates whether the student has been integrated to the maximum extent appropriate.
What key components were introduced in the 1990 reauthorization of IDEA?
The 1990 reauthorization of IDEA introduced autism and traumatic brain injury as distinct disability categories, required an individualized transition plan (ITP) by age 16, and repealed states' immunity from lawsuits for violating IDEA.
What are the four purposes of PL 94–142 as outlined in the Individuals With Disabilities Education Act?
The four purposes of PL 94–142, as outlined in the Individuals With Disabilities Education Act, are to ensure a free appropriate public education for all children with disabilities, protect the rights of these children and their parents, assist states and localities in providing education for children with disabilities, and assess and assure the effectiveness of educational efforts for these children.
Chapter 5: Chapter 3 • Cultural and Linguistic Diversity and Exceptionality
What factors contribute to the overrepresentation of culturally diverse students in special education programs according to Chapter 3?
Factors contributing to the overrepresentation of culturally diverse students in special education include socioeconomic status, test bias, teacher expectations and bias, and incongruity in instructional methodology and cognitive styles.
What are the six instructional options for teaching students who are bilingual as outlined in Chapter 3?
The six instructional options for teaching bilingual students are transitional programs, maintenance (developmental) programs, enrichment programs, immersion programs, English as a second language (ESL) programs, and sheltered English programs.
What are the main instructional options for students who are bilingual according to Chapter 3?
The main instructional options for bilingual students include transitional programs, maintenance programs, enrichment programs, immersion programs, ESL programs, and sheltered English programs.
Chapter 6: Chapter 4 • Parents, Families, and Exceptionality
What are the three distinct periods in the history of parent–professional relationships as described in Chapter 4?
The three distinct periods in the history of parent–professional relationships are: antagonistic and adversarial relationships, working partnerships, and parent empowerment and family-centered relationships.
What are the four major life cycle stages identified by Turnbull et al. (2015) that families may encounter when raising a child with a disability?
The four major life cycle stages identified by Turnbull et al. (2015) are Early Childhood (Birth–Age 5), School Age (Ages 5–12), Adolescence (Ages 12–21), and Adulthood (Ages 21+).
Chapter 7: Chapter 5 • Assistive Technology
What are the key components of assistive technology services as depicted in Figure 5.1 of Chapter 5?
The key components of assistive technology services, as depicted in Figure 5.1, include selection, acquisition, implementation, and maintenance. Selection involves assessment and evaluation, lending library trials, and determining goals. Acquisition covers purchasing, borrowing, and making devices. Implementation focuses on training and ongoing assessment, while maintenance includes monitoring, fixing, and additional training.
What are the different levels of assistive technology as categorized in Chapter 5 of Gargiulo and Bouck's book?
Chapter 5 of Gargiulo and Bouck's book categorizes assistive technology into four levels: no-tech, low-tech, mid-tech, and high-tech. No-tech involves strategies without devices, like mnemonics. Low-tech includes simple, inexpensive tools like pencil grips. Mid-tech involves more sophisticated, battery-operated devices like calculators. High-tech includes advanced, computer-based technologies like text-to-speech software.