(Remember to include your title page) EXCEPTIONALITY CHART EXC.docx

(Remember to include your title page)
EXCEPTIONALITY CHART
EXCEPTIONALITY
&
DEFINITION
CRITERIA FOR
SERVICES
CHARACTERISTICS
GENERAL TEACHING METHODS/
INSTRUCTIONAL STRATEGIES/ TECHNOLOGY
Autism Spectrum Disorder
“A variety (or spectrum) of related disorders that affect a
child’s social development and ability to communicate and that
include unusual behavioral manifestations such as repetitive
motor movements” (Kirk, et al, 2015, p.143).
DSM-5
An individual must meet criteria A, B, C, and D:
A. Persistent deficits in social communication and social
interaction across contexts, not accounted for by general
developmental delays.
B. Restrictive, repetitive patterns of behaviors, interests, or
activities.
C. Symptoms must be present in early childhood (but may not
become fully manifest until social demands exceed limited
capacities).

D. Symptoms together limit and impair everyday functioning.
(Kirk, et al, 2015, p146)
· Lack of Theory of the Mind (the ability of human beings to
understand the thinking and feelings of other people that’s
necessary for understanding, predicting, and shaping the
behavior of others).
· Acting out or aggressive behavior due to limited ability to
communicate.
· Hypersensitivity to sensory stimuli
· Trouble with important thinking skills like decision-making,
problem solving, executive function, and the more complex
mental processes of reasoning and evaluation.
· Difficulty with a range of motor skills such as gross motor,
fine motor, and motor planning.
(Kirk, et al, 2015, pp. 148-150)
· Early intervention and early diagnosis
· Naturalistic intervention Peer-mediated instruction and
intervention
· Social narratives of social stories; Comic strip conversations
· Prompting; visual supports
· Creating Structure
· Improving Social Skills
· Functional Behavior Assessment
· Assistive Technology (voice output communication aids)

· Focused Intervention Practice
· Comprehensive Treatment Models (TEACCH, EIBI)
(Kirk, et al, 2015, pp. 154-161)
Emotional/Behavioral Disability
EXCEPTIONALITY
&
DEFINITION
CRITERIA FOR
SERVICES
CHARACTERISTICS
Hearing Impairment/Deaf
Intellectual Disability

EXCEPTIONALITY
&
DEFINITION
CRITERIA FOR
SERVICES
CHARACTERISTICS
Learning Disability
Developmental Delay
EXCEPTIONALITY
&
DEFINITION
CRITERIA FOR
SERVICES
CHARACTERISTICS
Multiple Disabilities
“Concomitant impairments (such as intellectual and
developmental disabilities—blindness or intellectual and

developmental disabilities—orthopedic impairment) that result
in severe educational needs that require special services” (Kirk
et al, 2015, p.423).
Orthopedic Impairment
“A severe orthopedic impairment that adversely affects a child’s
educational performance (e.g., cerebral palsy, amputations, and
fractures or burns that cause contractures)” (Kirk et al, 2015,
p.423)
EXCEPTIONALITY
&
DEFINITION
CRITERIA FOR
SERVICES
CHARACTERISTICS
Other Health Impairment
“Limited strength, vitality, or alertness, including heightened
alertness to environmental stimuli, that are due to chronic or
acute health problems such as asthma, attention deficit
disorders, diabetes, epilepsy, cystic fibrosis, ,heart conditions,
hemophilia, lead poisoning, leukemia, nephritis, ulcerative

colitis and Crohn’s disease, rheumatic fever, sickle cell anemia,
or Tourette syndrome and that require special educational
services” (Kirk et al, 2015, p.423).
Speech-Language Impairment
EXCEPTIONALITY
&
DEFINITION
CRITERIA FOR
SERVICES
CHARACTERISTICS
Traumatic Brain Injury
“An acquired injury caused by an external physical force,
resulting in total or partial functional disability and/or
psychosocial impairment that requires special educational
services” (Kirk et al, 2015, p.423).
Visual Impairment, including Blindness and Deafblindness
Deafblindness: “Concomitant hearing and visual impairments,
the combination of which causes severe communication,
developmental, and other educational needs that require special
services” (Kirk et al, 2015, p. 423).

