The Development of Special Education
An explanation and analysis of the development of special education and a discussion about the effects of integrating special education students into regular classrooms.
# 145030 | 2,006 words | 10 sources | APA | 2010 |
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This paper explores the development of special education and explains how in many ways special education has been relatively moderate since the beginning of legal reforms that attempted to provide equal and adequate education for those with diagnosable learning disabilities. The paper also discusses that, historically, special education has been isolated from other "regular" instruction and can be subsidiary or primary sources of education. In addition, the paper explains how isolated special education students and teachers were in the past and how, although that isolation still exists to a degree, it has dissipated through the coming years. Further, the paper analyzes how integrating special education students into regular classrooms can both be a hindrance and a benefit for their educational and social development.
From the Paper:"The development of special education in many ways has been relatively moderate since the beginning of legal reforms that attempted to provide equal and adequate education for those with diagnosable learning disabilities. Historically, special education has been isolated from other "regular" instruction and can be subsidiary or primary sources of education. In the past many of these students (and their teachers) were isolated to special education classes that were dominated by limited expectations and skill level development that was hopefully designed to meet the needs and abilities of individuals with learning disabilities. A more recent trend has stressed inclusion of these students into the regular classroom, as much as possible to reduce exclusionary situations. This trend has both positive and negative outcomes and depending on the environment can be either helpful to the positive perception of these children or destructive to self esteem as they (and others) compare their abilities to other children without the burden of specific learning disabilities. "The term 'learning disabled' describes a heterogeneous group of individuals who are unable to learn specific academic skills often despite having normal or above normal intelligence." (Stage & Milne, 1996, p. 426) "
Sample of Sources Used:
- Bear, G. G., Kortering, L. J., & Braziel, P. (2006). School Completers and Noncompleters with Learning Disabilities: Similarities in Academic Achievement and Perceptions of Self and Teachers. Remedial and Special Education, 27(5), 293.
- Busch, T. W., Pederson, K., Espin, C. A., & Weissenburger, J. W. (2001). Teaching Students with Learning Disabilities: Perceptions of a First-Year Teacher. Journal of Special Education, 35(2), 92.
- Gerber, P. J. (1992). Being Learning Disabled and a Beginning Teacher and Teaching a Class of Students with Learning Disabilities. Exceptionality, 3(4), 213-231.
- Houston-Wilson, C., & Lieberman, L. J. (1999). The Individualized Education Program in Physical Education: A Guide for Regular Physical Educators. JOPERD--The Journal of Physical Education, Recreation & Dance, 70(3), 60.
- Kaufhold, J. A., Alverez, V. G., & Arnold, M. (2006). Lack of School Supplies, Materials and Resources as an Elementary Cause of Frustration and Burnout in South Texas Special Education Teachers. Journal of Instructional Psychology, 33(3), 159.
Cite this Research Paper:
The Development of Special Education (2010, October 24) Retrieved April 14, 2021, from https://www.academon.com/research-paper/the-development-of-special-education-145030/
"The Development of Special Education" 24 October 2010. Web. 14 April. 2021. <https://www.academon.com/research-paper/the-development-of-special-education-145030/>