Special education is an ethically and politically complex area of professional education (Paul, French, & Cranston-Gingras, 2001). Critics have claimed that special education does not benefit student with disabilities and should be renounced for ethical reasons (Gartner & Lipsky, 1989). Others assert that special education is unethical because it stigmatizes and segregates minority students and violates the rights of children (Grossman, 1998; Granger & Granger, 1986). On the other hand, proponents of special education point to the effectiveness of intensive interventions in the area of reading (Wanzek & Vaughn, 2007), as well as literature reviews which have found special education services contribute more to the academic achievement of students with learning disabilities and emotional disorders than general education classrooms (citations from Fuchs). Although the overrepresentation (and underrepresentation) of certain minority populations is an ongoing concern for the field of special education, the National Association for the Advancement of Colored People (NAACP) have long supported special education initiatives as long as the identification and labeling of students is “based on need, not race” (Dismantling the school-to-prison pipeline, 2005). The debates over the effectiveness and identification of students with disabilities highlight a couple of the ways in ethical issues underlie special education. Yet, this is only the tip of the ethical iceberg. Issues of ethics are also pervasive in special education assessment, instruction, curriculum, service delivery, funding, and research.
Due to the thorny ethical and political issues for special education practitioners, policy makers and researchers, it is critical that special...
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... Springfield, IL: Charles C Thomas Publisher, Ltd.
Granger, L., & Granger, B. (1986). The magic feather: the truth about" special education". New York, NY: Dutton Publishing.
Lipsky, D. K. E., & Gartner, A. E. (1989). Beyond separate education: Quality education for all. Baltimore, MD: Paul H. Brookes Publishing.
National Association of Special Education Teachers (2012). Code of Ethics. Retrieved from: https://www.naset.org/2444.0.html
Paul, J. L., French, P., & Cranston-Gingras, A. (2002). Ethics and special education. Rethinking professional issues in special education, 301-330.
Publication Manual of the American Psychological Association (6th ed.) (2009). Washington, D.C.: American Psychological Association.
Wanzek, J., & Vaughn, S. (2007). Research-based implications from extensive early reading interventions. School Psychology Review, 36(4).
A longstanding national issue that continues to concern the public is the disproportionate representation of children from diverse racial and ethnic backgrounds in special education. The fact is that the proportion of minority students in the population of school-age children has risen dramatically to over 35%, which is increasing the diversity of students in many public schools throughout the nation. This makes the phenomenon of disproportionality especially troubling. With a growing population of minority children comprising a greater percentage of public school students, we must be responsive to the growing needs of an increasingly diverse society. The overrepresentation of minority students in special education has been posed as an issue for more than 3 decades, but it is worth asking whether the efforts of legislative actions, educational reforms and legal challenges have really made improvements to this issue. More importantly, disproportionality should be examined as a correlation to underlying conditions that can pose a great effect upon not only the quality of a child’s education, but also ______.
Disproportionate identification of minority students in special education is a major concern in schools today. This paper describes the issues in the assessment process with minority students and how we have arrived at a situation where minorities are being misdiagnosed into special education programs. Additionally, several legal cases are mentioned which show numerous actions and rulings that have tried to correct the disproportionate identification in special education. Some of the legal cases discussed include Larry P. v Riles, Diana v. State Board of Education, and Guadalupe v. Tempe Elementary School, which all significantly impacted special education today. Additionally, the Individual with Disabilities Education Act has enforced that minority groups must receive an equal education in the least restrictive environment possible. It is our duty as teachers and citizens to abide by these laws and find different ways to assess and correct the disproportionality of minority groups that exists today.
Horn, W.F. & Tynan, D. (2001) Revamping special education. Public Interest 144, 36. Retrieved November 6, 2002 from ERIC/EBSCO database.
Novel ideas in special education have unlocked the gate for developing a more heterogeneous and comprehensive approach of thinking about agendas in special education. While a number of topics have captured the attention of educators and advocates, perhaps one of the most anticipated areas of discussion continues to be the ED population. The overrepresentation of United States minority students identified ED in special education programs plagues schools and challenges researchers and practitioners. While Individuals with Disabilities Act of 2004 (IDEA) does specify guidelines, the process of identifying learners as ED and thus qualifying them for services can nevertheless be a subjective process. Research emboldens this subjective process and the issues surrounding the robust inequities among the ED population (Oswald & Coutino, 1999). Additionally, the next step is to openly critique, discuss and debated the issues and foster policy change. Moreover, this paper discusses the ED population and the critical issues regarding eligibility/labeling, FAPE, access to the general curriculum and continuum of placement.
