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What an exciting time we live in! Technology is changing so rapidly that new ways to assist students with special needs are everywhere. Sometimes it is difficult to imagine the day of Louis Braille. Only a century ago, the first serious assistive devices were developed. . . things like Braille typewriters.

We live in a world that is rapidly changing with respect to rights, too. In 1990 Public Law 101-476, the Individuals with disabilities education act of 1990 was passed. In October of that year, President Bush signed the amendments into law that reauthorized what we now call IDEA '97.

Assistive technology devices and assistive technology services became part of the coordinated set of activities schools must provide to assure the best education possible for youth, regardless of race, color, creed ---- or ability. The 1997 revisions to the law reinforced the importance of utilizing community resources and assistive technology to enhance the educational possibilities and quality of life for youth.

We have matured enough as a civilization to recognize the importance of valuing all life, regardless of strengths, weaknesses, financial status. We also are moving toward the recognition that a person makes a contribution to society beyond marketable skills or capitalistic value.

Each life is worthy because it is a life. Each youth, regardless of the ability to hear, to communicate, take care of body fluids personally or engage in spirited exchanges is a crucial part of the human community

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Of course, not everyone has matured enough to recognize that. One of the goals of this module is to help you find ways to enhance and nurture this understanding in others. This is true of the youth we teach, the youth with the challenges, parents of the children who are disabled. It is true of administrators, legislators, janitors, music teachers, coaches, history teachers, math instructors, bus drivers, cafeteria workers, administrative assistants and superintendents of schools -- all those providing services.

It is not the level of education, certification or pay a person has, it is the contact with students with special needs or the role the person will play in a student's life that determines level of maturity. It is the ability to get outside oneself, to have enough ego development, personal graciousness, grounding in the human condition, to recognize and value others as much as self.

How can you, one single person, change the perspectives of others invested in old messages about children, clichés about minorities, people habituated in devaluing others to increase a personal sense of safety? How can you, just one little candle, glowing in the dark, soothe the anxiety and uncertainty about who the child is behind the tics or seizure? Can you change how others view the child with Down's? Can you alter the unhappiness of the father who wanted a football player instead of a child in a wheel chair?

That's up to you more than you think. Margaret Mead said: Never doubt that a small group of committed citizens can change the world. Indeed it is the only thing that ever has.

Remember the story of the man walking along the sea shore and throwing starfish back into the ocean?" It makes a difference to this one," he replied, as he threw each creature back into the water, one at a time.

Who made the difference in Helen Keller's life? Anne Sullivan. Did she do it alone? No. She was one the faithful teacher and companion, but she was only one of a great many who supported Helen. That's important to remember. It isn't who gets the credit, it is getting the thing done. Schindler, of "Schindler's List"; did not help others to become a best selling story. He helped because he could, because he believed in what he was doing and was willing to risk disfavor, discourtesy, distrust, even reversal of fortune to stand for what he believed. Many people did so whose stories will never be disclosed - and many people helped Schindler to help others.

It is understanding this idea that constitutes maturity. It is not who notices you or how easy or difficult the task, it is doing the right thing for the right reasons, despite setbacks. That is what will make your life a dedication. You make a difference for children, one student, one day, one hour, one intervention at a time.

And this is where all of the changes begin. It is J'Anne, willing to put herself out a little. It is Karen, willing to stand up for what she believes. It is Linda, providing support for a friend's beliefs. It is Martin, speaking up when it is not a popular message, and Abraham, mourning his losses, but standing up for what he believes, and John, who calls for all of us to give, to be, to make a difference. It is you, the Jennifers and Erics, the Marks, and Heathers and Christophers who will make IDEA '97 live and serve and change lives.

8. Knowledge of history & philosophy of educating youth with special needs, including cultural & ethnic issues

9. Knowledge of unique needs of culturally diverse, exceptional individuals & families.

11. Knowledge of community and agency resources.

Naturally, there are a number of ways to demonstrate acquisition of these skills. The following list includes ways to attain this knowledge and evaluations to assess your progress in understanding the principles. Of course, your life and the work you do as a teacher will be the true evaluation of these principles. You, by your choices, will change them from didactic steps to a life song.

Level of Competency
P = Prior knowledge from previous course

To complete this Topic successfully, please complete all the readings and then select a minimum of four of the following activities. Be sure to choose activities that will support completion of the module objectives.

E-mail J'Anne Ellsworth at Janne.Ellsworth@nau.edu
Course developed by J'Anne Ellsworth