EXCEPTIONALITY
&
DEFINITION
CRITERIA FOR
SERVICES
CHARACTERISTICS
Developmental Delays
“In the United States, defined by each state, and can occur in
any of the five critical domains: cognitive, communicative,
social-emotional, motor, and adaptive development” (Kirk, et
al, 2015, p.79).
Cognitive Functioning/Impairment
EXCEPTIONALITY
&
DEFINITION
CRITERIA FOR
SERVICES

CHARACTERISTICS
Language Developmental Disorder
“This disorder involves difficulties with any combination of
spoken, written, and symbol systems used to share ideas and
messages. Language disorders may impact understanding and
use of (a) language form (phonology, morphology, syntax), (b)
language content (semantics), or (c) language function
(pragmatics)”
(Kirk, et al, 2015, p.293).
Social Developmental Disorder
EXCEPTIONALITY
&
DEFINITION
CRITERIA FOR
SERVICES
CHARACTERISTICS

Cultural/Ethnic/Socioeconomic Factors/ELL
“Many students for whom English is a second language have
difficulty learning in American schools and may be referred to
special education as a result” (Kirk et al, 2015, p.57).
The criteria for services should be the same for the
exceptionality of a student with English as the primary language
as it is for a student with English as a second language.
Students who fall under the characteristics of a specific
disability, but also who have other
cultural/ethnic/socioeconomic factors or variables.
· Test students with nonbiased assessment that include the use
of interpreters, “culture fair” tests, and separate norms. (Kirk et
al, 2015, p.56).
· Mindful interpretations of the tests.
· “The RtI model Tier II, which allows for additional support
for learning short of referral to special education” (Kirk et al,
2015, p.57).
Medical Aspects/Major Health Impairments
A broad range of exceptionalities that involve medical
attention/care.
“When children are dealing with serious health problems, their
life and education will be impacted. The support needed for
each child will depend on the range and severity of the
problem…medical experts take the lead on the diagnosis and
planning medical interventions, while the general education
teacher takes responsibility for needed daily supports and for
knowing the appropriate protocols for initial response in an
emergency” (Kirk et al, 2015, p.427).
A wide variety of medical health impairments that could
include:
· Asthma
· Cancer

· Sickle Cell Anemia
· HIV/AIDS
· Acquired Diseases
“Advances in medicine have led to lifesaving interventions for
children with physical disabilities and health impairments. As
medical interventions have improved, the life expectancy for
children with severe disabilities has been extended. Improved
medical interventions are also increasing the survival rate for
soldiers who have been wounded…medical supports also can
enhance the quality of individuals who have lost limbs regain
functioning, new blood sugar monitors can maintain a
continuous check to help regular diabetes, improvements in
surgical procedures for infants allow doctors to repair heart
defects, and new treatments for cancer have led to nearly 80
percent survival rates for children” (Kirk et al, 2015, p.421).
References
Kirk, S., Gallagher, J., & Coleman, M. (2015). Educating
exceptional children (14th ed.). Stamford, CT: Cengage. ISBN:
9781337065733.
The Journal of Sociology & Social Welfare
Volume 15
Issue 2 June
Article 11
May 1988
An Ecological Approach for Social Work Practice
John T. Pardeck

Southeast Missouri State University
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An Ecological Approach
for Social Work Practice
JOHN T. PARDECK
Southeast Missouri State University
Social Work Program
The ecological approach offers a comprehensive theoretical
base that
social practitioners can draw upon for effective social
treatment. The
critical concepts of the ecological approach are presented. It is
sug-

