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Among these, teacher's assumptions appear to be the most significant. Additional research is recommended to explore these assumptions as they often result in an unwarranted diagnosis of disability and special education placement, especially among male African-American students.
4. Walther-Thomas, C. & Brownell, M. (1999). An interview with...Mara Sapon-Shevin: Implications for students and teachers of labeling students as learning disabled/gifted. Intervention in School and Clinic, 34(4), 244. Retrieved October 4, 2009, from Academic Research Library. (Document ID: 39366792).
Sapon-Shevin, an expert in special and gifted education, talks about the implications of labeling in children. Labels in schools affect both the opportunities for children...
Instead of labeling, she suggests to describe students as being "good at some things" and "having difficulty with others." Noteworthy is a brainstorming activity she usually conducts during trainings for pre-service and in-service teachers: to think of the many different ways in which children differ. As the teachers come up with 40-50 differences including race, religion, language, physical size, skills, etc., she reminds them that that the presence of a disability represents only one dimension of who a student is.
PARENTAL CONCERNS and SPECIAL EDUCATORS
1. Greene, R. Beszterczey, S., Katzenstein, T. & et al. (2002). Are students with ADHD more stressful to teach? Patterns of teacher stress in an elementary school sample. J. Emotional & Behavioral Disorders, 10(2), 79-89. Retrieved Oct. 3, 2009, from Academic Research Library. (Document ID: 121853427).
The authors report that general education teachers in elementary schools find students with ADHD more stressful to teach compared to their classmates without ADHD. Their findings have implications on teacher training, seeking viable options for pursuing
PARENTAL CONCERNS and SPECIAL EDUCATORS
1. Greene, R. Beszterczey, S., Katzenstein, T. & et al. (2002). Are students with ADHD more stressful to teach? Patterns of teacher stress in an elementary school sample. J. Emotional & Behavioral Disorders, 10(2), 79-89. Retrieved Oct. 3, 2009, from Academic Research Library. (Document ID: 121853427).
The authors report that general education teachers in elementary schools find students with ADHD more stressful to teach compared to their classmates without ADHD. Their findings have implications on teacher training, seeking viable options for pursuing
Special Education According to the Federal Laws of the United States of America, "Special Education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability [IDEA 97-300.26(a)]." The revised statutes of Arizona defines a child with disability as "a child who is at least three but less than twenty-two years of age, who has been evaluated and found to have
In their study, "Thinking of Inclusion for All Special Needs Students: Better Think Again," Rasch and his colleagues (1994) report that, "The political argument in favor of inclusion is based on the assumption that the civil rights of students, as outlined in the 1954 decision handed down in Brown v. Board of Education, which struck down the concept of 'separate but equal,' can also be construed as applying to special
" According to Patton (1998) the overrepresentation of African-American children in special education programs that are intended for students that have serious emotional or behavioral disorders, learning disabilities, and mental disabilities has continued to be a problem even though many researchers have recognized the problems that have occurred as a result of such overrepresentation. In fact there is exhaustive amounts of literature that explains the "causal factors that range from failure
Special Ed Disproportionate Representation of Minorities in Special Education Special Education is intended to function as a powerful resource for giving extra attention, assistance and educational resource to those with severe and irreparable learning deficiencies. However, there is also a danger that situational learning deficits may be perceived as deficiencies, leading to the incorrect classification of young students as special needs. Where improperly classified, the results to one's learning potential and academic
Categorizations included 'steamer children', 'backward', 'defective', 'truant', and 'incorrigible'. At least two of these terms have persisted still today. In 1904, special procedures for identifying 'defectives' were presented at the World's Fair. In 1951, the categorization changed again, with a major section of special education called the 'slow learner' what today we refer to as 'learning disability'. Even here, this term has split into countless subcategories such as 'ADD', 'ADHD',
special education from the standpoint of the students' parents. The writer explores the opinions on the accessibility and quality of special education afforded their children in Massachusetts. The writer examines the opinions through the use of research project that is proposed here. There were eight sources used to complete this paper. For the last four decades the nation has been steadily working to improve the special education system within its