Special Education

This case study involves a male student with juvenile arthritis who has two younger brothers who also have this condition. This individual wants to be a pilot. The parents are supportive of this student's plans for his future. This study will answer: (1) what is the impact of having a disability and what might be the different perspectives of stakeholders involved in the inclusion of students with special needs? and (2) What can be learned from listening to the voices of those with disabilities? This study will develop a 'mind map' to synthesize and critique some of the issues learned through listening to the voices of those with disabilities. Finally, this study will answer as what resources are available to inform teachers?

The Individuals with Disabilities Education Act (IDEA) greatly emphasizes the participation of the child’s family during the Individualized Education Program (IEP) process. Parents and/or caregivers are considered one of the most essential members of their child’s IEP team. Their involvement benefits their child’s overall academic success. Unfortunately, full parental involvement does not always occur and there can be many different reasons for their nonparticipation. The IEP process can be a very overwhelming experience for families with children with special needs, especially for those who are culturally diverse. It is the job of the professionals and special education teachers to understand the importance of collaborating with family’s

The amount of people who live with disabilities is a controversial number. Depending on what law and diagnostic tools used, a person may have a visible disability, or one that may lie beneath the surface of his or her appearance. Some people believe that the term “disability” is merely a label use to hold back, or prescribe helplessness. Meanwhile, individuals who have been properly diagnosed with disabilities struggle to maintain respect and acceptance every day. In plain language, there is a lot of misunderstanding between people with disabilities and those without. It is firstly important to get everyone on the same page regarding the definition of disability.

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

Some parents struggle with the idea of placing their beloved child in a special school unwilling to accept the ‘Label’ (Heward, 2010). This ‘Label’ can stop parents from allowing their child to receive the best possible treatment in developing their Childs knowledge and physical/personal

Some special needs students have behavior problems that can cause other students around them to be distracted and it cause the special needs students not be able to focus on their assignment. They may need some behavior counseling to help them manage their behavior. Some students also have hyper active that can cause them not to be able to sit for long period of time and that’s because sometimes they can impatient. This would affect them being able to sit for long period of time to complete and take the test. Some Special needs students’ needs support so they can be able to pass their test and their

To best suit a child with special needs a variety of different elements need to be considered to develop the best plan for the child. This is why it is important to understand that not every child with special needs has a mom or dad. They may have a foster parent and it is the responsibility of the special education teacher to include the foster parent and work with all members of the family. Next, it is important to understand the a disability not only impacts the child but siblings as well. Some siblings may be very helpful while others may act out, it is important to consider siblings when creating a plan as well. Lastly, as a special education teacher, it is important to consider if any extended family help with any responsibility with raising the child. A child has a greater rate of success when all members of the family are working together and are on the same

The special education teacher interviewed, talked about this goal to meet each child’s need is challenging to her especially in eleventh and twelfth grade. The teacher tries to strive towards their educational goals, their need areas, and work on their strengths.

Our country’s Legislative system has set many laws in place to protect the educational rights of all students, which allows for students to have a greater opportunity for educational success with funding levels varying between the states. Hooper and Umansky’s book, Young Children with Special Needs, states that the majority of early childhood intervention programs began under the "umbrella of Maternal and Child Health (MCH),” which was put into place in 1935 in accordance with the Social Security Act. The Americans with Disabilities Act and the Individuals with Disabilities Education Act (IDEA) are two programs stemming from this historical piece of legislation. The Americans with Disabilities Act was an anti-discrimination law that allowed for more students to have access to certain facilities and resources giving them a better chance to succeed in their education. IDEA made it mandatory for the state to provide special education service programs for children between the ages of three and five. The parents with children who are included in IDEA typically receive grants to help them fund their child's education. Another piece of legislation that is widely utilized in classrooms today is the Individualized Family Service Plan (IFSP). This plan develops a plan of action for the family with children that receive special education services and allows the information to further assist the child beyond school grounds. In use today is the Affordable Care Act (2012) that allowed for programs to be funded that look to prevent and care for children

The Individuals with Disabilities Education Act (IDEA) requires parental involvement in the education of children with disabilities (Smith, Hilton,

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.

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

Children with special needs are slightly different from non-disabled kids, but they’re should not be a barrier between non-disabled children and children with disabilities. Special needs covers a wide range. Some children with physical disabilities use wheelchair, or cane while other children with learning disabilities such as, autism, or emotional disorder. Children with special needs are like all children they want to make friends. Non-disability children want respect, love, good education and job of their dream. Children with special needs can do the same things non-disabled kid do, but it can take them longer. It requires additional explanation or attention. Parents of children with special needs usually feel isolated and uncertain about their child 's future. Schools can help them find support that children are not alone and help is available. Teachers should meet with parents in order to get to know the children better, the specific of their children. Special teachers may come into the class to work one-on-one with the student, for individualized attention. Change begins with an honest examination of understandings, knowledge and belief. Children with special needs should spend more time with non-disabled kids. Children with special needs should study more at public school to learn from

Many studies focused on how the services for special needs children contribute to their education. However, very few studies recognize the role of the society in their attitude towards success. This paper answers the following questions: 1) how education affect the disabled, 2) how to improve education outcomes for students with disabilities, 3) how can the society deal with the disabled students, and 3) how to identify special learning disabilities.

Whilst there is no one single definition of special education there are some inherent similarities between the various definitions given by a plethora of philosophers, politicians and academics. Special Education is a form of instruction that is designed to meet the needs of students with disabilities in order that they can learn the very same skills and information as other students in school (Giordano, 2007; Osgood, 2005). Under the banner of special education there is high prominence placed upon individualised