| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "SPECIAL EDUCATION": |
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Special Education, 2002.
Looks at the growth in special education students in the American system.
10,577 words (approx. 42.3 pages), 17 sources, APA, $ 211.95
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Abstract
Since the introduction of PL-142 (Education of All Handicapped Children Act) in America, the Special Education system has received both praise and criticism. Special Education Programs are an essential component to our educational system. The current special education system has aided many people but improvements are desperately needed as rates of enrollment increase and the number of special education teachers decrease. This paper discusses the increase in the American special education population. It discusses the factors that have contributed to the increase, including the effect of PL-142 on the growth of the special education population, early identification of special needs, the additional conditions that qualify students for special education, the placement of low achieving students in special education programs, accountability reforms and pressure from parents. Other areas investigated are the disproportionate amount of minorities that are placed in special education programs and the disproportionate amount of males that are placed in special education. The paper includes a table.
Table of Contents:
Introduction
Increases in the Special Education Population
The Effect of PL-142 on Increases in the Special Education Population
Early Identification of Special Needs
Conditions that Qualify Students for Special Education
Placement of Low Achieving Students in Special Education Programs
Education Reforms
Pressure from Parents
Disproportionate Amount of Minorities in Special Education Programs
Disproportionate Amount of Males in the Special Education Population
Results
Discussions
Recommendations
Conclusion
From the Paper
"Horn and Tynan (2001) believe that the best way to educate this group is through direct instruction, individualized attention and feedback. They contend that these students learn best when they have access to classrooms that provide consistent instruction at a slow pace. The authors also assert that if teachers would teach these children effectively there would be a marked improvement in their performance. Horn and Tynan suggest that teachers should focus on figuring out the specific reading problem that a child may have so that they can aid the child in overcoming the problem. In addition, the authors suggest that children with attention deficit disorder should be taught not to rely on medication alone."
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Cooperative Learning in Special Education, 2005.
An in-depth look at cooperative learning in special education and how it impacts the performance of special education students.
5,002 words (approx. 20.0 pages), 26 sources, APA, $ 126.95
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Abstract
This paper examines the impact that cooperative learning has on special education students by doing case studies on three students who were placed in a cooperative learning setting for at least half of each school day. It examines the problem, delves into a literature review to see what has already been said and then takes a first hand look at it through the academic achievement records of the three special education students. The paper determines that cooperative learning is a positive tool in the education of special education students across the board.
Outline
Abstract
Statement of Problem
Hypothesis
Literature Review
Methodology
Analysis
Conclusion
From the Paper
"In another study the question of cooperative learning and special education students was addressed. "This study reports new analyses from an earlier study by Antil, Jenkins, Wayne, & Vadasy (1998) in which 21 general education classroom teachers were interviewed about their use of cooperative learning. We report teachers' perceptions of how cooperative learning benefits special education and remedial students, the percentage of these Students who consistently participated in classroom cooperative learning activities, its efficacy for these students, and the kind of modifications teachers made for students with special needs: Teachers were generally positive about cooperative learning's efficacy for students with learning problems, while acknowledging that it worked better for some students than others. "
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Special Education, 2004.
A look at special education programs in the United States and how they have evolved.
3,956 words (approx. 15.8 pages), 15 sources, MLA, $ 107.95
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Abstract
This paper first gives a thorough definition of special education and what type of student requires special education and then takes a look at how special education has changed in the United States, what has affected its evolution, and federal and state legislation that has passed concerning special education. The paper also discusses the legal frameworks that have been enacted by the United States Congress and state legislatures with regards to special education as well as some of the acts enacted, which were intended to provide additional support to children with learning disabilities.
Definitions
Legal Definition of Special Education
Impact of Changing Demographics on Educational Service Delivery in the
United States
Creating Classroom Environments that Address the Linguistic and
Cultural Backgrounds of Students with Disabilities
Minority Students in Special and Gifted Education
Comparison of the California State and Federal Methods of Student
Classification
Legal Basis for Educational Services for Special Education Students
From the Paper
"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 a disability and who, because of the disability, needs special education and related services [ARS 15-761(2)].? Under federal law, a student can qualify for special education services under the disability categories of mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities [IDEA 97 602(3)(a)]. (Special Education ? Definition), (Learning Disability Resources) & (Legal Definition of Special Education) "
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Special Education, 2004.
