Education In Special Education

Throughout the ages, people with disabilities have been hidden away at homes or institutions and were often not educated. This was common practice and as such, when the education system was designed, children with disabilities were not even considered. Then, starting soon after the civil rights movement in the 50’s, a series of lawsuits was brought against school boards and the federal government took notice. Then the Education for all Handicapped Children Act of 1975 was passed and these children were finally allowed the education they deserved. As time went

Prior to 1940’s, People with disabilities were excluded from society and were considered unable to learn. They are often placed in institutions under custodial care, considered unable to learn or benefit from regular educational programs. However, as early as in 1800s, some educators like Samuel Gridley Howe disagreed, believing that children with disabilities could learn and should have an education, not just custodial care.

When Public Law 94-142 was passed in 1975 it had a positive impact on the education for children with disabilities. Millions of children in the United States were supported by the law. These children had previously been excluded entirely from the education system.

When children with disabilities were denied access from the public school system, they were taught separately from the general population and were placed in isolated special education

I completed my field experience at Cedar Crest High School in Lebanon, Pennsylvania. Since I serve the role of building principal, I am exposed to many different special education situations on a daily basis. Through this leadership field experience, I have learned a few additional things. It has taught me to stop and listen to what is occurring in our special education classrooms. By completing classroom observations, I was able to focus on the students, instead of rushing through a classroom observation on a teacher.

In what type of school do you teach? (Type an “X” next to the appropriate description; if “other” applies, provide a brief description.)

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.

The idea of children with disabilities, whether they be mild or severe has been a very controversial and misunderstood topic. In the past inclusion has brought about huge changes for not only the students, but also the parents and families of these children, and staff at schools. Teachers and education professionals were the first to really feel the wrath and intimidation of this dramatic shift in education. There were several different factors that were coming about that made it very difficult for schools and teachers, the unorganized mandates were strict and didn’t allow much time for change. “President Gerald Ford signed the Education for All Handicapped Children Act (EAHCA) into law in 1975. Since the original passage of the EAHCA, the law has been amended four times and renamed the Individuals with Disabilities Education Act (IDEA)” (Conroy, Yell, Katsiyannis, & Collins, 2010, para.1).

In the Woodlock vs. Orange Ulster case, a woman by the name of N.W. placed in a satellite school as a school counselor for Exceptional Special Education (ESE) children. Exceptional Student Education is a program that administered to children with disabilities. The school was under the supervision of an Intern Principal who lack experiences in the areas of supervising and governmental endorsement. Like any other employee, N.W.’s position as a school counselors’ responsibility did not change. The ASCA Ethical Standards for School Counselors states that the counselor's responsibility is to, “have a primary job to the students, who are to be treated with dignity and respect as exceptional individuals.” (ASCA, 2014) Therefore, it is the right of

For most of our nation's history, children with special needs or disabilities were shunted aside. In spite of mandated education laws that had been in place since 1918, many students were denied education and

Week two has been a challenge for me with the amount of work that had to be completed within the limited time of 7 days with all of my family and work responsibilities. Once again time management and staying up to 3-4 am played a role in completing this week assignments. I found the lecture reading to be very interesting learning about the responsibility of the teacher and what parents are experiencing during they interaction with their child and how it can play a role on the needs of the student within an inclusion classroom environment. Furthermore, the importance of planning and providing special Education services for the family, and that many children end up in special education not because they need help, and not because of a disability.

For my project, I went Grandville Christian and shadowed for an afternoon while there I got to hang out with 3 different students who are apart of the special education. During my time there, I began by doing the math, it was first-grade math and we got to play a game so it was super fun. I ended up working one on one with the student which was super helpful and really fun. I then went to the pre k room, there we cut out pictures and matched objects to colors. I then got to the music class with the class which was one of my favorite classes. After that, we proceeded to go back to Mrs. Doorn room and have a snack, during our the snack break we did a book that had an ISpy feel. The student was so quick to find the objects it was actually really amazing. Then after that, I got to brush up on my Spanish skills and observed a student in a Spanish immersion class. I loved that the students in the class were so inclusive with the student. It was perfect evidence of an idea Mrs. Doorn had to told me before we started the day which was “inclusion is not in but instead of”. The class was catered toward the student, but instead, we took what the student could do and did that not undermining their abilities.

The importance of education for all children, especially for those with disability and with limited social and economic opportunities, is indisputable. Indeed, the special education system allowed children with disability increased access to public education. Apart from that, the special education system has provided for them an effective framework for their education, and for the institutions involved to identify children with disability sooner. In turn, this promotes greater inclusion of children with disability alongside their nondisabled peers. In spite of these advances however, many obstacles remain, including delays in providing services for children with disability, as well as regulatory and

Vocation can be defined in many different ways depending on the context it is used in. In this case, the dictionary defines vocation as a strong desire to spend your life doing a certain kind of work. Simply put, it is the career path someone studies and decides to pursue throughout their life. I have chosen to pursue Early Childhood Education and Special Education. I have discovered that my calling in life is to be a Christian leader and serve others. I want to become a teacher to impact the lives of children from all different backgrounds and generations. Be their role model and someone they can count on 100% of the time.

According to the Individuals with Disabilities Education Act, students with disabilities should be placed in a “least restrictive environment.” One of the main ideas of this act was to improve the learning experiences of students with disabilities by giving them learning opportunities outside of a special education classroom. The number of students with disabilities being placed in their general education classrooms is increasing more and more each year. The U.S Department of Education’s 27th annual report to Congress on the implementation of The Individuals with Disabilities Education Act (2005) indicates that the number of students with disabilities in general education classrooms has risen to almost 50 percent. This is about a 17 percent increase from the 1997 U.S