Harry, B., & Klingner, J. (2006). Why are so many minority students in special education? Understanding race and disability in schools. New York and London: Teachers College, Columbia University.
Culturally and socioeconomic diverse students already have to overcome one stigma, but when they are placed in special education, they find their selves struggling to overcome another. If they need the support of specialized education then the eventual outcome is more beneficial than the label. One the other hand, when students are placed in special education services they do not need i...
The true purpose of school is to prepare children for their future in becoming lifelong learners and global citizens. For children with special needs, special education services prepare and provide support for them in dealing with the challenges they face daily. Laws such as Individuals with Disabilities Education Act has enforced schools to provide education to all children and reinforces the purpose of the school, which is to provide children the Least Restrictive Environment to help them develop to their optimal potential. There are myriad of concerns regarding inclusion’s effect on typical developing students, yet a research done by Bui, Quirk, Almazan, and Valenti shows that “[p]resence of students with disabilities results in greater number of typical students making reading and math progress compared to non-inclusive general education classes” (p. 3). Therefore, inclusion not only benefits children with disabilities, but it also benefits typical developing student’s academic skills and allows them to learn acceptance and respect for students with disabilities.
The education system is arguably the most beneficial system in the world; however, it also contains many controversial practices. Proper funding, discrimination, and curriculum are just some of the problems in today’s education system. Everyone has a different opinion about what is best for our children and it is impossible to please everyone. As long as the educational system is in tact, then there will be confusion and debate within the system and its’ administrators. The only thing that can be done is attempting to make it so that everyone will benefit equally, but this is much more difficult than one would assume. I will focus on the aspect of discrimination on minorities within special education and more specifically the following questions: Does the special education system discriminate against minorities? If so, how? What can be done, if anything, to correct or improve this system?
My personal philosophy on special education begins with this firm conviction, I believe all children are “uniquely and wonderfully” made, and regardless of their disability, posse unique gifts and talents. My philosophy of special education has developed, not from just being a general education teacher for many years, and a graduate student in special education, but also from being blessed to be a parent of a special needs child. I believe that every child deserves to have the best possible education, regardless of their disabilities or challenges. It is our responsibility, as special education teachers, to not focus on a student’s disabilities and challenges, but rather focus and develop their personal gifts and talents, in an environment
Mazurek, K. & Winzer, M.A. (Eds.). (1994). Comparative Studies in Special Education. Washington, DC: Gallaudet University Press.
I have been a Special Education Para-Educator for eleven years now. My decision to do this was based on the needs of my family and kids. When my last child was born, the doctors did not think that he would make it. He had a heart malfunction and was born with RSV and Von Villibrantds disease (which I did not find out until he was three); those factors lead me to want to work with special education kids, knowing that I could make a difference.
What is special education? The common belief is that it a program only dedicated to helping students with disabilities, whether physical or mentally. This is not entirely accurate in regards of what special education is. While special education does provide assistance to students with disabilities ns meet their needs in quality education (Küpper 2009)—the program extends to all students facing difficulties keeping up with the pace of learning (Huerta 2009). This brings the next question onto the table: the importance of special education. Before 1970s, majority of students with disabilities were shun into isolation with little to no education in general classes (Bradley 2016). However, with the passage of Education for All Handicapped Children
To begin with, full inclusion in the education system for people with disabilities should be the first of many steps that are needed to correct the social injustices that people with disabilities currently face. Students with disabilities are far too frequently isolated and separated in the education system (Johnson). They are often provided a diluted, inferior education and denied meaningful opportunities to learn. There are many education rights for children with disabilities to p...
“in order for your child to qualify for the services the student must be found to have one of the 13 categories of special education and it must adversely affect their educational performance” (Hancock, 2016). So to get a better understanding of the special education process we have to view it from both sides of the situation, that is, a parent whose child was diagnosed with a disability, and a professional who works with special education for a living. Knowing both sides and their views we can get a better grasp of the whole system and the flaws and strengths that come with the whole process and
Special Education 332 (Education and Inclusion of Individuals with Special Needs) has been enlightening for me as a secondary mathematics educator. In the beginning of the semester, my feelings towards special education were those of apathy and insensitivity. I now understand that my feelings were due to my lack of knowledge and my judgment based on stereotypes.