A review of the "Journal of Special Education" article, "Special Thinking in Special Settings: A Qualitative Study of Expert Special Educators," written by L.M. Stough and D.J. Palmer.
720 words (approx. 2.9 pages), 2 sources, MLA, $ 25.95
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Abstract
This paper discusses the "Journal of Special Education" article, "Special Thinking in Special Settings: A Qualitative Study of Expert Special Educators," written by Stough and Palmer. The paper illustrates that the identified expert teachers were fundamentally concerned about their students' performance in school, and this concern permeated how teachers perceived and responded to their students. The paper contends that concerns with student performance motivated the teachers to closely monitor student behavior and attention and to develop a hypothesis about students' states of mind. The paper explains that strategic actions the teachers took in the classroom were the product of the teachers' hypotheses, combined with frequent reflection upon their extensive knowledge of student characteristics and educational practice.
From the Paper
"Special Education is a type of education that gives hope to people with disabilities, most especially the children. There are lots of children all over the world, most especially in developing countries who are in need of Special Education. Yet, Detterman and Thompson (1997) states that effective special educational methods have yet to be developed. Further, they stressed that effective special educational methods will not be developed until; individual differences in student characteristics beyond IQ scores are recognized and understood; and educators focus on specific and realistic goals for outcome. Regarding Detterman and Thompson's opinion on how educators should be, the journal article by Laura M. Stough and Douglas J. Palmer entitled "Special Thinking in Special Settings: A Qualitative Study of Expert Special Educators," could provide an insightful discussion on the topic."
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Special Education, 2007.
An overview of what special education entails, which includes observations of a fourth grade special education class.
954 words (approx. 3.8 pages), 5 sources, MLA, $ 33.95
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Abstract
This paper discusses how, in many schools, there are an increasing number of special needs children which is due to a variety of different reasons including the "No Child Left Behind" program. It also looks at how diagnoses of conditions such as attention deficit disorder, learning disabled, and autism, are more common now and how more children now are able to have extra help. In particular, the writer records his observations of a special education class that had seven children from fourth grade.
From the Paper
"In general, the learning approach is behavioral, because it is very structured. The teacher goes step by step and breaks everything up into small increments. This seems to work well in instruction, as well as keeping the students better focused and interested. It also encourages a give-and-take with the students and teacher. In decreases the level of frustration of seeing a project as too big and overwhelming. Plus, it is not all or nothing. The student may do well with one part and need more help with another. When using this approach over and over again, students know what to expect because lessons are predictable. They can then focus their attention on new material being taught instead of the process, itself."
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High Stakes Testing in Special Education, 2007.
This paper discusses special education teacher's impressions of high stakes testing and looks at how that may impact preparing their students to take those tests.
7,066 words (approx. 28.3 pages), 62 sources, MLA, $ 158.95
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Abstract
In this article, the writer explores how special education teachers' attitudes, preparation, background and so forth may be contributing to the low scores of special education students as mandated by the No Child Left Behind (NCLB). The writer notes that the focus is on learning disabled (LD) and behavior disabled (BD) students who have to take the regular exams not the small percentage of special education students who qualify for alternative assessments. The topic involves the conundrum of the current climate of data driven decision-making because of NCLB and its impact on special education students and safeguarding their rights under the Individuals with Disabilities Education Act (IDEA) 2004. The writer concludes that standardized testing offers the chance for marking progress of students, as well for targeting areas needing improvement. However, the long-term goals are the cognitive thinking levels of students and the expectations that students develop and hold for themselves concerning their future.
Outline:
Objective
Introduction
Review of the Literature
Summary and Conclusion
From the Paper
"The movement toward an increased accountability in schools has been put in place through state-mandated standardized testing of students. These assessments have a great influence on the decisions and practices of educators and specifically in regards to special education students learning experience. While the work of Kathleen Cotton is not considered the hot off the academic press having been published in 1989, Cotton reveals timeless and priceless knowledge in her review relating to the expectations of the teacher and the academic achievement of students. It is with Cotton this review of literature to follow shall begin and then move on into the literature of the present concerning the attitudes and expectations of teachers and the impact that those attitudes and expectations have upon the achievement of students and specifically in this study, the achievement of special education and students with disabilities on standardized testing scores."
