Abstract
This paper examines a teacher's personal philosophy of special education, which includes the metaphysical, epistemological, axiological, and logical schools of thought. In the paper, the author describes these philosophical approaches from which she draws her outlooks. Each of these is explored briefly and shown how they fit into her overall viewpoint on education. Additionally, the author addresses how special learners must be aware of their limitations yet harness their abilities to go beyond these limits. The paper concludes with a discussion of the importance of implementing a special education philosophy and it being part of a teacher's mission.

From the Paper
"Philosophers of education have approached their subject in many different ways. One course may restrict itself to studying a single philosophy of education, while another course may be a survey of the various philosophies that have been presented, with an eye to discovering their similarities and differences. (Dolhenty, 2003) It becomes even more challenging when it is in the milieu of special education since this already involves educating learners or students with learning needs that cannot be covered by the regular scholastic curricula. For most lay people, the moment they hear special education the first thing that comes to their minds is the teaching of persons with learning disabilities such as the autistic. But personally, I consider special education as teaching those that are can find the standard school curricula a challenge; this may include immigrants and foreign students whose native language is not English."

Tags:special needs students, applied philosophy, educational philosophy

Abstract
This paper reveals that boys are served more by special education programs than girls and discusses how this may be genuinely due to their differing educational needs. The paper also discusses, however, how teachers may be responsible for giving more attention to boys than girls and this is why they find it easier to identify emotionally disturbed boys. The paper notes that researchers have not yet found differences in state policies with regards to this gender gap in special education. The paper asserts that regardless of limited research on the real reasons of the gender gap in special education, educators are required to pay equal attention to girls and boys in their classrooms.

Outline:
Introduction
Are There Gender Differences to Account for the Gender Gap in Special Education?
Are State Policies Responsible for the Gender Gap in Special Education?
Analysis of the Findings and Conclusion

From the Paper
"Studies on disability have by and large emphasized on commonalities among persons with disabilities instead of addressing gender based differences. This is the reason why there is little known about the different experiences and characteristics of boys and girls with disabilities (Gender as a Factor). It is interesting to note that the problem of the gender gap in special education does not exist in the United States alone. Studies have addressed this topic in relation to the disabled populations in the United Kingdom, Norway, and Canada as well. As a matter of fact, researchers have also noted the differences between the learning needs and academic achievements of boys and girls in the regular classroom. The differences among boys and girls in the regular classroom allow us to infer that boys and girls are, indeed, different in terms of their educational needs and achievements. Hence, the gender gap in special education may exist for a genuine reason."

Tags:disabilities, attention, boys, girls, state, policies

Abstract
This paper relates an extensive literature review covering special education preparation in general and the process of preparing and executing cooperative work groups (CWG) within the concept of inclusion for special-education classes. Next, the author reports the theory behind the selection of the methodology to be used for this evaluative research and elects a pre- and post-test design using a survey of teachers and students. The paper describes the author observations of her classroom before and after the initiation of CWG and explains the results of the quantified surveys thus concluding that CWG combined with multi-media technologies are helpful in enhancing the effectiveness of special-ed learning.


Table of Contents:
Introduction
Personal Experience
Context Overview
Statement of the Purpose
Research Questions
Significance of the Study
Literature Review
Special Education Preparation and CWG
Implementation of CWG within the Concept of Inclusion
Designing and Implementing Cooperative Work Groups (CWG)
Instruction of the Interpersonal Abilities
Constructive Inter-reliance
Individual Responsibility
Group Management
Perception of Special Education through the Eyes of a Student
Preparing a Component of CWG
The Execution of a Successful CWG
Special Education and College Preparation
Methodology
Research Philosophy
Research Approach
Research type and Timeline
Data Collection Methods
Qualitative and Quantitative Method
Qualitative and Quantitative Validity
Research Design
The Hypotheses
Sampling Strategy
Data Analysis
Qualitative Data Analysis
Quantitative Data Analysis
Observations
Results and Discussion
Conclusion

From the Paper
"The principle of cognitive development allows collaboration, especially between special needs students, to exist side by side with intellectual development. Cognitive growth is mainly an aftermath of the understanding of the different point of views that each individual in a group has. This understanding is important if the group wants to attain any of their group objectives. With respect to the Piagetian theory, the teamwork and collaboration of the special students within a specific setting leads to constructive socio-intellectual contests that result in cognitive dis-equalities and imbalances which causes the creation of understanding of different perceptions and intellectual growth that was previously difficult for them to attain."

Tags:isolation internet, social interdependence, goal, customized survey

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."

Tags:provisions, disabilities, equal, qualifications, student, classroom, services, child, plan, individualized, accommodation, discipline, policy, federal

Abstract
The paper discusses the aims of special education in light of the rise in the number of children diagnosed with autism. The paper examines the research on the issues of inclusion, positive behavior support and being an advocate for students with disabilities.

Outline:
Introduction
Philosophy of Special Education
Inclusion
Positive Behavior Support
Advocating for Students with Disabilities
Conclusion

From the Paper
"Special Education is designed to meet the needs of students with mental and/or physical disabilities. Because special education students learn differently than general education students, various philosophies have arisen throughout the years to ensure that the needs of special education students are met. Some of the most recent trends in special education involve how to educate autistic students. The rise in the number of children diagnosed with autism has necessitated the emergence of new special education programs and paradigms. To some extent it can be rather difficult to establish a specific philosophy of autistic students because autism is a spectrum disorder. This means that some students are verbal and function at average or better than average academic level while others are nonverbal and experience great difficulty in academic settings."

Tags:disabilities, autism, inclusion, support, advocate

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."

Tags:research, needs, disabilities

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.

Abstract
This paper discusses sexual misconduct in special education, based on the writer's personal observations in a special needs classroom and on available literature on the topic. The paper analyzes three articles that address the misconception of what harassment is and is not when dealing with people with exceptional abilities as well as look at how to prevent sexual misconduct as an educator.

Table of Contents:
Introduction
Summary
Remedial Plan
Summary and Conclusions

From the Paper
"Sexual harassment in all avenues of education is an issue to be taken very seriously. No student should feel unsafe or insecure in a place where they are being placed to gain an education. Every student, by the high school age should have the right to understand what sex and sexual harassment is. It has become obvious to me, based on my experience and my reading, that people with developmental disabilities should be judged on a case by case basis, which is very different than the mainstream population. There are certain quirks and burdens that every person must live with, however, those people with developmental disabilities have much more severe hurdles to overcome and compassion is essential."

Tags:harassment, autism, disabilities, development

Abstract
This paper is on labeling in special education, why it is used, what it involves, the pros and cons of its use, and especially reasons why it distorts the real situation.

Abstract
Defines special education. Accountability issue. Pressure on school districts regarding student performance, parental, bureaucratic and legislative concerns. Process of assessing whether students are benefiting from their school experiences. Types and categories of assessment decisioins. Use by teachers to plan program placement. Meanaingful program planning. Influence of public law and compliance.

From the Paper
"ASSESSMENT IN SPECIAL EDUCATION PLACEMENT

What is Assessment
Special education is educational instruction or social services designed or modified to assist individuals with disabilities a range of services, including social work services and rehabilitative counseling, provided to individuals with disabilities from ages 3-21 through the public school system, including instruction given in the classroom, at home or in institutions (Gale Group, 1998, p. 1).

With the ever-increasing accountability pressure on school districts today regarding the performance of their pupils and a wide variety of interested parties ranging from parents to bureaucrats ..."