Critical Evaluation Of Both Positions Essay

A stereotype that is often associated with special education is that its only for students with a severe disability. Special Education is for all disabled children no matter how severe or the need for the special education services. This stereotype often leads faculty and others to misclassify or inappropriately place students in a special education program. Another stereotype is that special education can only be performed in a “special” classroom with other students with a disability. Being placed in special education doesn’t mean that the student needs to be restricted from the other students without a disability. Children with a disability should be educated in general education classrooms with typical peers as much as possible. As teachers,

Over the past twenty years, there has been a strong movement within schools around the United States to integrate students with disabilities in to general education classrooms. Schools have been making more efforts to increase educational opportunities for students with disabilities, and while there are many benefits to inclusion, there are also many challenges. Inclusion of special education students in a regular education classroom continues to be the center of debate amongst administrators and teachers. Everyone has their own ideas and attitudes towards inclusion, and research studies have revealed that there are many things that contribute to those positive or negative attitudes.

Students with special needs need deserve the same education general education students are presented with. The philosophy of “ Disability Inclusion” concentrates on creating a safe, loving, and effective learning environment for students who suffer from physical, learning, and behavioral disabilities. When a student with disabilities is placed in the same environment as a non-disabled student, the results show wonderful improvement. When we are able to discover the strength of the student we are able to see just how much the student can improve in an inclusion classroom. Disability Inclusion not only sets a new beginning for an equal education of special education students, but it allows for more interaction with the child, and a more hands-on assessment.

Placement decisions related to students with disabilities is an issue that arises from providing a free, appropriate public education (FAPE) and the least restrictive environment (LRE). While FAPE and LRE are not new requirements, the Individuals with Disabilities Educational Act (IDEA) continues to be open to interpretation and implementation of the mandates (McGovern, 2015). A student’s least restrictive environment is the setting where the student can be integrated with his non-disabled peers. IDEA requires that students with disabilities be educated in the most integrated, least restrictive environment (Carson, 2015); however, this is where the grey area enters. The interpretation of what the least restrictive environment is, depends

“The integration of children with disabilities in the same classroom with non-disabled youngsters has emerged as one of the most complex, important, and controversial practices in the field of education” (Tarver-Behring et. al, 1). Depending on the type of school, special needs students can be segregated from others and placed in their own learning based classroom. However, some argue that special needs students positively impact themselves and the others around them when being placed into the mainstream classroom setting. Special needs students should be placed in the traditional classroom setting because they positively impact students without disabilities, as well as

Students with special needs should be placed into specialized schools so they are able to receive individualized learning. If they are in a classroom specific to their needs, they are able to receive much needed attention. In order to receive the optimal level of attention that is needed, schools would have to consider reducing class sizes or hiring multiple teachers for one classroom so more help would be readily available for these disabled students. Corwin argues that today’s schools offer a general curriculum and that they should convert to a specialized system. He states that students of various backgrounds, ethnicities, IQ scores, and physical, emotional, and mental disabilities should not all be placed in the same classroom because students learn in diverse ways and at different paces. Further, it is necessary for teachers to become specialized in certain areas in order to effectively teach students with special needs (Corwin).

Throughout time education and specifically special education has evolved. Laws have changed, acts have been passed, but most importantly research has been conducted on how students with exceptionalities learn best. Through the Individuals with Disabilities Act (IDEA) and Elementary and Secondary Education Act (ESEA) “require that schools use programs, curricula, and practices based on scientifically-based research to the extent practicable” (“Evidence-Based…”, 2011). Educational interventions should be strongly supported by evidence of well-conducted research studies (“Evidence-Based…”, 2011). Some of the criteria includes: using a sound research design, research is based on high quality data analysis, and other researchers are involved to review the results (“Evidence-Based…”, 2011). Research-based practices can be matched to a student’s individual needs and skills in the classroom starting during the IEP process (“Evidence-Based…”, 2011).