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Administrators and Special Education, 2008.
This paper looks at the role of administrators of special education in the 21st century.
1,022 words (approx. 4.1 pages), 3 sources, APA, $ 36.95
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Abstract
In this article, the writer maintains that the question of the role of the administrator in special education in the contemporary educational environment is largely predicated on the present reform and policy initiatives and the way that social education is viewed in the 21st century. The writer points out that in the first instance, there has been a radical change with regard to national policies addressing the education of students with disabilities and to special education in general. The writer discusses that the role of the administrator in the 21st century does not only refer to the application and assessment of policy but also refers to problematics of the accessibility and acceptability of special education students in the mainstream of schools. The writer concludes that furthermore, the role of the administrator includes the attainment and maintenance of a high level of knowledge and understanding of the central issues and problems in special education.
From the Paper
"This again points to the important role that the administrator plays in the regulation and assessment of policy directives with regard to the special education.
"In the light of these challenges, the 21st century administrator should focus on a number of important aspects. These include the following. There is a need for the administrator to implement effective and functional instructional strategies and this requires implementation in the light of the needs and requirements of the student in special education. Central to the role of the modern administrator is the need to improve the standard of achievement of students with disabilities."
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Special Education High Schools, 2002.
Does high school prepare special education students for life after graduation?
9,058 words (approx. 36.2 pages), 17 sources, APA, $ 188.95
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Abstract
This paper shows that current methods of preparing teachers for the classroom do not adequately address the needs of students with learning disabilities and those with special needs. Children with learning disabilities present unique challenges to educators at all levels. The trend in the United States in the recent past has been to integrate children with learning disabilities into the "mainstream" of the educational system; teaching them, in other words, along with non-disabled children in a standard learning environment to the maximum extent possible. Thus, this approach to educating children with learning disabilities has been termed "mainstreaming," and it involves the use of both special and general education techniques to provide the maximum learning opportunities for learning disabled children. The research question addressed in this project is, "Does high school prepare special education students for life after graduation?" A careful review of possible research methodologies shows that the most appropriate methodology for this research is a causal-comparative analysis of existing studies by educators and other researchers into the efficacy of a high school education for special needs students in preparing them for life in the real world after graduation. This paper provides a review of the relevant literature, an analysis of secondary sources, followed by findings and a summary of the research in the conclusion.
Outline
Introduction
Literature Review
Legislative and Litigation History of Special Education
What Is Mainstreaming?
Benefits of Mainstreaming
Collaborative Education Techniques for Children With Learning Disabilities
Benefits of Inclusive Educational Settings
Challenges and Drawbacks Associated with Mainstreaming
Methodology
Findings
Discussion
Summary and Conclusion
From the Paper
"Approximately 5 percent of all public school students are identified as having a learning disability. This broad category includes disabilities in reading, language, and mathematics. One in every 10 students in public schools today receives special education under the Individuals with Disabilities Education Act (IDEA). According to Horn and Tynan's assessment, "Revamping special education," prior to the 1950s, the federal government was not routinely involved in the education of children with special needs. "A few federal laws had been passed to provide direct educational benefits to persons with disabilities, mostly in the form of grants to states for residential asylums for the 'deaf and dumb, and to promote education of the blind.' These laws, however, were in the tradition of providing residential arrangements for persons with serious disabilities, services that had existed since colonial times" (Horn & Tynan, 2001, p. 36). These researchers point out that absent federal law, how -- and even whether -- children with disabilities were to be educated within the public schools was left to the discretion of the states and their local school districts. "Although some public schools undoubtedly provided exceptional services to children with disabilities, others did not. Indeed, as recently as 1973, perhaps as many as one million students were denied enrollment in public schools solely on the basis of their disability" (Horn & Tynan, 2001, p. 36). This state of affairs changed dramatically in 1975 with the passage of the Education of All Handicapped Children Act (PL 94-142). Renamed the Individuals with Disabilities Education Act (IDEA) in 1990, this landmark legislation mandated that children with disabilities receive a free and appropriate public education in the least restrictive environment."
