Historical Perspective of Sped

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

After reading chapters one and two of the book “Exceptional lives”, I could more easily understand special education. As a teacher, I will mostly likely have many students with disabilities in my class throughout my career. With

Since the government decided inclusions of the special needs children in a regular classroom, the general education teachers shall be mandated to study how to cope and deal with these children with disabilities. The government perhaps should provide additional training to these teachers. Schools aren’t equipped, teachers are not trained to handle children with such different

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

ii) Departmental Committee on Defective and Epileptic Children 1898 these recommendations led to special schools being set up in the 1890s. The government of the time recognised that lack of defining criteria made a lot of difficulty in this area. Children who were considered to be feeble minded were seen as being able to earn a living while those who were thought to be imbeciles were not.

“The Warnock Report in 1978, Followed by the 1981 Education Act, Radically changed the conceptualization of Special Educational Needs” (The Stationery Office (HMSO), 2006b; pg.11). Moving onto the current

Evaluation: In early 1970, children with learning disabilities were treated much differently than the peers that were at appropriate grade level. In this student’s case, the school system segregated the special needs students placing them in special classroom and labeled them as “slow learners”. With the teachers and school administration lack of knowledge on helping students with disabilities, students were at a disadvantage in receiving a fair education. Children felt as

Circular 02/05 aimed towards truly inclusive schools. It set out the categories for low incidence disabilities and the level of Resource teaching available. It provided a background and details of General Allocation Model and outlined the Staged Approach.

education of children who were deaf, dumb and blind expanded to children who required education

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).

Special Education is a topic of controversy with many advocates fighting for the justice children and adults with special needs so rightfully deserve. With laws being passed and modified so frequently, it is important that the educators being brought into the world have an extensive knowledge of the developmental needs of many different types of children. With this knowledge and their constant measures to keep up to date with the fast-moving world of education, they will be able to deliver an appropriate atmosphere that is in accordance with the law that ensures ethical practices and guidelines are always being followed.

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

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

For thousands of years individuals with exceptionalities have been present in all parts of society across the world, especially those with physical or sensory characteristics. However, the way that these individuals have been viewed has changed dramatically. Originally these individuals were seen as ‘imbeciles,’ ‘worthless,’ and ‘a burden on society’ and were often shut away from ‘normal’ society or simply left to die or abandoned to institutions. Society has, however, created a positive change and started to exhibit a more humanitarian view and protective nature and developed a concern for the welfare of individuals with exceptionalities. The steadily changing view of society has paved the way to where today these individuals are now considered a part of an all-inclusive society where every citizen has value, merit and is capable of making a contribution to society.

In 1993 the report of the Special Education Review Committee (SERC) was published. This report dealt comprehensively with the educational implications of special needs. It provided a definition of special needs which included those with severe and profound difficulties through to those who were exceptionally able and included both physical and mental disabilities. It recognized that the desire of the majority of parents of children with