Vocabulary notes. exceptionality – исключительность

exceptionality – исключительность

disability – бессилие, беспомощность,

нетрудоспособность, инвалидность.

(People with disabilities (политкор.) –

инвалиды)

identity – идентичность, личность, своеобразие,

индивидуальность

community – сообщество, общество

label – ярлык, этикетка, клеймо

ascription – аскрипция, атрибуция, приписывание,

определение, социальное происхождение

enclave – анклав (территория, окруженная чужими

владениями), замкнутая группа

treatment – обращение, лечение, уход

inclusive – инклюзивный

retardation – задержка, отставание

reduce – сокращать, снижать, уменьшать

impairment – ухудшение

disturbance – расстройство, патологическое

отклонение, патология, дисфункция

1.4 Comprehension questions:

1. What is a significant segment of the population in the United States made up of?

2. How many individuals fall into one or more of the categories of exceptionality and where are they from?

3. What are the categories of exceptional people?

4. What definition for exceptional children is typical of most?

5. Who this definition is specific to and where are they placed in then?

6. What labels are students categorized with?

1.5 Use the expressions in the sentences of your own on the base of the text and use them in the retelling of the text:

Is made up of; have been rejected by; by ascription; by virtue of; by their own choosing; the struggle for equal rights; differ from; to meet somebody's needs; be categorized with labels.

Make a summary of Text 1 in English of 250-300 words in written form.

Text 2

LABELING

1.7 Read the text and write the annotation to it (all in all 5-8 sentences).

The categorizing and labeling process has its share of critics. Opponents characterize the practice as demeaning and stigmatizing to people with disabilities, with the effects often carried through adulthood. Earlier classifications and labels, such as moron, imbecile, and idiot, have become so derogatory that they are no longer used in a professional context. Some individuals, including many with learning disabilities and mild mental retardation (MMR), were never considered to have disabilities prior to entering school. The school setting however, intensifies their academic and cognitive deficits. Many, when they return to their homes and communities, do not seem to function as individuals with disabilities. Instead, they participate in activities with their neighborhood peers until they return to school the following day, where they may attend special classes (sometimes segregated) and resume their role in the academic and social structure of the school as children with disabilities. The problem is so pervasive that it has led to the designation of "the six-hour retarded child." These are children who spend six hours a day as children with mental retardation in our nation's schools. During the remaining eighteen hours a day away from the school setting, they are not considered retarded by the people they interact with (President's Committee on Mental Retardation, 1969). Heward (1996) suggests that the demands of the school seem to "cause" the mental retardation.

The labels carry with them connotations and stigmas of varying degrees. Some disabilities are socially more acceptable than others. Visual impairment carries with it public empathy and sometimes sympathy. The public has for years given generously to causes for the blind, as evidenced by the financially well-endowed Seeing Eye Institute, which produces the well-known guide dogs. The blind are the only group with a disability permitted to claim an additional personal income tax deduction by reason of their disability. Yet, the general public looks on blindness as one of the worse afflictions imposed on humankind.

In contrast, mental retardation, and to some extent emotional disturbance, is often linked to lower socioeconomic status. Both labels are among the lowest socially acceptable disabilities and perhaps the most stigmatizing. This is, in part, because of the general public's lack of understanding of these two disabilities and the sometimes debilitating impact they can bring to the family structure.

Learning-disabilities, the newest category of exceptionality, is one of the more socially acceptable conditions. Whereas mental retardation is often identified with lower socioeconomic groups, those with learning disabilities often have middle-class backgrounds. Whether these perceptions are accurate or not, middle-class parents more readily accept learning disabilities than mental retardation as a cause of their child's learning deficits. What has been observed, is a reclassification of many children from having mental retardation to being learning disabled. It has sometimes been said that one person's mental retardation is another's learning disability and still another's emotional disturbance. The sometimes fine line that distinguishes one of these disabilities from another is at times so difficult to distinguish that an individual could be identified as a student with mild emotional disturbance by one school psychologist and as a student with learning disabilities by another.

Although the labeling controversy persists, even its critics often concede its necessity. Federal funding for special education is predicated on the identification of individuals in specific disabling conditions. These funds, which total over $1 billion each year, are so significant that many special education programs would all but collapse without them, leaving school districts in severe financial distress. Consequently, the labeling process continues, sometimes even into adulthood, where university students may have to be identified with a disability in order to receive necessary accommodations to their learning needs. Others are placed in jobs by vocational rehabilitation counselors, with labels more indicative of their learning problems than their work skills. This, in turn, tends to stigmatize, enhancing the likelihood of social isolation.

An effort is underway to recognize individuals with disabilities primarily as persons and to view the disabilities as only secondary to their personhood. Con­sequently, the reader will note that individuals with disabilities are not referred to as "handicapped individuals", "handicapped children", "mentally retarded persons," or "physically handicapped students" in this text. Instead, they are referred to as "individuals with disabilities" or as "students with physical disabilities." They are first individuals or students who happen to have a disability. They are more like nondisabled individuals than unlike them. They have a disability that may or may not be a handicap to them. A university student who chooses to pursue a career as an English teacher may have a disability if she is born without her left hand. But it may not be much of a handicap to her as a teacher. To refer to her as a handicapped student emphasizes her disability when it is unnecessary and perhaps detrimental to do so.

ORAL PRACTICE

1. 8 Think over the problems:

1. Do you think that the labelling process is social? Give your reasons.

2. Disabled persons and gifted individuals. Do you think the same problems in the society?

3. Do you think that we shall help them if they study together with other children?

4. Special education is the system for whom?