gested that the ecological perspective can be a useful treatment
strategy
for improving the social functioning of the client system.
The earliest pioneers in the field of social work such as Mary
Richmond realized the role that environment plays in the social
functioning of human beings. Consequently, in the early 1970s
when social work theorists began stressing the importance of
the person-in-environment perspective, little was actually being
added to the traditional social work knowledge base. However,
during this period, writers such as Germain (1973) and Hartman
(1976) through the person-in-environment perspective devel-
oped the groundwork for the ecological approach currently
being
stressed in the field of social work. Even though a number of
significant gains were made by these writers, their early contri-
butions to the ecological theoretical approach had a number of
limitations. In particular, they did not clearly define procedures
for implementing the ecological approach in assessment and
treatment of client problems. Furthermore, the ecological theory
that emerged from these theorists was not well conceptualized
and had other notable limitations similar to those found with
the social systems theory perspective.
However, what was offered by the early ecological theorists,
notably Germain, was the groundwork for a new way of viewing

social work practice. Her emphasis on the importance of the
adaptive balance between organism and environment, referred
to as a "goodness-of-fit" between the two, offered a novel way
of viewing the relationship of the person to the environment.
Journal of Sociology & Social Welfare
She suggested if there is a "misfit" between the client system
and the environment, social treatment should be aimed at cor-
recting this condition. This critical insight set the stage for the
development of the ecological perspective currently being used
within the field of social work.
The Ecological Perspective
The ecological approach that has emerged from the early
works of Germain (1973) and others (Barker, 1973; Grinnell,
1973; Hartman, 1976) offers a rich theoretical base which prac-
titioners can translate into effective social work practice. Pres-
ently, the ecological approach provides strategies that allow the
social worker to move from a micro level of intervention to a
macro level of social treatment. The ecological perspective not
only helps the social worker impact a client system through pol-
icy and planning activities but also through psychotherapy and
other micro level approaches. Thus, direct and indirect practice
strategies for intervention can be combined into a congruent
practice orientation when working with a client system through
the ecological approach.
The present thinking on the ecological approach suggests

that the primary premise explaining human problems is derived
from the complex interplay of psychological, social, economic,
political and physical forces. Such a framework accords due
rec-
ognition to the transactional relationship between environmen-
tal conditions and the human condition. This perspective allows
the practitioner to effectively treat problems and needs of
various
systemic levels including the individual, family, the small
group,
and the larger community. In essence, the practitioner can easily
shift from a clinical role to a policy and planning role within
the
board framework of the ecological approach.
Presently, six distinct professional roles have evolved from
the ecological framework. These roles have also been identified
as an intricate part of advanced generalist practice by a number
of writers (Anderson, 1981; Hernandez, Jorgensen, Judd, Gould,
and Parsons, 1985). These six professional roles allow the prac-
titioner to work effectively with five basic dient systems-the
individual, the family, the small group, the organization, and
the community. The six professional roles are defined as
follows:
Ecological Approach
1) Conferee: Derived from the idea of conference, this role
focuses on actions that are taken when the practitioner serves as
the primary source of assistance to the client in problem
solving.
2) Enabler: The enabler role focuses on actions taken when
the practitioner structures, arranges, and manipulates events,

interactions, and environmental variables to facilitate and en-
hance system functioning.
3) Broker: This role is defined as actions taken when the
practitioner's object is to link the consumer with goods and
serv-
ices or to control the quality of those goods and services.
4) Mediator: This role focuses on actions taken when the
practitioner's objective is to reconcile opposing or disparate
points
of view and to bring the contestants together in united action.
5) Advocate: This role is defined as actions taken when the
practitioner secures services or resources on behalf of the client
in the face of identified resistance or develops resources or
serv-
ices in cases where they are inadequate or non-existent.
6) Guardian: The role of guardian is defined as actions taken
when the practitioner performs in a social control function or
takes protective action when the client's competency level is
deemed inadequate.
Obviously there is a blurring of roles when a practitioner
uses an ecological approach to practice. For example, the roles
of conferee and enabler at times are difficult to separate. When
practitioners implement the broker role, they also may find
themselves enabling and advocating. The complementarity
among the above roles should be noted, and the fact that they
have a tendency to cluster rather than to remain distinct. This
approach is a significant departure from the traditional methods
(Casework, Groupwork, and Community Practice) utilized in
practice, as the ecological approach results in a dynamic inte-
gration of practice roles. Along with these integrative practice
roles, three concepts have evolved that serve as an organizing