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Special Education, 2002.
This paper presents a national perspective on the issues that surround special education.
1,915 words (approx. 7.7 pages), 5 sources, MLA, $ 61.95
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Abstract
This paper presents a detailed examination of special education from a national perspective. The writer presents an overview of the policies regarding special education and the various steps taken to complete those policies. The writer introduces and defines special education. This introduction is followed by a detailed discussion of how the system works in order to familiarize anyone who has a child with special needs with the different steps that need to be taken in order to insure that the child can qualify for a program in their school district. The writer discusses the importance of an Individualized Education Plan (IEP) and the role it plays in determining a child's placement in the system. The writer also discusses what course of action a parent can take if something goes wrong in the evaluation process and finds that their child, who they feel has special needs, is not classified as such upon the completion of an IEP.
From the Paper
"The policy set at the federal level provides many protections for the special education children in public schools. Because of this policy there are more special education children going on to attend college than ever before. The policy forces the schools to educate them instead of ignore them and then move them on. It is a policy that has provided avenues for millions of students to work to their full potential and enter the adult world as contributing members of society."
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The Goal of Special Education, 2004.
Examines the politics and funding of special education in the American system.
1,038 words (approx. 4.2 pages), 4 sources, APA, $ 36.95
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Abstract
Special education students require special attention and care. Some people believe that this care should be given in separate classrooms, while others think that all children should be mainstreamed. This paper shows that, although new laws have been passed to require mainstreaming, some people are still leery of this relatively new idea and its consequences. The paper shows that when considering the debate between whether or not to mainstream a special education student, we need to get to the root of the debate. The real question is not where to place a special child, but what is the primary goal of special education? If we do not agree upon this goal, how can Americans agree upon any decisions regarding their children?s education?
From the Paper
"As with most debates, there is usually some sort of compromise which is generally the best option for all of the parties involved. The goal in special and general education seems to be twofold. First, we must learn the knowledge of texts and standardized tests in order keep up with the scholars of the past and develop lifelong learning skills. Coughlin (2000) describes one of the main purposes of reading as ?helping to create and support literacy so that all of our children may learn to function as productive, responsible citizens.? This is a perfect idea of taking classroom knowledge and turning it into a life long skill."
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Leadership in Special Education, 2008.
A look at the responsibilities of a leader in special education.
819 words (approx. 3.3 pages), 6 sources, APA, $ 29.95
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Abstract
The paper discusses how a leader needs the ability to comprehensively understand the background and the potential of special education as well as be conversant with the increasing acceptance and usage of technology and computers. The paper further relates that leaders in special education must take into account the changes and reform policies in special education while also being aware of potentially negative outcomes of the policy for students with disabilities. Finally, the paper discusses the actual quality and style of leadership that is required.
From the Paper
"The issue of leadership in the arena of special education is one that carries with it many responsibilities - particularly in the light of policy changes and reforms that are being implemented in special education. The leader has to take cognizance of the latest trends in the field, such as the move towards the integration of special education into the mainstream schools.
"However, paramount to the issue of leadership in this area is the ability to comprehensively understand the background and the potential of special education. The leader has to be fully aware of the central aspects that underlie the problematics of special education. This refers to the basic fact that not all students or pupils have the same learning and receptive abilities when it comes to knowledge acquisition. Coupled with this is the increasing acceptance in the contemporary educational milieu of the principle of the inclusive classroom; where the ideal is to include all students with differing and variable learning potentials, as well as those with disabilities in the learning process."
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Special Education in the Science Classroom, 2008.
This paper looks at science learning focusing on special education students.
