Essay about Special Needs Education

There is also a need to provide education on inclusion to other personal involved with the school systems such as support staff like the custodial and cafeteria staff. Inclusion in the school systems is an ongoing evolving process with the goal of providing the best environment and education possible for children with a disability. At the same time, the teachers, administrators, support staff, parents, and community have to work through the do’s and don’ts of the ever-changing legislation concerning inclusion in public schools. Staying up with the changes requires professional development for teachers and administrators. Development of inclusion training for

According to the latest figures available from Data Accountability Center, U.S. Department of Education, 2,415,564 students were identified as having a Specific Learning Disability in the Fall of 2010 (“Full Inclusion”). With the severity of the number of individuals with disabilities in the school system, the controversy of the best way to support them arises. One of the solutions of this controversy is the issue of full inclusion. Those opposed to the idea of full inclusion fear that the approach may impede on the children without disabilities and put a strain on the students with disabilities. The major stakeholders against full inclusion also fear that the process will negatively affect the teachers, as well as, the atmosphere of the classrooms. Many of these parties and individuals are not fully against inclusion all together, but do not support the idea of full inclusion.

Inclusion has been one of the main focuses in the field of special education for the past two decades. Students with disabilities are being integrated in the general education classrooms at a steady pace. With the focus being on inclusion, educators are increasingly concerned with the social difficulties of students with disabilities (Lewis, Chard, & Scott, 1994). In any child’s life, it is important that they grow socially and academically. So, are disabled students in the

Today’s modern classroom is diverse. This creates a number of challenges for teachers who need to create a balance of high standards while meeting the needs of their students. The U.S. Department of Education reported that almost ninety-six percent of general education teachers have students in their classroom with learning disabilities. This report also showed that there are over six million students with disability classifications in the United States (26th Annual Report to Congress on the Implementation of the Individuals with Disabilities

With every classroom you are able to see a dynamic between students and their teacher. It takes a strong teacher to really make everything accessible to all students including student with learning disabilities. The class that I watched was Christina Hilliker’s second grade. The disabilities that were part of this great dynamic were Downs, Autism, ADHD, auditory processing and behavior issues that cause learning difficulties.

Special education teachers also need to learn strategies for effective inclusion practices in the classroom. The characteristics of students with common disabilities will be discussed so learners will know how to modify curricula, instruction techniques and progress assessments. Learners will also develop a working knowledge of applicable laws, such as the Individuals with Disabilities Education Act (IDEA) of 1997). Future special education teachers will learn the rights and responsibilities of staff, students and

Students with special needs need deserve the same education general education students are presented with. The philosophy of “ Disability Inclusion” concentrates on creating a safe, loving, and effective learning environment for students who suffer from physical, learning, and behavioral disabilities. When a student with disabilities is placed in the same environment as a non-disabled student, the results show wonderful improvement. When we are able to discover the strength of the student we are able to see just how much the student can improve in an inclusion classroom. Disability Inclusion not only sets a new beginning for an equal education of special education students, but it allows for more interaction with the child, and a more hands-on assessment.

The inclusion of children with learning disabilities into normal classrooms has proved to exhibit both positive and negative effects on children with and without disabilities.

Within today’s school environment, educational authorities require all teachers to implement a holistic and inclusive curriculum into their daily classroom practices. Teachers must make regular adjustments, modifications and differentiate pedagogical content and practices, in order to ensure that the needs of each individual child are met. Through implementing inclusive practices within the daily classroom setting, teachers are ultimately creating a positive effect on learning outcomes for all students. There are various factors that can influence as well as hinder the educational performance of students with a disability and additional learning needs, including, policies, frameworks, guidelines and school staffing arrangements. This report will present findings from a situational analysis conducted to identify and evaluate issues impacting on student learning from a selected school context. The school’s historical, political, structural and contextual factors have been examined in order to highlight improvement areas to enhance and further develop outcomes for all students with identified learning difficulties.

In 2014 the United States census recorded around seventy four million children under the age of eighteen living in America. Out of the seventy four million, around thirteen percent of those children will be diagnosed with some sort of disability before the age of five. Now that may not seem like a large amount of children, but it is large enough to have the education for those with a disability altered to help them learn in the most effective way. The education is even altered specifically for each student since no disability is the same. Unfortunately a personalized education, or even an education at all for children with disabilities was not always available. But we can see today how the federal and state governments have had a role on improving the education for those with special needs.

When inclusion began many educators were doubtful of the new plan for disabled students. Instructors linger to dispute and determine the preeminent ways to teach students with disabilities. As more students with bodily, scholarly, responsive, and other impairments learn together with general students, educators continue to learn how to contain these unique students in their classroom. The encounters, and assistances of inclusion remain to develop for educators, students with disabilities, and their general non-disabled students. Nevertheless, approximately everyone reach agreement that education for students with disabilities has enhanced significantly. The legal history indicates how much growth has been made in educating students with disabilities in the United States. It also show how much more is needed.

As Robert Frost once stated, “I am not a teacher, but an awakener” (Quotes about Education, 2017). Teachers are given the extraordinary task to awaken the minds of all learners. Every student deserves the opportunity to achieve educational success. In order to be given the opportunity for educational attainment an inclusive environment is needed for a student with special needs. General and special education teachers must acquire specific skills to achieve an effective inclusion environment. The ability to communicate for collaborations, understanding the needs of students and implementing learning strategies are critical skills educators must possess in an inclusive environment.

During the interview, this study discovered that only two teachers were available for children with disabilities responsible for teaching standard one to five. A common wisdom dictates that two teachers will not ever afford working with all five class levels. This again calls attention for additional teachers at the school.

Many people have debated the effects of inclusion on the disabled students, as well as the non-disabled students. A number of studies over the years have reported the various benefits of inclusive education and the ongoing literature documenting successful inclusion practices is significant and growing. Advocates claim many benefits for the special education student. Special education students benefit academically and from daily interaction with general education students. A more diverse curriculum is likely to be offered in a general educational setting. In an inclusionary setting, special education students learn social skills and independence. They observe that all students have strengths and

Many researches show that students with learning disabilities have a high rate of victimization. This paper gives few case studies about how elementary schools implement the policy and guidelines to inclusive the students with learning disabilities. The purpose of special education is giving students who have special needs the optimal development of their academic and professional skills, also support their career in order to be able to contribute to the society and manage his/her own life to reach