theme for the ecological approach; these are the behavioral set-
ting, ecosystem, and transaction.
Behavioral setting
An important study conducted by Barker and Gump (1964)
provides excellent insight into the concept of the behavioral set-
ting. Their research focused on the impact of the little high
school and the large high school on the social functioning of the
individual student. They found that these two ecologies, small
versus large high school, resulted in different competencies of
individual students. The students from the small high school
developed a different niche or functional role from those stu-
dents attending the large high school. The dassic conclusion
drawn from the Barker and Gump study suggests that the ways
an individual adapts to a behavioral setting are not totally de-
termined by the environment. They concluded that the same
environment provides different inputs to different persons, and
even different inputs to the same person should the individual's
behavior change.
What this research provides for social work practice is a
novel way for conceptualizing the problems of clients. It
suggests
that the client's behavior is not only shaped by the environment,
an idea long accepted in social work practice, but also that be-
havioral change in the client provides for different inputs from
the environment. In a certain sense, the client appears to play
a role in the shaping of the environment.
Through the ecological perspective, the behavioral setting

can be viewed as the basic unit of analysis for social work prac-
tice. The behavioral setting of the client should be viewed in
terms other than the simple behavioral approaches found in tra-
ditional psychology. In other words, the behavioral setting is
more than the behaviorist's conceptualization of behavior as a
stimulus-response relationship, but rather is an inextricably in-
terwoven relationship of physical setting, time, people, and in-
dividual behavior (Plas, 1981). The conglomeration of
behavorial
settings of a given client forms the dient's ecosystem.
Ecosystem
A client functions in more than one ecology. The client's
ecosystem is the interrelationships and conglomeration of these
ecologies. For example, a client's ecosystem consists of the self,
family, the neighborhood, and the entire community. Ob-
viously, as stressed earlier, conceptualizing the client's relation-
ship to the environment is not a new idea in the profession of
social work. What is powerful, however, about the concept of
Ecological Approach
ecosystem is that the client's social functioning is clearly inter-
related with the environment, and the client is an inextricable
part of the ecological system (Hobbs, 1980). Consequently, the
client's ecosystem is composed of numerous overlapping sys-
tems including the family, the workplace, and the community,
as well as other critical subsystems unique to each client.
Transaction
The ecological approach departs dramatically from the tra-
ditional person-in-environment orientation through the concept

of transaction. The concept of transaction suggests that a bi-
directional and cyclic relationship exists between the client and
the environment. In essence, the environment contributes to the
person's adjustment and development; the person's behaviors
create unique responses with the environment, thus changing
the environment and ultimately its effect on the person (Rhodes
and James, 1978). Through the concept of transaction, the eco-
logical approach shifts the focus of treatment from the client's
personality and behavioral make-up to the client's interrelation-
ship with the family, community, and other systems. The vast
majority of people transact with the larger social ecology in
such
a fashion that the result is harmony and congruence. When this
harmony no longer exists, social treatment by the practitioner
may be useful.
The traditional methods of social work intervention such as
casework and groupwork largely view the presenting problem
of a client as individual pathology. That is, the client is viewed
as deviant, behaviorally troubled, or disturbed. The ecological
perspective through the concept of transaction suggests that
problems of clients are not a result of individual pathology, but
rather a product of a malfunctioning ecosystem. The ecological
perspective suggests that emotional disturbances, for example,
are disturbances resulting from a pattern of maladaptive trans-
actions between the organism and the environment through
which environmental activity shapes the person and the person's
social functioning influences the environment. The practitioner
may view this process as one of mutual influence; however, a
more accurate interpretation may be to describe it as a
sequential
mutual influence where A affects B which in turn affects A or

