Labeling Students With Disabilities

The special education programs in the United States have been designed to help children with special needs learn easier and fit in better with the education program. Unfortunately, many minority students get caught up in the mix and don’t get the proper attention they deserve. Furthermore, minority students are seriously over-represented in the educational programs. Many minority students are misdiagnosed and put into special education programs when in fact; they do not have a learning disability. This has become a growing problem in this country because it is seen as the easy way out. Schools all over the U.S. are doing this in order to not have to properly test and evaluate students for learning problems.

Special education teachers no longer may identify themselves as teachers of just a specific category of students. Rather, they must identify themselves as teachers of all students and be willing to provide whatever support is needed to meet the varied needs of students. Likewise, students should not be identified as self-contained or resource, but as students needing specialized instruction and supports for specific skills/subject areas for specific amounts of time in either a special education setting or a general education setting.

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,

In 1991 the Public Law 94-142, the Education for All Handicapped Children Act was replaced by the Individuals with Disabilities Education Act. This law was passed to provide free and appropriate public education to every child with a disability. It requires that each child with a disability “have access to the program best suited to that child’s special needs which is as close as possible to a normal child’s educational program” (Martin, 1978). The Individualized education program (IEP) was developed to help provide a written record of students’ needs and procedures for each child that receives special education services. The IEP will list all the services to be provided, the student's performance level, academic performance, and

Rules, regulations, and federal laws for special education have improved as the years have gone by. This essay will indicate how educators teaching special education must comprehend the mandates of the Individual with Disability Act (IDEA), student and parental rights. This essay will also explain how court cases (past and present) and IDEA has given special education students the ability to receive a Free Appropriate Education (FAPE). My interview with Ms. Patricia Pritchett, Coordinator of Special Education in DeKalb County School District, was able to give me information and guidelines in reference to their county procedures and policies for the special education department. The interview with Ms. Pritchett gave me insight as to special education legal framework and how the constant changes that affects students with disabilities and regular education students.

IDEA requires schools to educate students with disabilities with children without disabilities to the maximum extent appropriate and that students with disabilities be removed to separate classes or schools only when the nature or severity of their disabilities is such that they cannot receive an appropriate education in a general education classroom with supplementary aids and services. To ensure that each student with disabilities is educated in the least restrictive environment appropriate for her needs, school districts must provide a continuum of alternative placements and service alternatives.

When children are identified with incapacities, they can register in a special teaching program. Inside a month of analysis, educators to need make an Individual Education Program (IEP) to help children identified by disabilities. As a consequence of the assessment, Bryanna did not qualify for special education facilities with an SLD/ LD description as school staffs had expected she would. Though she did not reply to Tier 2 intrusions, she still wanted to show a inconsistency to be fit with an SLD title.

Although in many cases teachers have the students’ best interest at heart and hope to benefit them from a referral for an evaluation, inappropriate labeling can bring serious consequences for pupils. As noted on Truth in labeling: disproportionality in special education (2007), once admitted into the special needs program, students tend to remain in special education classes, they are more likely to encounter less rigorous curriculum and lower expectations, they often face social stigma, and have less contact with academically able peers.

When students are labeled as special ed, these individuals believe they are different in some way. As a whole, society follows the belief that any deviance from the norm is unacceptable. This belief causes students who are identified as needing special education services to believe there is something wrong with who they are as a person. Boyle and Lauchlan (2007) argue that people take comfort in labels because it confirms that nothing an individual has done change the outcome of the offenses committed by the individual. This in turn gives the individual, as well as educators, parents, and others the notion that it is acceptable to continue to exhibit the behaviors they are currently executing. When a person receives a diagnosis, or label, of any kind, expectations are often also received. These expectations can include characteristics of behavior, ability, and appearance. Simply put, when people are labeled, people are limited, both by oneself and

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).

Today, there are many students who receive special services; therefore, as an educator it will be important to learn more about a student’s disability or accommodations to providing the proper instructional environment that will meet the needs of the student. As educators, communication among all team members must be communicated effectively when it involves working with students who qualify for special education services. When inconsistencies and poor lack of miscommunication or negligence on behalf of educators who fail to meet the accommodations or settings of students with special services, severe consequences may result for failure to comply with federal laws under the Individuals with Disabilities Education Act (IDEA). It is the responsibility of educator to follow and meet all guidelines that fall under their school district and learning who to contact when questions arise regarding student’s with IEPs when in doubt.

difficulty in defining labels and correct education for children with special education needs. This led

An exceptional student is any student who has abilities or issues so significant that they require a special type of education and/or services to reach their full potential. The use of labeling is extremely controversial. Some disadvantages to labeling exceptional students are that these labels are mistaken for explanations, they emphasize the most negative aspect of the student, these labels may be viewed as permanent, self- fulfilling prophecies and cause stigmas. Other drawbacks of labeling are that teachers may have preconceived ideas of the child’s capabilities based on the label and may not teach the child to their fullest capability. This can create ineffective schooling. Another drawback is the teacher may stereotype students and forget

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

“Special education refers to a range of educational and social services provided by the public school system and other educational institutions to individuals with disabilities who are between three and 21 years of age. Special education is designed to ensure that students with disabilities are provided with an environment that allows them to be educated effectively. Disabilities that qualify for special education include physical disabilities, such as deafness or blindness; mental disabilities, such as Down's syndrome and autism ; medical conditions, such as oxygen dependence or traumatic brain injury; learning deficits, such as dyslexia ; and behavioural disorders, such as attention deficit hyperactivity disorder (ADHD) and conduct disorders.”