Special Needs For Special Education

Disproportionality is becoming increasingly prevalent in today’s society. This paper discusses the background, affected groups, and potential recommendations for the mounting problem of disproportionality. Throughout the paper, the reader will delve into the vast topic of over- and under-representation of certain groups within special education. The main groups that are discussed are African Americans, Asians, Caucasians, Native Americans, males, and females. Some are discussed in more details, where others are grazed over. The potential negative consequences of being misidentified and inappropriately placed in special education will be examined.

Before taking this module, Children and Special Educational Needs (SEN), I was uneducated and uncomfortable with the idea of teaching children with special educational needs. During the class we were given the opportunity to volunteer at a special needs school and I spent the day at The Clare School. This school was full of vibrant colors, technology and lots of smiling faces. I knew from there that this was going to be a new and exciting experience then any volunteering I’ve done in the past. Being introduced to the class, you could see the children’s comfort level decrease by their lack of attention and participation in the activities. This was the first time I have ever interacted with SEN, leaving me as nerves as they were to me. In this essay will I will reflect on my own personal experiences through the module, discuss exactly what Autism or PPD (pervasive developmental disorder) is, characteristics of autism, diagnosing Autism, misconception and barriers, and lastly, classroom strategies for educators to partake in to further the child in their educational journey.

With the heavy cost of the special education, about 22% or $30 billion of the budget, many politicians and administrators would like to come up with a more cost effective solution. “Most hope to save money by pushing disabled children out of the small, specialized classes that many of them need to succeed and into crowded, ill equipped classrooms where they will compete with non disabled peers”, says Brent Staples

Advocating in Schools for Children with Disabilities explains how children with disabilities are no longer excluded from public schools (Altshuler & Kopels, 2003). Since the 1999 revisions now children with disabilities get the special education they deserve. Children with disabilities now get the education to help them become independent, help them get the resources they need to become adults. In 1975 it was called the Education for All Handicapped Children Act, children with disabilities now can receive special education. Back then half of the children with disabilities didn’t receive the right education and 1 million was excluded from public school. The law only considered 11 handicapped conditions that qualified children to receive special education. Since 1997 it is called Individuals with Disabilities Education Act and there is 13 federal classification of educational disabilities plus other health impairment and developmental delay. All social workers who work with children and families, despite of what they do, should know of the important educational rights children with disabilities and their families can have. The Individuals with Disabilities Education Act, one of the most sweeping laws protecting children with disabilities, was substantially amended in 1997, and its regulatory provisions became legally effective in October 1999. This article talks about how the law has changed. The changes talked about in the article are: expansion of categories of children with

Over the course of structuring the education system to include students with disabilities, there has being an ongoing research topic of inclusion. Inclusion, in this area, means the full inclusion of students with special needs in the general education classroom. The research and the debates about the issue of whether or not there should be full inclusion of Special Education students in all general education classrooms in all public schools throughout the United States rages on. The number of students with special needs that are included in regular education classrooms in public schools has swollen, and the educational philosophy and movement have grown and have been adopted and practice, as well. The questions remains, Is this new

Not many college students are aware, unless by research, that there is a high need of Special Education Teachers all over the United States. When a student decides Special Education is

All children have the right to an education, regardless of disability. However, children with disabilities have not always had that right provided to them. Research and knowledge-based evidence throughout the last century has greatly changed educators’ opinions and positions on special education. A key point that will be discussed in this essay is the enactment of the Individuals with Disabilities Act (IDEA), as well as current and future challenges of special education.

Children with Special Educational Needs (SEN) for instance Attention Deficit Hyperactivity Disorder (ADHD) can suffer with symptoms such as; being isolated from others, disruptive in everyday environments such as a classroom, hyperactive as well as often having a short attention span and easily distracted. (NHS, 2014) states, ADHD can occur in people of any intellectual ability, although it is more common in people with learning difficulties. People with ADHD may also have additional problems, such as sleep and anxiety disorders. Having the symptoms of ADHD at a young age, may perhaps present particular challenges in school, causing teachers to struggle with the problems children bring to the classroom without any additional help. The Special Educational Needs (SEN) Code of Practice emphasises the need to identify children’s difficulties quickly to ensure action is taken to meet their needs.

The classroom that I observe where students receive Special Education services was Mrs. Robistows classroom. She has ten students in her class and six of those students receive special educations services, and five of the ten students are English Language Learners. These students come to her room for these different services. Since I have already done an interview with Mrs. Robistow, I interviewed the RTI coordinator, Mrs. Chupich. She teaches kindergarten through third grade. Mrs. Chupich has been teaching for eighteen years.

The field of education has been around for a very long time, but special education has not always been around. In fact, for many years it wasn’t even accepted in the world of education. In the past, students with special needs were often not allowed to go to public school because of their disabilities. However, in today’s world, they have a right to free public education and most of the time benefit greatly from some of the resources that are available. Special education has come a long ways over the years and still has room for growth and improvement.

Mental illness is a special need within itself; couple that with being a minority, specifically an African American, and the problem increases. The following paper will display examples and data portraying the difficulty that African Americans face when seeking mental health services, particularly for schizophrenia. Also included will be assessment techniques, intervention strategies and treatment planning.

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.

Parents never want to hear that their child has a life-altering disability that will require additional assistance with special services. Roughly thirteen percent of public school students are receiving special education services. Barbara Boroson, a Scholastic author on Autism Spectrum Disorder, asks the special education inclusion population, “How has education evolved from exclusion to inclusion” (Boroson, 2017). The issues with special education inclusion have been going unnoticed for many years and now is the time for a change. Special education inclusion is an issue because it bears against social and educational values. People all around the world have tried to fix these issues, but their attempts have been unsuccessful. They have tried making amendments to include special needs students in general classrooms. They have also tried to create ways to individualize criteria for each student. These attempted solutions have not created a final answer but led us to find the perfect way to solve inclusion’s problem.

Fitzgerald, Ryan & Fitzgerald (2015) reported that it has been an increase of children identified with special education needs in different countries in Europe. One of the explanation for this influx is the definition of special needs recently changed, which caused more children to fall under that category. Since more children qualify for special education, professionals and parents need training and guidance on meeting the needs of those students. In Ireland, there is a challenge in finding the best comprehensive and coordinated Early Intervention (EI) service because EI models varies in different areas, which cause inconsistencies (Fitzgerald et al., 2015). The two models that are mostly used in Ireland are the multidisciplinary team approach (MDA) and the transdisciplinary team approach (TDA). Some of the functions and characteristics of the MDA are the team members assess, create goals, work with and evaluate the child separately. In addition, the team provides home visits. Some of the functions and characteristics of the TDA approach are team members collaborate with each other, the team members cross disciplinary boundaries to increase communication and one team member is designated as a key worker, “which is someone who is available as a link for families attending EI services” (Fitzgerald et al., 2015, p.200).The purpose of this study is to discover parents’ experiences with EI models to identify efficient and effective strategies to implement to

Children with special needs require much care and a lot of their parent’s attention. This may not come a surprise to many, as many assume that these children need more medical intervention, therapy, and specialty equipment to live each day. With therapists, special education teachers, doctors, intervention specialists, and many other meetings where parents are discussing the care for this child, someone is usually overlooked. This someone is the typical sibling of the impaired child. When outsiders talk to parents, the typical sibling is often left out. Being a parent of both special needs and typical children, five in total, I have tried to make sure they are all having their needs met; developmental, emotional, and relational. I don’t