Special Education And The United States

addition there is a big attitude change. People look at special education in a more positive light.

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

The problem of disproportionate numbers of minority students in special education can be attributed to a report by Lloyd Dunn in 1968 (as cited in Skiba et al., 2008) even though discrimination was evident long before that in America. The phenomenon of disproportionality as it relates to students from minority backgrounds being placed in special education refers to the percentage of students receiving services being a higher rate than is expected or that differs significantly from other races. Skiba et al. (2008) discuss the history of various aspects of the civil rights movement as they pertain to the issue of disproportionality of students from minority backgrounds in special education, the measurement tools used to determine the need for special education, the current status of disproportionality, and what factors have contributed to the discrepancies in numbers. Finally, recommendations are offered by the authors on how the existence of disproportionality of students from a minority background can be rectified.

I want the children to gain a sense of independence. I will encourage them to make their own decisions, and assist them when I see it is necessary. I think that all the programs serve children because they were created to assist children succeed. High/Scope serves the best interest because it supports developmentally appropriate, active learning experienced for each child, along with encourages decision making, creative expression, problem solving, language and literacy, and other emerging abilities (Morrison, 2009,

In addition to this action, the child’s teacher will keep the child’s parent informed and draw upon them for additional information.

* Make a written objective record that includes time and date, exact words as far as possible, the name of the person to whom the concern was reported, the name of any other person present at the time of observation or disclosure.

parent up to date with the process of there child is done by one to one meetings to discuss the

Procedural safeguard Table of ContentsA.Prior Written Notice (pg. 1)a.The local district is required to provide you with prior written noticei.When the district proposes to change an identification etc.ii.When the district refuses to change identification iii.One year prior to your child turning 18 years old b.The written notice must be provided at least ten days prior to the proposed or refused action and must include i.A description of the action proposed or refusedii.A description of the evaluation procedure or testiii.A description of any other factors which are relevant to the districtiv.A statement that you have due process rights v.Sources for you to contact to obtain assistanceB.Parental Consent (pg. 2)a.This states that you were given all the relevant information in your native language orother mode of communication. This must obtain i.Initial evaluation ii.Initial services/placementiii.Reevaluation C.Absence of Parental Consent (pg. 3)a.Certain conditions are applicable if you refusei.Initial evaluation

Over the past 30 years, the U.S. public school system has faced a significant issue of disproportionate representation of culturally and linguistically diverse students in special education programs. According to Salend (2002), disproportionate representation is defined as the presence of students from a specific group (e.g., race, ethnicity, socioeconomic status, language background, gender, etc.) is higher or lower than one would expect based on their representation in the general population of students. Although there have been many efforts to reduce the disproportion in special education, the trend of minority overrepresentation is ongoing. The federal government tried to rectify it with provisions made in the 1997 reauthorization of

In education, the main goal is for all students to receive an equal and optimal opportunity for success, which also includes students with special needs. To ensure this aim is reached, schools ought to have measures in place to establish students who necessitate special education services to achieve and progress in their schooling. Contradictory to this idea, nonetheless, learners are inaccurately referred for special education placement. The process begins to become questionable when it happens recurrently and predominantly to one group of minority students, as is the case for African-American students. There is certainly a problem of disproportionality in special education population and creates a cause for concern and investigation. As stakeholders examine general education program practices, they will discover that there are many factors contributing to the overrepresentation of minorities in special education. The characteristics of educators having the greatest influence on their decision to refer African American students for special education are cultural differences, insufficient professional development, and poor general instruction.

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).

Referrals for the initial evaluation can come from early childhood screenings, Part-C Infant-Toddler program, general education intervention team, grade/content area collaborative team, parents, or self-referral by any adult.

After the landmark legislative cases were initiated, children with disabilities were able to get services without being discriminated against. In the 1970’s, there was a shift in all language related fields. This increased the number of students who received special services in schools

The US helped aid the UN to serve all its citizens with disabilities. For education the UN’s preamble was also written with on crucial addition, Article 24. Article 24 specifically mandated the UN’s goals in education for children with disabilities. Article 24 calls for an inclusive education with a full front commitment from the state. It looks at the child with severe intellectual and developmental disabilities, and administers solutions to address their gaps in education. For example they can now learn in different languages; Braille, sign language, and low vision aids. The child may also receive support in the classroom with aids, different structured classroom environments, and other adjustments. For the system to work parents, children, and the school system must be on board to better the child’s education.

Special needs kids are increasing across the state and nationwide. Teachers are challenged more and more every day to find ways to educate special needs kids. Some teachers may not have all the knowledge about teaching kids with special needs or the proper ways to teach them, but they are having to learn because of the increase of kids with disabilities. They need to have the proper methods for learning because not all kids can learn the same. Providing these methods takes knowledge, experience and lots of patience from teachers.