as a simultaneous mutual influence where A and B form a unity
which defines the situation. Thus problems in social functioning
are viewed as interactive, reciprocal, and a dynamic set of
forces
operating between the client and the ecosystem.
The relationship between the ecology and problematic social
functioning has been documented in a number of recent studies.
For example, Nathan and Harris (1975) reported a relationship
between social class and psychiatric hospitalization. The
famous
research by Szasz (1961) concluded that problems in social
func-
tioning do not arise until certain acts become known to others
who then define or label the act as deviant or disturbed.
Clearly, the concept of transaction advances the practitioner's
understanding of the relationship between the ecosystem and
the social functioning of the client system. It deemphasizes the
traditional approach which suggests that a negative environment
creates problems in social functioning. The practitioner realizes
that the transactional model assumes that the contact between
the client and environment is a transactional relationship in
which each is altered by the other. For example, the parent who
labels a child as difficult may in time view the child's behavior
as difficult irrespective of the child's actual behavior. In turn,
the child in time will accept the difficult label as a central part
of the child's self image, thereby becoming the difficult child
for
all time in all social situations.
The process of transaction has been applied to a number of
problems confronting clients. In a recent longitudinal study of
schizophrenic women and their children, clear evidence was
found of the transaction process (Sameroff and Zax, 1978). This

research concluded that the child of the schizophrenic parent
learns to adapt and identify the craziness of his or her social
environment and in time learns to contribute to the schizo-
phrenic transactions with the parent. Sameroff and Chandler
(1975) report a similar finding in the phenomena of child abuse.
They concluded that child abuse is a transactionl process be-
tween parent and child.
For the social work practitioner who is grounded in the tra-
ditional methods of intervention such as casework and group-
work, the ecological perspective offers a tremendous shift in
thinking when viewing the process of assessment and treatment.
Ecological Approach
The shift is away from the individual as the core focus of inter-
vention to a perspective defined as the individual-in-the-ecol-
ogy. Obviously, traditional theories such as psychoanalysis,
behavioral modification, reality therapy and so on, are dated
when using the ecological perspective in social work practice.
The practitioner must conceptualize treatment as a strategy that
involves working with individuals, families, small groups, and
larger social systems to create change that promotes the best
possible transactions between people and their environments.
It is an orientation that implements an integrative approach to
practice stressing a dynamic combination of roles that meet the
needs of clients by alleviating stress in ways that enhance or
strengthen the inherent capacities of the client system. The eco-
logical approach addresses solutions and prevention of problems
at all levels of intervention-intrapersonal, familial, interper-

sonal, organizational, institutional, and societal. By utilizing an
integrative practice approach grounded in the ecological per-
spective, more than one aspect of a given problem confronting
a client system may be dealt with simultaneously. The practi-
tioner using the ecological approach to practice when assessing
client social functioning dearly understands presenting prob-
lems not as a result of a disturbed client, but more appropriately
as a "disturbing client" confronted with a breakdown in the
transaction between the client and the larger social ecology
(Par-
deck, 1987).
Allen-Meares and Lane (1987) in a recent article neatly sum-
marize the core characteristics of the ecological approach to
prac-
tice as follows:
1. The environment is a complex environment-behavior-person
whole, consisting of a continuous, interlocking process of re-
lationships, not arbitrary dualism.
2. The mutual interdependence among person, behavior, and en-
vironment is emphasized.
3. Systems concepts are used to analyze the complex
interrelation-
ship with the ecological whole.
4. Behavior is recognized to be site specific.
5. Assessment and evaluation should be through the naturalistic,

direct observation of the intact, undisturbed, natural organism-
environment system.
6. The relationship of the parts within the ecosystem is
considered
to be orderly, structured, lawful, and deterministic.
7. Behavior results from mediated transactions between the per-
son and the multivariate environment.
8. The central task of behavioral science is to develop
taxonomies
of environments, behaviors, and behavior-environment link-
ages and to determine their distribution in the natural world.
Furthermore, Max Siporin (1980) concludes that the ecolog-
ical approach appears to be an extremely appropriate strategy
for practice given the current context of social work practice.
Siporin suggests that the ecological perspective contributes to
social work practice through the following points:
1. A dynamic wholistic approach is stressed emphasizing the
per-
son and the sociocultural systems surrounding the person.
2. A strategy is offered through allowing the social worker to
think
in terms of parts and wholes.
3. It encourages an edectical approach to practice.
4. It allows one to move to both micro and macro levels of

