Pros And Cons Of Special Education

According to the Individuals with Disabilities Education Act (IDEA) an Individualized Education Program (IEP), address the following 7 steps about the student. The first step begins with a statement of the student’s present level of academic achievement and functional performance (PLAAFP). This is a summary of the student's present levels of academic achievement and functional performance, including (a) how the disability affects the student's involvement and progress in the general education curriculum; and (b) for students who

The Individuals with Disabilities Education Act (IDEA) has established procedures for the placement of students with disabilities within a school setting. Members of the child study

Provisions of IDEA mandates fair testing practices, provides increased parental support involving evaluation and placement recommendations of students with special needs. In compliance to IDEA legislation, parents must receive contact from the school regarding inadequate academic progress. Parental information must be provided in the parent's native language using their typical mode of communication. IDEA regulations also define fair testing practices in regarding student referral to Special Education Services. Fair testing practices include tests administered by trained specialists in the student's most common mode of communication, adhering to strict testing guidelines to minimize testing errors. Multiple data points must be analyzed by

The pros and cons of the inclusion of special education students in the public school system.

While all children can be referred for evaluation for special education, not all are found to be eligible. The student will be tested in all areas related to the child’s assumed disability by the multidisciplinary educational team. In order to be eligible for special education services, the child’s assume disability has to impact the child’s ability to learn. Parents represent the child’s interests. They need to stay informed and involved in their child’s education. IDEA of 2004 strengthened the role, as well as the responsibility, of parents and ensures that they and their families have opportunities to participate in their child’s education. IDEA also protects the rights of parents by ensuring that they can be members of the IEP teams. Parents can be involved in the evaluations and placements of their children and have a say in what happens.

Inclusion is the act of having students with disabilities and abled body students in the same classroom. In concept this has many benefits not only for the students but it also saves time and money for the school, however in practice I do not think inclusion works the way it was hoped to. Inclusion in theory will put light strain on the classroom because of safe guards such as helper teachers are in place to help out. In my experience these teachers are in the way most of the time when students are trying to learn, and students feel cheated when the special needs students are handed a supplemented test making the students feel bad. Lastly that the pros of inclusion in the classroom are set in perfect conditions with good teachers on both sides special education and general education, however most of the time that is not the case.

When some people think of someone with a learning disability they often think of someone who is not able to contribute to society. It is often assumed people with learning disabilities are people who have low intelligence, work the school systems, and are socially awkward. As someone who has a learning disability these misconceptions have made it difficult for me to be open about it and prove these stereotypes wrong. Most of these misconceptions stem from people not understanding what alearning disabilities are, a learning disability “results from a difference in the way a person's brain is wired. Children with learning disabilities are as smart or smarter than their peers. But they have difficulty reading, writing, spelling, reasoning, recalling and/or organizing information if left to figure things out by themselves or if taught in conventional ways” (idonline.org).

Sixth grader, Adam Gallery, is of average intelligence with severe discrepancies between his intellectual ability and academic abilities (265). It has been clearly defined he has learning difficulties in the specific areas: reading comprehension, written expression, math calculation and math reasoning. Based on his assessment results in Woodcock-Johnson III Tests of Achievement, WJ III Tests of Cognitive Abilities, and Universal Nonverbal Intelligence Test he is aligned with the definition of Specific Learning Disability; under the criteria of the Individual Disabilities Education Act (IDEA). Adam has not met state-required standards and falls in the low to very low range of the aforementioned areas of achievements. Compared to other boys his

In this paper, I will demonstrate that the issue of grouping children by their abilities in school is an appropriate topic for a semester of sustained research, because of my personal experience and the constant struggle to improve our nation education system. When improving we must compromise. Where in the educational system should the compromise happen, is the million dollar question. In the 80’s and early 90’s, I remembered vaguely, being placed in different groups in the classroom. I believe grouping the children caused some issues for so many people across the nation. In any case as adults and humans we aim to fix the problem. So, we rallied against it, and changed our educational system and from the ashes of victory the issue of grouping children arouse again. This issue concerns teachers, parents, scholars and staff members of the school boards. Each group is effected in their own special way. Teachers are on a constant voyage to find a way to improve the children success in the class. For the parents, it’s a constant struggle to truly understand where their child stands with their peers in education. The staff members of the schools board is always looking to improve the schools all around scores when using less resources. Most importantly the kids will have a better focus and motivation when it comes to school.