1,153 words (approx. 4.6 pages), 6 sources, APA, $ 39.95
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Abstract
In this article, the writer reviews the initial negative results of science education since the inclusion of special education students in the classroom. Further, the writer looks at what lessons have been learned and can be applied to the management of similar situations in the future. The writer maintains that science, whether taught to general classrooms or special education classrooms has a unique capacity, when taught through the method of inquiry to advance the knowledge and cognition of the student with each level of learning. The writer notes that as the student becomes adept at each level of learning and advances to the next level, the student's knowledge increases, but in addition the student's capacity for learning grows. The writer notes that 'Bloom's Taxonomy' sets out a specific guide that may be effectively used by the science teacher in the special education classroom or in the general classroom that is characterized by inclusion.
Outline:
Objective
Introduction
Complex Pedagogical Content Knowledge Required
Bloom's Taxonomy in Scientific Inquiry
Tools & Methods to Assist Scientific Inquiry
The Scientific Inquiry Model
Summary and Conclusion
From the Paper
"In the area of planning students ask questions and then make decisions how to search out the answers to those questions. Students use first-hand experience and simple information sources for locating answers to these questions and as well enter a thought process about the results of decisions and learn to make comparisons. In obtaining and presenting evidence the students learn to follow instructions in the lab in order to avoid risks to themselves and others and make exploration through use of the senses of sight, hearing, smell, touch, and taste as appropriate while making observations and recording those observations and measurements. Finally, students communicate their observations and findings through use of speech and writing, drawing, tables, graphs and pictures. In the application of consideration of the evidence and making evaluations, comparisons are made by students and patterns and associations are identified. Also, students make a review of their own work and go on to explain their work to other students."
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Federalism and Special Education, 2007.
A comparative study of Australia, New Zealand and the United States in terms of their federal special education policies.
4,572 words (approx. 18.3 pages), 47 sources, APA, $ 118.95
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Abstract
This study proposes to compare current federal special education policies in the United States, Australia and New Zealand. It outlines the policies and guidelines of each nation, specifically addressing accountability standards, funding and eligibility criteria for students with disabilities in state-sponsored education systems. This research draws on current literature and statistics to provide a comparative analysis of patterns and trends in existing policies.
Table of Contents:
Research Topic & Significance of the Project
Literature Review
Federalism in Education
Education Policy in Australia, New Zealand and the United States
Special Education Policy across Three Nations
Methodology
Research Questions & Hypotheses
Data Collection
Statistical Analyses
Special Education Typologies: Analysis and Discussion
Towards a System of Best Practices: Conclusion and Recommendations
From the Paper
"This first analysis will be qualitative in nature. It will review the existing special education policies relative to development and content in relation to the nation's degree of federalism and other discovered variables. Individual traits in each nation that may play a role in policy development will also be defined. These potentially include terminology, history, population density, constitutional foundations, and organizational levels of interest/advocacy groups. I anticipate that this comparison may lead to a discussion of the cultural, structural, and political factors that influence policy development and implementation, and the degree to which policies adopted elsewhere can apply across countries. If this anticipated outcome is realized, than it will be clear that federalism is not the only variable that affects special education policy in each of these nations."
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Special Education, 2002.
An analysis of special education.
900 words (approx. 3.6 pages), 4 sources, $ 35.95
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Abstract
This paper examines and analyzes special education. The author discusses the philosophy and aims of special education, the role and responsibility of the special educator and related issues.
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Special Education Teachers, 2005.
This paper discusses the retention of special education teachers in large, urban school districts.
2,250 words (approx. 9.0 pages), 10 sources, $ 89.95
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Abstract
This paper explains that special education has traditionally has a high level of attrition. The author points out that there is a sharp disparity in the resources, which go into training a special education educator and the rate at which they leave their teaching positions. This paper examines many of the main themes that are found in the study of attrition and special education; however, no solutions to these issues are given.
From the Paper
"Special education has traditionally has a high level of attrition (Sorrells et al, 2003). There is a sharp disparity in the resources which go into training a special education educator and the rate at which they leave their teaching positions. To be effective in special education, the educator engages in additional training, including state and federal accreditation, and tends to do so at a higher level of investment of personal time and resources. However, the high levels of engagement that it takes to acquire and maintain a profession as a special education teacher does not explain why those within special education tend to leave their positions within the first ten years of teaching. Some school districts tend to see special education teachers leave their positions after only two to three years of teaching."
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