assess-
ment and intervention when working with a client system.
5. It stresses treatment planning and allows the practitioner to
work at altering intersystemic relationships.
6. Given its multifactorial nature, the practitioner is able to
develop
and utilize a strong and varied repertoire of assessment and
social treatment strategies.
The ecological approach provides a balance between the per-
son and the environment. Clearly, this balance is critical to
social
work treatment and facilitates practice effectiveness and
accountability.
Conclusion
The ecological approach defines the problems of clients in
new ways and thus demands enlightened strategies for effective
social work intervention. The ecological perspective builds on
the traditional concerns of social work practice dating back to
Mary Richmond. It also separates social work from the more
traditional approaches stressed in psychology and psychiatry.
One may also conclude that the ecological perspective makes a
significant departure from the traditional methods of casework,
groupwork, and community practice.
Ecological Approach
Current thinking on the ecological perspective provides
practitioners with an integrative approach to practice that

allows
for new ways of assessing and treating problems. Given this
situation, social workers can now conceptualize the problems
confronting dients in such a way that effective treatment in-
volves not only working with the client, but also the systems
that facilitate social functioning including the client's family,
neighborhood, community and other critical social systems.
References
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practice in the-
ory: Ecosystems. Social Casework, 68, 515-521.
Anderson, J. (1981). Social work methods and processes.
Belmont, California:
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Barker, R. (1973). Explorations in ecological psychology.
American Psycholo-
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Barker, R. and Gump, P. (1964). Big school small school.
Stanford, California:
Stanford University Press.
Germaine, C. (1973). An ecological perspective in casework.
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54, 323-330.
Grinnell, R. (1973). Environmental modification casework's
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Hartman, A. (1976). Finding families: An ecological approach
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in adoption. Beverly Hills, California: Sage Publishing
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Hernandez, S., Jorgensen, J., Judd, P., Gould, M., and Parsons,
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Integrated practice: Preparing the social problem specialist
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Hobbs, N. (1980). An Ecologically Oriented Service-based
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Nathan, P. and Harris, S. (1975). Psychopathology and society.
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Plas, J. (1981). The psychologist in the school community: A
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Rhodes, .W. and James, P. (1978). Emotionally disturbed and

deviant children.
Englewood Cliffs, New Jersey: Prentice-Hall.
Sameroff, A. and Chandler, M. (1975). Reproductive Risk and
the Continuum
142 Journal of Sociology & Social Welfare
of Caretaking Causality. In D. Horowitz, E. Hetherington, S.
Scarr-Slap-
stek, and G. Siegel (Eds.), Review of Child Development
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Chicago: University of Chicago Press.
Sameroff, A. and Zax, A. (1978). A search of schizophrenic
young offspring
of schizophrenic women. In L. Wynne, R. Cromwell, and S.
Matthysse
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Siporin, M. (1980). Ecological systems theory in social work.
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Szasz, T. (1961). The myth of mental illness. New York: Harper
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The Journal of Sociology & Social WelfareMay 1988An
Ecological Approach for Social Work PracticeJohn T.
PardeckRecommended CitationAn Ecological Approach for
Social Work Practice
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Please respond to EACH question using one paragraph ( 3-5
sentences). You will have a total of 4 paragraphs.
1. Describe in detail the issue(s) addressed in this
reading/video. In what way is this issue being addressed? Do
you believe it is being addressed in an effective way? Please
explain.
2. Please elaborate on three (3) critical points you gathered
from this information. Explain how this information is or is not
relevant in understanding human behavior.
3. Please explain how this information impacted you both
personally and professionally. Do you believe this information
will be useful in your profession? Please explain.
4. What do you believe would be the consequences if this issue
was not addressed? Please elaborate

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