Socially Constructed

Alexa Pittman:SPED 326 - Exam 2

RATIONAL FOR 10 CONNECTIONS

1). Labels + Pity/Charity Model - Often times, labels are stigmatizing; convey permanence; are reinforced by the lens of disability; lead to social and educational isolation; resort to stereotyping; and fail to recognize individuality and what a person can do. Labels impact our interactions with students, families and other professionals by creating an "US vs. Them" separation. This separation is based on assumptions and ideas stemming from the Medical and Pity/Charity Models of Disabilities to focus on how one's label could potentially lower their quality of life, as they are not "normal" by societal terms.

2). Medical Model + Crip Camp/WillowBrook - Before the development of special education, individuals with disabilities were heavily excluded and frowned upon by society. Prior to 1800, individuals with disabilities were isolated from society and looked upon as deviants for being "defective" and "abnormal." By the late 1800s, the philosophy of care for individuals with disabilities stemmed from the Medical Model of Disability and had them placed in residential schools or institutional training programs, like Crip Camp and Willowbrook, where they were used as free labor.

3). Compulsory Schooling + the Civil Rights Movement and the Disability Movement - Once compulsory schooling legalized that all children needed to attend schools, to maintain society's "Us vs. Them" division, intelligence testing became the norm. This led to the development of education in segregated spaces, both for minority students and students with disabilities. The clear inequity between the segregated spaces further led to the starts of the Civil Rights Movement and the Disability Movement to ensure that all students were receiving equal opportunities and access to education.

4). Transitional Planning + the 4 Outcomes Areas of IDEA - Transitional planning looks to help students with disabilities plan long-term goals for their future beyond high school and have successful and meaningful lives. This correlates perfectly with the 4 outcome areas of IDEA (independent living, economic self-sufficiency, full participation, and equal opportunity) that also look to to help students with disabilities become relatively independent and contributing members within society.

5). Individualization and Appropriate Education + Individualized Education Programs (IEPs) - Individualized and Appropriate Education is heavily centered around individualization and providing the necessary supports and services to a student through their Individualized Education Program (IEP. From there, IEPs ensure effect education is provided to the student through a detailed road map to guide instruction to meet annual goals.

6). Parent Participation + IEP Team Members - Under IDEA, parents (and when appropriate students) are required to attend all IEP meetings to ensure that student's IDEA rights are being meet and the proper support and services are provided to the student. As member of the IEP team, parents have the ability to offer their input for any areas of instruction they are concerned about. This helps everyone involved in the student's educational journey stay united under similar end goals.

7). "Normal" + Socially Constructed - We have discussed in class numerous times that there is no such things as "normal" and that is was socially constructed by society for a variety of reasons. The idea of "normal" was generated during the Industrial Revolution when factories were expanding and needing workers. Since then, "normal" was become a perspective that people use to promote their own agenda and further establish the "Us vs. Them" divide.

8). Social Model + Inclusive Education - The Social Model of Disability certifies that disability is a natural part of the diverse human experience and calls for society to change, rather than the individual. Very similar to this, inclusive education looks to provide students with equal opportunity and access to the curriculum through natural supports and universal design for learning. In inclusive education, instruction is designed and implemented in ways that provide students with a multitude of opportunities to showcase their strengths and if needed, have access to further supports and services. Additionally, inclusive education looks to naturally build in supports so that all students can participate and engage with the content without having to leave the general education classroom.

9). Strengths-based Language + Least Dangerous Assumption - Strengths-based language focuses on an individual's strengths (skills, knowledge, talents, etc.) and communicates what an individual can do, instead of focusing on what a student cannot do. Using strengths-based language aligns with the least dangerous assumption because it ensures that educators should always have a positive mindset and be under the impression that a student is able to complete an activity because it helps them reach higher expectations.

10). IDEA + Landmark Cases: The landmark cases of special education (PARC vs. Commonwealth of PA, Mills vs. Board of Education, and Board of Education vs. Rowley) all called into question the extent of students' rights under IDEA, due to the loose interpretation with the term "appropriate." Without the explicit definition of 'appropriate' as deemed by IDEA, many students were not receiving the necessary supports and services to ensure their FAPE, hence leading to the court cases. IDEA was last reauthorized in 2004 and needs to be updated to reflect current issues and resolve future instances similar to the landmark court cases.

I chose to make my concept map into the style of a lineage tree because I feel that many of the components we learned about this semester are build off one another and tie back to the central idea of "normalcy."