Since the reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004, procedures for identifying students with specific learning disabilities (SLD) has been a controversial topic. In 2006 the law was updated to include “Additional Procedures for Identifying Children With Specific Learning Disabilities” (§300.307-311). These procedures indicated that states must not require the use of a severe discrepancy between intellectual ability and achievement for determining whether a child has a SLD; must permit the use of a process based on the child’s response to scientific, research-based intervention; and may permit the use of other alternative research-based procedures for determining whether a child has a specific

In the last 15 years, arts education programs have been under constant threat. Some blame this on the No Child Left Behind law, passed in 2001, that placed focus on core subjects such as math or language. Others point to the steady education budget cuts by each state. Whatever the cause, cutting arts education classes affects every student but special education students are the ones most impacted. While it is well known that cutting these programs can have negative effects; some of which are lower test scores, lower attendance rates, and higher disciplinary rates. What is less known is the many ways the arts play an important role in special education. Weather its intergrated as part of classroom curriculum or taught separately it builds confidence, helps integrate them with typically developing peers, enhances communication, and builds problem-solving skills. All of this in an environment that "is the only place (in school) where uniqueness and individuality are celebrated"(Andrus 10).

For Jonathan's meeting on Thursday, May 12, we will start about 3:15 but please feel free to drop in after school or when you get back from the field day. We will start the meeting with update on Jonathan's neurologist appointment. Next, we will have the teachers update us on Jonathan's progress in the last 5 to 6 weeks. Finally, we will document the teams decision about eligibility, need, and if the benefits outweigh possible negatives of a Special Education placement. We will go with team consensus, but if there if one does not agree decision it is required to write a paragraph of why and it goes into the file.

Schools are important for the education of children with respect to their social, emotional and mental development. The class provides an avenue where students can learn several items ranging from managing their emotions, being focused, easily following the given directions and establishing relations with their fellow peers and even the adults. With the increasing number of students and all other factors constant, schools have failed in effectively deal with students who require special education. The special education teachers often have low expectations in their children as the supporting initiatives often are less.

There are many pros and cons to any process used to determine if a learning disability exists, and there is a need for special education. The IQ-achievement procedure has been used in the past. In this case, the IQ of a student along with their grade level was used to determine if a disability existed. If there was a significant discrepancy between the two, then they were placed in special education. One advantage of this process is that it is quantitive. You have an IQ score and a grade level which clearly provides the determination for the need of services. Also, IQ tests have been shown to be both valid and reliable in their scoring, so this would be a consistent way to determine learning disabilities. Another advantage is for teachers because this process takes less of their time, and there is a reduction in paperwork involved in this procedure.

When I was a kid, I was not so good at writing because I had bad handwriting, poor speech, and was bad at grammar and spelling. It started around my second grade; my handwriting was so atrocious that my teachers put me into a special education class to improve my motor skills in my hands. I took that special education class for about four to five years, I did improve my handwriting skill, but when I write too fast it could appear sloppy, but it is still better than before I had that class though. That class was pretty fun, me and my buddy, that was also was in my class, would practice writing, search for beads in putty, and play other types of games that involves using our hands. While in that class, I meet a kid named Christopher, he lost his arms and legs from meningococcal septicemia or meningitis, it made me both happy and sad to know that at least I have hands, arms, legs, and feet. Luckily for Christopher, he now got some new prosthetic limbs when I left special education class and for what I heard, he is living well now. You see everyone, Christopher still tried to get better at writing even though he was disable, so there should be no reason you should not try to get better at least you have hands he did not hands.