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¶ … disappointments of educational reform in recent memory has been the failure of the mainstreaming of special-education pupils. This disappointment arose because the idea of mainstreaming held - at least for some educators and families, at least for a while, such a bright promise for so many children who were markedly different from their peers. For years such children had been denied access not only to the educational opportunities available to other students but also to the social interactions that are also such an important part of the school experience. Moreover, mainstreaming seemed to often an end to some of the worst of stigmatization that children with development difficulties had been made to suffer.
However, it was very soon apparent that the promises of mainstreaming - an appropriate education for all - were illusory. Children with developmental challenges were not being adequately served in classrooms in which there were too many children for the teachers to attend to, especially if some of these students had special needs. In part because those children (and their parents) who were relatively more independent tended to receive less attention from teachers in classrooms with special-needs children, they began to resent the special-needs...
This often resulted in situations in which there was a greater degree of resentment and stigma against the special-needs children than there had been before. This mother of a boy with Down syndrome talked about the experience he had being mainstreamed - before she changed school districts so that he could once more be enrolled in a separate special education class.
For about the first three days we thought that this was a wonderful thing for him. Finally he could meet more boys his age, get the kind of social contact that he needed. His verbal skills simply were not progressing, in part because there were simply no other boys his age in his class.
He didn't talk in part because of developmental problems, but mostly because he was lonely. And so mainstreaming seemed a god-send. And then after a few days we realized that mainstreaming meant sticking him in the back of the classroom with coloring books. He was in fifth grade and he was treated like a toddler. No, he was treated like someone who did not deserve an educational because he was different.
It was out of precisely such…
This is, of course, not because special education children are not teachable in terms of academic skills but rather that, inhabiting a much smaller social world than their counterparts, they have fewer chances to learn essential citizenship lessons.
This paper suggests ways in which the special-education teacher can meet both of these challenges at once, providing children them with both the academic and social skills that are essential for each individual to have a successful - because rewarding - life.
Dennin, 2002, interview.
It is also worth noting that the evolving nature of special education can be attributed to the cultural changes, family values, and civilizations taking place. Research attitudes towards people with special educational needs exhibit considerable variation as one move from one culture to the other. Findings show that people of different culture may perceive the similar conditions differently. For instance, Yoruba perceived that albinism as a punishment from God (Wilson,
Special Education Some people need education which is special to their lives. Special education provides an additional services or support to the students' educational needs. In most schools and colleges across the country, special educations are sometimes provided at no cost to those students who are qualified and are eager to proceed with their studies. Today, there are special students who need special learning needs and the only way to address this
"By the 1980s, the field had moved to a functional skills model. As the evidence for this approach mounted, the field refocused on age appropriate skills and knowledge performed in authentic settings and the functional life skills curriculum became best practice. The functional, age-appropriate curricular focus resulted in these students demonstrating skills and knowledge not thought possible earlier" (Quenemoen, 2008). In the 1990s, added significant new practices were acknowledged as
Then students use AlphaSmart software to paste the picture and explain in a paragraph why, how and where in the plot they feel that picture relates to the story. This tests three things: (a) student concentration; (b) student level of understanding of the general plot; and - student imagination. This is an important implementation because it opens the students' horizons and allows them to see the general links and
Thus, efforts aimed at helping teachers to avoid harmful stereotyping of students often begin with activities designed to raise teachers' awareness of their unconscious biases." (1989) Cotton goes on the relate that there are specific ways in which differential expectations are communicated to students according to the work of: "Brookover, et al. (1982); Brophy (1983); Brophy and Evertson (1976); Brophy and Good (1970); Cooper and Good (1983); Cooper and
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