Special Education Framework: Integration and Disability Support

1. Conceptual Analysis of Education and Changing Approaches

• 1. Framework and Delimitation: Introductory Outline
• 2. A Perspective History
  • 2.1. Segregation
  • 2.2. Changing Status of Maladjustment Prevention
  • 2.3. Perspective
• 3. Terminological Analysis
• 4. The Standardization Movement
  • 4.1. Introduction: Origins
  • 4.2. Formulation of the Normalization Principle
  • 4.3. Final Considerations
• 5. The Issue Evolution
  • 5.1. Deficit, Disability, and Handicap
• 6. Current Understanding of Special Education

2. School Integration

• 1. Levels of Integration (Soder)
• 2. School Integration Concepts
• 3. Constraints for School Integration Practice
  • 3.1. General Constraints
• 4. Renovating Elements Facilitating Integration
  • 4.1. Integrative Approaches
  • 4.2. The Child as Protagonist and Respect for Differences
  • 4.3. School as an Open Community: Participation and Cooperation
  • 4.4. Social Climate and Inclusion in Family and Social Environments

3. International Perspectives on School Integration

• 1. Typology of Integrative Tendencies
• 2. Elements for an International Perspective
  • 2.1. Nordic Style
  • 2.2. American Style
  • 2.3. Italian Style
  • 2.4. Integration in European Union Countries

4. Conceptualization of Mental Deficiency

• 1. Historical Evolution
• 2. Definition
• 3. Explanatory Theories of Mental Deficiency
• 4. Factors and Constraints of Mental Deficiency
• 5. Prevalence of Mental Deficiency

5. Levels of Mental Retardation and Diagnosis

• 1. Considerations on the Concept of Diagnosis
• 2. Diagnosis in Mental Deficiency
• 3. Assessment Lines Based on Current Curriculum

6. Methods and Techniques for Intellectual Disability Diagnosis

7. Evolutionary Models

8. Behavioral or Functional Model

9. Cognitive Model

10. Psycho-educational Intervention

• 1. Conceptual Elements: Current Approaches
• 2. Areas of Intervention: Meaning, Content, and Problems
• 3. Basic Elements for Designing Educational Programs
• 4. Types of Programs

11. Hearing Disability

• 1. General Considerations
  • 1.1. Definition and Classification
  • 1.2. Prevalence
  • 1.3. Auditory Capacity Measurement: Types and Causes
• 2. Behavioral Aspects
  • 2.1. Language, Psychological Characteristics, and Development
  • 2.2. Intellectual Capacity
  • 2.3. Academic Performance
  • 2.4. Social Adjustment
  • 2.5. Deaf Culture
• 3. Education of Students with Hearing Disabilities
  • 3.1. Oral Approach
  • 3.2. Global Reporting
  • 3.3. Models of Service Delivery
  • 3.4. Technological Advances
• 4. The Deaf Student in the Mainstream Classroom

12. Visual Disability

• 1. Mobility and Orientation
• 2. Technological Aids
• 3. Service Delivery Models
• 4. Early Intervention and Transition to Adult Life
• 5. Students with Visual Disabilities in the Mainstream Classroom