Landmark civil rights cases clearly prove that segregation does not provide equal access to quality services. Historically, students with disabilities were segregated, or not allowed access to education at all, leading the passage of the Education of the Handicapped Act. Least restrictive environment (LRE) is the special education term which refers to the mandate; children with disabilities should be educated to the maximum extent appropriate with their peers who do not have disabilities. There is an inherent paradox with LRE, in that students have a right to be educated with their peers in the general classroom setting. However instances occur where the general education setting is not what is appropriate for the individual needs of the student.

Every student has a right to receive a Free Appropriate Public Education (FAPE) in a least restricted environment (LRE). An education is a right not a privilege, with that in mind, a student with a disability should be given the opportunity to begin their educational journey in the general education classroom. What if the their journey can not be achieved in the general education setting? Administrators, teachers, and all Individual Education Plan (IEP) team members must give reason as to why the LRE will not be effective and constitutes the main subject of discussion in the IEP meeting.

Many children have had learning disabilities for many years. Each year more and more of these children are being helped. Schools are working to improve their special education programs and to have all kinds of students work together in the same classroom. The practice of inclusion was started because educators felt that special needs students would achieve more in traditional classrooms with non-learning disabled students than they would in special education classes. However, research findings suggest that there really is no difference in academic achievement levels for special needs students when they are placed in regular classrooms.

Least restrictive environment known as LRE, refers to the placement of a student with disabilities. The Individualized plan specifies to the extend the student will be part of general classroom, extracurricular activities and recess. Placement is never permanent, the IEP is periodically reviewed to evaluate goals, process and placement. There is a continuum of alternative placements that are described in the individualized educational program. It explains the various degrees and types of support of special education teachers.

For years children with special needs were ushered off to separate classes and schools. Children with special needs have the right to attend classes with their same aged peers in the same classroom with support. Students with special needs deserve the same opportunities they would have if circumstances were different. Inclusion gives those students with special needs the chance to be part of the community; able to form relationships outside of the family unit. All students benefit from inclusion; students with disabilities develop social skills and develop friendships while non-disabled students learn tolerance and acceptance.

If these students were placed in a regular classroom, they were often functionally excluded, when no support was provided for the child or the teacher. In addition, many students were misclassified following inaccurate assessment, placement or tracking. These past practices have been deemed in violation of a student’s constitutional rights. As a result, IDEA now requires that the educational program that is developed by the IEP team provide the child with opportunities in the least restrictive environment (LRE). LRE is the most normal setting that is possible for the student. The team should take several things into consideration when making this determination. First, they must compare the benefits in the regular class and the benefits in the special class. The U.S. Court of Appeals determined that the appropriateness of placement in the regular classroom is not dependent on the student’s ability to learn the same things the other students learn in the regular classroom. The benefit of social interaction should also be taken into account. Second, consideration should be given to the potentially beneficial or harmful effects that placement in the regular classroom may have on the students involved. Finally, cost should be considered when determining the appropriateness of student placement.

Education is a crucial and necessary skill everybody needs to succeed in life, but what happens when students have special abilities. According to the State of Learning Disabilities report “5 percent of our nation’s school-age population whose learning disabilities have formally been report” (ncld.org). According to the IDEA act there are 13 different disability categories that can be identified and referred in a special education classroom. Ncld.org stated that in today’s society, there is, approximately 2.4 million school-aged children in the U.S. are identified as having specific learning disabilities. By contrast, classroom assignment once a disability has been identified has developed controversy among educators and school administrations. There are two possibilities for classroom placement: in an inclusion classroom or in a self-contained classroom, and there is also the resource room that can help special needs students succeed in school. Whereas, in both classrooms all students should be able to achieve school success the best placement option should be determined on each individual special needs.

Within the past decades and a big discussion has occurred regarding the most appropriate setting within which to provide education for students in special education. Although the change in the educational environment is significant for handicapped student the concepts of inclusion also bring up new issues for the regular education classroom teachers.