Abstract This paper explains that specialeducation 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 specialeducationeducator 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 specialeducation; 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."
Abstract This paper discusses how the 1960s began with a strong focus on specialeducation in public schools in the United States. Advocacy groups were formed that demanded federal intervention to ensure that students with disabilities were provided a free appropriate public education. The paper further discusses how action was finally taken by the United States Congress in 1966 through the Elementary and Secondary Schools Act (ESEA) with the implementation of the Bureau for Education of the Handicapped. The actions taken through the bureau were not monumental, however, funding that was dispersed only allowed for minimal programs and services for children with disabilities.
Abstract This paper examines the benefits and disadvantages of inclusion programs from the point of view of the student as well as the teacher.
Inclusion means keeping specialeducation students in regular classrooms and bringing the special support services to them. It discusses the affect it has on the children's education and on their parents. It details the types of schools where inclusion is more successful and where it is less successful. It discusses psychological and educational research done on this issue and presents its conclusions. It discusses several relevant education models such as: The itinerant model, used for certain categories of specialeducation and the consultation model, when the teacher remains in one or two buildings with larger numbers of students to serve.
From the Paper "In schools where collaboration was successfully implemented, the special needs children developed improved social skills, greater motivation to learn, and increased self-esteem. Positive peer relationships developed. In these situations, "Collaboration brought complementary professional skills to planning, preparation, and delivery of classroom instruction" [Ripley, 1997]. ?The concepts of individualized instruction, multiple learning styles, team teaching, weekly evaluation, and detailed planning are all of direct benefit to students ?[Ripley, 1997] Middle Schools easily lend themselves to the principles of collaboration. Collaboration is an important process of general education of Middle School Students where interdisciplinary teams often share in planning [Hines, 2001]. Middle school structures can be used as a model for special education inclusion."
Tags:special, general, eductaion, teachers, inclusion, program, students, collaboration, middle, school
Abstract Specialeducation 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 specialeducation 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 specialeducation? 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."
Abstract This paper describes several approaches to implementing inclusion policies for special needs students. Inclusion is defined as keeping specialeducation students in the "least restrictive environment," which often means within the regular classroom. Five models of inclusion are examined. These include one regular teacher and one support teacher; station teaching, parallel teaching, alternative teaching, and team teaching.
From the Paper "In some inclusive classrooms, one classroom teacher has expertise on the topic being taught while one has expertise regarding academic skill strategies that can be used to help struggling students master the work (Daack, 1999). This approach is sometimes called "teach/support." The curriculum-based teacher does the planning and grading while the special education teacher focuses on helping individual students master core concepts or survival skills (UM, 2006). In this approach, the two teachers collaborate, but each teacher has a different approach to instruction and brings different strengths to the collaborative teaching setting."
Abstract A paper concerning the pros and cons of assessment in specialeducation and public schools. Included are the guidelines for reading and writing assessments, NAEP and why education is the nations number one concern.
Abstract The paper describes how laws affecting education today have an extensive impact on both children's learning and on educators' methods of instruction. The paper examines how, historically, education was considered a luxury for the wealthy and did not include those of color, the poor, or those with disabilities. The writer explains that there was a societal contention that these individuals did not need to receive an education because there was no indication that they could ever further themselves.
From the Paper "Laws affecting education today have an extensive impact on both the learning of children and the way in which educators practice their methods of instruction. Previous to the modern age education was considered a luxury for the wealthy, and did not include those of color, the poor, or those with disabilities. It is clear that in previous periods of history, therefore, there was a societal contention that these individuals did not need to receive an education because there was no supposed indication that they could ever further themselves past the lives that they had been born into."
Abstract This paper presents an idea for the creation of a specialeducation technology piece of equipment, to be used by a child suffering from a number of diseases in order to overcome the problems during his studies with normal children.
Abstract This research paper addresses the historical and social situation in Eastern Europe that resulted in an increase in the number of children from this region that were adopted by American families. More importantly, this paper looks at the early research on the implications this influx had upon education and, in particular, specialeducation.
