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Understanding Special Education
Introduction
Education is a birthright of every child. Special education involves the education of students with special needs in a way that addresses a students’ individual disabilities and requirements. These programs are designed so that special learners may learn skills which will assist them in coming closer in learning to children without disabilities.
The field of special education has moved from a perspective of protection and caretaking to an emphasis on learning and growth. The question is not whether students can learn but how much they can learn, and what type of support and instruction is required to achieve that end. While early intervention is a recommended practice, learning can occur at any age.
The primary purpose of special education is to prepare students for lifelong progressive improvement learning and self-development.
Definition of Disability
Individuals with Disabilities Education Act (IDEA) defines a "child with a disability" as a "child... with an intellectual disability, hearing impairments (including deafness), visual impairments (including blindness), speech or language impairments, serious emotional disturbance, orthopedic impairments, autism, any other health impairment leading to specific learning disabilities; AND, who... [because of the condition] needs special education and related services."
Categories of Children with Special Educational Needs
Children with special needs are broadly divided into five categories.
• Mentally challenged/ Intellectual Disability.
• Hearing Impairment.
• Visual impairment.
• Learning Disabilities.
• Multiple Disabilities.
These categories can be further divided into many sub categories.
Special Education Process
Identificatio...
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...ce. The demanded tasks should be within the reach of the child and at the same time it should have elements that demand effort and stimulate thinking. The pace of learning in children with special needs is often very slow. The selected goal has to be broken down into many small objectives and carefully recorded in the IEP. Frequent experience of success maintains the motivation of the child in the learning activity.
Foregoing in view, the importance of detailed and accurate assessment at the beginning of the special education process cannot be underestimated. The success of the whole system depends upon this document.
Conclusion
Special Education System aims to maximize of the learning competencies of students with special needs; with the eventual aim of enabling these learners to become independently self-reliant, useful and effective members of the society.
That is, the IEP must document the student’s historical accomplishments and how their disability impacts their progress of the general curriculum. There should be annual goals, both academic and functional, that focus on what the student can reasonably accomplish. There should also be benchmarks that measure progress and communication processes that inform parents and other parties of the student’s progress. The IEP must identify which special education services will be used, such as supplementary aids and communication devices. The IEP must estimate how much of every school day will be spent separate from nondisabled
(The requirement of designing special education services to meet a student’s unique needs is also found within the IDEA’s purpose section and its definition of “special education”.) In many situations where a student’s special education services may appear to be ineffective, an important question to ask is whether the student’s educational program has been sufficiently tailored to meet his or her unique special education needs.
In 1991 the Public Law 94-142, the Education for All Handicapped Children Act was replaced by the Individuals with Disabilities Education Act. This law was passed to provide free and appropriate public education to every child with a disability. It requires that each child with a disability “have access to the program best suited to that child’s special needs which is as close as possible to a normal child’s educational program” (Martin, 1978). The Individualized education program (IEP) was developed to help provide a written record of students’ needs and procedures for each child that receives special education services. The IEP will list all the services to be provided, the student's performance level, academic performance, and modifications in place for the student.
Did you know that over two thirds of special education students receive services for non-mental health issues, among these students 17% have serious behavior as well as emotional issues compared to over 51% of special education students with mental health issues and 4% of students not in special education (Pastor and Ruben)? My research paper will first explain what Special Education actually is and it will focus on the issues that arise when disciplinary actions are called for and what is to be considered the most appropriate and effective forms of discipline in special education. It will also cover the most common issues that arise in special education as well as what strategies are effectively administered to solve these issues. My research paper will also take an in-depth look into special education students with non-mental health issues. It also will look at some misconceptions of special education students.
The child with a learning disability is entitled under IDEA to receive the same quality of education and other services which are entitled to students without disabilities. The law states that the facilities for both kinds of students must be comparable and the necessary training materials and the appropriate equipment to impart the education must be provided to the student (Individuals with Disabilities Education Act (IDEA), n.d.).
Slowly, but surely, special education is on the rise to success. The face of special education lies with educators. Through their supervision and instruction, people with disabilities can tackle on the world. But before these educationalists can form outstanding learners, they first need a solid background on IDEA and inclusion. They have to acknowledge that without IDEA and themselves, special education would not have molded into what it is
The students in our classrooms, both special education and general education classrooms, require individualized education to reach their full potential. Each child’s potential is different just as each child’s road to reach it is different. Our job as teachers is to be there for the student’s to help them reach their potential through their own unique way.
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
Special education is a program set up for kids with special needs that need help. You can be in this program from the day you are born till you are 21 years of age. These kids range from a lot of disabilities like as little as a problem as paying attention to as big as having a handicapped disability. Each student has their own file. And being a part of special education you have to be organized and you have to know what you are doing. You have a bunch of paperwork you have to redo each year. Special Education helps with numerous areas of disability. Each kid has to have a goal they should “reach,” if the goal they had does not get reached that next year when they reevaluate the IEP and set a different goal.
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.
Mazurek, K. & Winzer, M.A. (Eds.). (1994). Comparative Studies in Special Education. Washington, DC: Gallaudet University Press.
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
United Nations Educational, Scientific, and Cultural Organisation. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Retrieved from http://www.unesco.org/education/pdf/SALAMA_E.PDF
As I ponder over my personal professional development experiences as an educator the realization of how one has developed over time is personally satisfying. Educating children especially children with special needs is a challenge within its self. As a teacher it is important that this writer makes a positive influence with students. There are going to be certain ideas that one tries to uphold and other discriminations that one will not allow. Everyone has their own beliefs teachers should do what is necessary not to infringe on others, but show children different way to think so that they have all the information needed to make educated choices. Children are open-minded they have not yet had to deal with or understand the injustices that they will encounter. If children are taught from an early age they will have the ability to succeed especially children with special needs as an educator my main goal is teaching the purpose of public schools, and education reform. It is my purpose to influence children and be positive influence.
Really, special education is a about teaching, and finding the appropriate ways to teach those students who may need additional help or who may not be able to learn in a traditional classroom setting. 6.4 million children with disabilities between the ages of 3-21 receive special education services, so there is a real need for great special education teachers in schools. One thing I was really unaware of before taking this course is how many different types of students need special education, and I had a very narrow view of what a disability was. I am now aware that students who receive special education may have speech/language impairments, autism, intellectual disabilities, hearing or vision impairments, emotional disturbances, and many more. You cannot just categorize all students in special education into one category, they are individuals who have individual disabilities and obstacles to