Exceptional Education and Language Disorders: Interdisciplinary Collaboration to Create New Experts in Special Education

Exceptional Education and Language Disorders: Interdisciplinary Collaboration to Create New Experts in Special Education

Rebecca A. Hines, Erika Moore, Danica Moise, Paige McCloud, Jacqueline Towson
Copyright: © 2023 |Pages: 19
DOI: 10.4018/978-1-6684-6438-0.ch014
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Abstract

With 71% of students with disabilities (SWD) eligible for speech/language services and dismal outcomes in reading for SWD, the exceptional student education program at a large Florida university created a partnership with the speech/language program to educate new practitioners who are well prepared to support SWD's language and literacy needs. This chapter describes the creation of a partnership undergraduate program at a large Florida university that prepares students for special education and language disorders. The non-certification track in the Exceptional Education Program features coursework in the School of Communication Sciences and Disorders, which is not typically available to education majors. Students graduate with an undergraduate degree in exceptional student education and a certificate in language development and disorders after the program. The authors present specific course and program components and the theoretical framework anchoring the partnership.
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Background

The 1975 Education for All Handicapped Children Act cleared the way for SWD to have a place in schools and support their needs. From its inception, a core component of this law was a collaboration with related support systems in the special education field and included related services in a child’s individualized education plan (IEP). An amendment to the legislation in 1986 formally required all states to offer interdisciplinary educational services to disabled toddlers, infants, and their families. In the 1990s and early 2000s, the Regular Education Initiative placed more emphasis on achievement and accountability and moved schools in a progressively more inclusive and interdisciplinary direction for serving SWD. Because of the legislative acts and support from the government, support for students with special needs increased by the 2018-2019 school year. According to the Office of Special Education Programs (OSEP), the number of students with disabilities served in a regular classroom for at least part of the day rose to 95% (OSEP, 2021).

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