From the Paper "Due to the young age upon adoption and the lack of comprehensive medical records for these children many adoptive families are under the impression that the children they welcome into their homes will certainly have a period of adjustment, but for the most part will develop normally, educationally and socially. (Hollingsworth, 2003, pg. 209) Yet, findings have not always indicated this to be the case and many experts and families are demanding greater attention be paid to the early lives of these children and the implications of their impoverished backgrounds upon future growth. Though language acquisition is usually the most profound issue when dealing with international adoption the situations within many orphanages including but not limited to overcrowding, abhorrent resources and a simple lack of appropriate staff and care providers to nurture and stimulate these children at these crucial early developmental stages."
Abstract This paper discusses the case of Beth B. v Clay, an Illinois case about specialeducation placement. The Illinois statutes, and concept of the least restrictive environment (LRE) are looked at, as well as the legal reasons for the court's decision that the school district had not violated either IDEA or ADA.
Abstract This paper discusses the use of art to address the unique developmental issues facing students with special needs. The author describes the positive tactile and multi-sensory experiences that art projects give children. Practical guidelines for implementing these projects are presented for teachers. The paper gives the caveat that teachers must be aware of the students' physical limitations when developing an art project. The paper concludes with suggestions for group projects.
From the Paper "When adapting art projects to suit the needs of such children it is important to realistically assess the class' varying levels of comprehension and attention spans, which may be more diverse than a traditional class. When presenting new materials it is important to show the materials to the students, verbally describe the materials that will be used over the course of the project, and how to use the materials. A brief introduction is necessary before embarking upon the project to minimize the potential student frustration that might be aroused by having to deploy novel and unfamiliar items. For children with developmental issues of combined cognitive and physical nature, encouraging the children to manipulate items during the explanation, either by the teacher's own hands, or the use of an aide, can overcome barriers of resistance or a lack of comprehension."
Abstract This paper describes the differences and similarities between specialeducation and ESL (English as a Second Language). It focuses on the teaching methods and different programs of these two minority groups.
From the Paper "In a discussion of meeting the educational needs of ESL and or special education students, Garcia and Ortiz long ago noted that if a child who needs ESL instruction is mistakenly ..."
Abstract Since the introduction of PL-142 (Education of All Handicapped Children Act) in America, the SpecialEducation system has received both praise and criticism. SpecialEducation Programs are an essential component to our educational system. The current specialeducation system has aided many people but improvements are desperately needed as rates of enrollment increase and the number of specialeducation teachers decrease. This paper discusses the increase in the American specialeducation population. It discusses the factors that have contributed to the increase, including the effect of PL-142 on the growth of the specialeducation population, early identification of special needs, the additional conditions that qualify students for specialeducation, the placement of low achieving students in specialeducation programs, accountability reforms and pressure from parents. Other areas investigated are the disproportionate amount of minorities that are placed in specialeducation programs and the disproportionate amount of males that are placed in specialeducation. The paper includes a table.
Table of Contents:
Introduction
Increases in the SpecialEducation Population
The Effect of PL-142 on Increases in the SpecialEducation Population
Early Identification of Special Needs
Conditions that Qualify Students for SpecialEducation Placement of Low Achieving Students in SpecialEducation Programs
Education Reforms
Pressure from Parents
Disproportionate Amount of Minorities in SpecialEducation Programs
Disproportionate Amount of Males in the SpecialEducation 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."
Abstract This paper first gives a thorough definition of specialeducation and what type of student requires specialeducation and then takes a look at how specialeducation has changed in the United States, what has affected its evolution, and federal and state legislation that has passed concerning specialeducation. The paper also discusses the legal frameworks that have been enacted by the United States Congress and state legislatures with regards to specialeducation as well as some of the acts enacted, which were intended to provide additional support to children with learning disabilities.
Definitions
Legal Definition of SpecialEducation 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 SpecialEducation 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) "
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 specialeducation 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 SpecialEducation 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."
