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¶ … special education has been an issue that went unnoticed in school curricula and by school administrations. It is only recently that more attention has been given to the needs of disabled learners. This is a manifestation of the increasing compassion for less fortunate persons in society. Moreover, ensuring the success of these children at school will also ensure their success in the workplace and in society. This will then also serve to improve the economy and society in general. Several works have for example been written on the topic, three of which will be discussed here.
The first is a brief focusing on the ERIC/OSEP special education program, and concerns actions that schools and administrations can take to include children with disabilities successfully in school programs. The 1997 the Individuals with Disabilities Education Act (IDEA)...
As indeed many have in certain schools. The brief then considers what has been done in these schools to ensure the success of these children. It has then been noted that schools including a long-range vision of success for all students, a supportive community of administrators and staff, a healthy learning environment and respect for all students, and strategies for including all students with their diverse learning needs in classroom activities, have been particularly successful in meeting the needs of disabled students.
Practically, the findings of this research can be included in seminars and workshops for teachers with the purpose of benefiting disabled children across the country. Schools can also be monitored on a regular basis to determine the success or failure of each strategy in order to find which works best for which school.
Michael F. DiPaola and Chriss Walther-Thomas (2003) focus on the role of principals in ensuring successful paradigms for special education. The authors highlight the problem of increased pressure in the academic environment. This pressure concerns both students and school administrators, raising significant challenges for helping disabled students succeed. The overall temptation is to concentrate on those students with the greatest likelihood of making a…
Bibliography
Council for Exceptional Children. (2002, Febuary). "Topical Brief: To Light a Beacon: What Administrators can do to make Schools Successful for All Children." Arlington, VA: The ERIC Clearinghouse on Disabilities and Gifted Education.
DiPaola, Michael F. And Walther-Thomas, Chris (2003, February). "Principals and Special Education: The Critical Role of School Leaders." University of Florida: Center on Personnel Studies in Special Education.
Finn, Chester E. Jr., Rotherham, Andrew J., Hokanson, Charles R. Jr. (eds.). (2001, May). Rethinking Special Education for a New Century. Thomas B. Fordham Foundation and Progressive Policy Institute
S. Office of Education (Osgood 1999). Each federal act preceding the Education for All Handicapped Children Act freed up funds for special education training programs and for special education programs themselves. Moreover, the legislation raised awareness about the breadth and diversity of the disabled community and helped to reduce stigma. President Johnson followed well in the footsteps of his predecessor by establishing the Committee on Mental Retardation and helping to pass
PARC won their case, with the court ruling that all children, including those with identified special needs, were entitled to a "free, appropriate public education" (Eric 1998). This case, and several others that challenged similar laws and/or de facto education practices, led in 1975 to Public Law 94-142, now better known as the Education for All Handicapped Children Act (ERIC 1998). This piece of federal legislation mandated that all
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,
The IEP takes into account the results of the assessment while developing a plan for the future. The evaluation results include not only behavioral observations but also socio-cultural background. If the student has a physical disability, the IEP might address the need for specialized technologies or classroom adaptations. On the other hand, if the student has a learning disability, the IEP might include recommendations for lesson adaptation. The IEP is
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