Special Education, Social Justice, And Effective Learning Environment For Students

There are three main stakeholders for special education students being; parents, educators, and school district officials. Communication between these three groups of people will allow for better understanding in regards to plans and programs for students (Hughes, 2015). It also allows for everyone to learning new things as a group and ensure that all students are going to receive the best education throughout their years in a public school. Not only will current students benefit from the gathering and consulting of parents, teachers, administration, and others district school officials but all future students with exceptionalities as well. Every student is different and every school year there is a different issue that can be faced, however with proper consulting there is a higher chance of these students leaving at the age of twenty-one with skills and knowledge to become a member of

In education, the main goal is for all students to receive an equal and optimal opportunity for success, which also includes students with special needs. To ensure this aim is reached, schools ought to have measures in place to establish students who necessitate special education services to achieve and progress in their schooling. Contradictory to this idea, nonetheless, learners are inaccurately referred for special education placement. The process begins to become questionable when it happens recurrently and predominantly to one group of minority students, as is the case for African-American students. There is certainly a problem of disproportionality in special education population and creates a cause for concern and investigation. As stakeholders examine general education program practices, they will discover that there are many factors contributing to the overrepresentation of minorities in special education. The characteristics of educators having the greatest influence on their decision to refer African American students for special education are cultural differences, insufficient professional development, and poor general instruction.

Are all children created equal? Are they all the same? Do they all need the same things? Can they all excel at the same pace? These and many more questions come up when we discuss the topic of inclusion. Inclusion is the term many educational professionals use to explain the integration of students with special needs into regular education classes. The terms mainstreaming, deinstitutionized, normalization, as well as the least restrictive environment all have been used to in the past to refer to inclusion. Is inclusion what is best for all students with disabilities? What steps need to be taken in order to achieve this goal?

There are a need and an active pursuance in including culturally sensitive curriculum in today’s classroom. However, there is still a lack of inclusion for special needs students in general classroom settings. My interest in this topic stems from my major in EC-6, Special Education. My goal is to work with students with special needs. It is important to integrate students with disabilities in classrooms with students without disabilities. By allowing students with disabilities to have access to a general education will enable them to obtain an equal education that is catered to their level of understanding. This early introduction of differences among students will further broaden students ideas of diversity, acceptance and understanding the difference between people in today’s society. This inclusion benefit both students simultaneously by minimizing misconception of students with disabilities and the complexities that they endure whether it is physical or mental. Furthermore, teacher education in preparation prior to their practice is paramount to the success of this integration of these students.

Special education teachers also need to learn strategies for effective inclusion practices in the classroom. The characteristics of students with common disabilities will be discussed so learners will know how to modify curricula, instruction techniques and progress assessments. Learners will also develop a working knowledge of applicable laws, such as the Individuals with Disabilities Education Act (IDEA) of 1997). Future special education teachers will learn the rights and responsibilities of staff, students and

number of students enrolled in special education has risen about 30 percent. Today we see more

Perhaps the most extensively and passionately discussed topic in special education in recent years has been the topic of inclusion. Even though an agreed upon explanation of full inclusion does not exist, full inclusion refers to the total integration of a student with disabilities into the regular education program with special support. In full inclusion, the student’s main placement is in the general educational classroom. Students do not reside in a resource room nor are they assigned to a special education classroom. Consequently, the student with disabilities is a member of the general education class. On the other hand the student with special needs does not need to be in the general class 100 percent of the time, but can leave the class

When inclusion started one concern were leaving classroom teachers without the resources, training, and other supports necessary to teach students with disabilities in their classrooms. Another concern is that the teach is to direct excessive attention to the inclusion student, thereby decreasing the amount of time and energy directed toward the rest of the class. Finally, the worry of each child receiving adequate accommodations with their disabilities in a regular

When I was asked to reflect on my experiences in EDSE 316 and the fieldwork, I had to think long and hard on how I would sum up four months of classes and fieldwork into four pages. I have learned so much about the various disabilities and how it has change the world of special education. I think a better term would be the “endless possibilities of education”. It wasn’t too long ago when children with disabilities would be stuck in a room in the back of school only to be seen in the beginning and end of the school day. They were the ones who rode the other buses and no one really talked about. This class has allowed me to speak of my own family and how special education impacted my life. I have a brother whose whole life was spent in the special education class, and my own sons with speech and learning disabilities who are now receiving special education services. It also allowed me to reflect on my own participation in the special education program in my early elementary years when I was struggling with my own speech disability. This class gave me the chance to see the timeline of special education, from its earliest beginnings to what it is now.

It is believed that all students have specific, varying needs and learning styles. As an educator, it is my duty to meet the needs of every individual and make accommodations; especially in regards to a student with an exceptionality. Special education should not be a separate division of a school but rather an integral piece to complete the entire structure. Students with exceptionalities should be given the exact opportunities that an able-bodied student would have in areas such as, but not limited to, education and extracurriculars. They should be encouraged to participate with their fellow peers and build relationships with students of all personalities and characteristics. Maintaining a level playing field in all aspects of a student’s

Special education is such a broad and sensitive topic to talk about as well as the several issues that come with the Special education topic. And although there are a variety of issues, such as: special education children being accepted, segregated from their peers, the financial ability to support many special education programs, and the fact that a lot of teachers are not properly certified and do not know how to handle special needs children; there are also many resolutions. Special education Awareness, peer understanding, support from the local and state government, proper teacher certification, and most importantly social unity and understanding amongst peers are all a part of this controversial issue and they will also help

As a special education initiative, inclusion began as early as the 1980s. Now, more than two decades later, schools are changing as educators, parents, politicians, and communities try to prepare for the new challenges and promises of the twenty‐first century. The new educational conversation centers on how to design schools and student learning for a future that many educators find nearly impossible to even imagine. How students with disabilities and special education fit into this future is also an ongoing challenge of inclusion. While much progress has been made in responsive inclusive relationships, trends point to some troubling results especially for minority students, and students with some kinds of disabilities. The newest challenge

Over the course of structuring the education system to include students with disabilities, there has being an ongoing research topic of inclusion. Inclusion, in this area, means the full inclusion of students with special needs in the general education classroom. The research and the debates about the issue of whether or not there should be full inclusion of Special Education students in all general education classrooms in all public schools throughout the United States rages on. The number of students with special needs that are included in regular education classrooms in public schools has swollen, and the educational philosophy and movement have grown and have been adopted and practice, as well. The questions remains, Is this new

How best to do this? To fully understand the issue of inclusion, in the American Public School, one must examine the history of inclusion; the laws regarding the education of students with disabilities; and what some of the experts in education have to say about it. After a full examination of the facts can one decide which is most beneficial and appropriate in the education of students with disabilities today: to fully include students with disabilities in the general education classroom or not.

Education in American is easily one of the most important things in America. Students of today are America’s future, and educating them is extremely important. All students are not the same, many students need special needs and giving them the equal opportunity as students who do not need special education can help all students receive the education they need and deserve. We can see that education for special need students is often overlooked and they do not gain the same knowledge as their fellow students.