In classrooms across America, teachers must provide instruction that is culturally, linguistically appropriate as well as based on core standards. Special education gives children instruction based upon their unique needs based on a documented disability. Student disabilities often involve mental, physical, emotional and behavioral issues that makes instruction a challenge. The Individuals with Disabilities Education Act (IDEA) "governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities." (Building the legacy: IDEA 2004) This law provides guidelines for the educational system to identify, assess and implement education to meet the learning requirements of students with disabilities such as autism, emotional, mental retardation or physical disability. It is important to note that not every child with a disability requires special education - learning must be adversely affected and have one of the categories of special education to quality for services." (Building the legacy: IDEA 2004) Teachers are the primary source of referrals for special services; however a child's parent or doctor could make a referral. According to Truth in Labeling, they report that 73 - 90% of the teacher referrals are due to academic problems. (Truth in labeling: 2007) In 2010, 53.9 million school-age children (aged 5-17) in America with 2.8 million (5.2%) reported to have a disability. (Brault, 2011) Of the children who receive special education services statistics have shown the averages for students of color are higher than those of white students. Among the many variables: over-referrals, racial bias, p... ... middle of paper ... ...e of the overrepresentation and with continued research and improved instructional strategies, the gap can be reduced. References Brault, M. (2011, November). American Community Service Briefs. Retrieved from School-Aged Children with disabilities in U.S. Metropolitan Statistical Areas: 2010: http://www.census.gov/prod/2011pubs/acsbr10-12.pdf (Brault, 2011) Building the legacy: IDEA 2004. (n.d.). Retrieved from US Department of Education: http://idea.ed.gov Gollnick, D. M., & Chinn, P. C. (2009). Multicultural education in apluralistic society. Columbus, OH: Prentice Hall. Special education law IDEA . (n.d.). Retrieved from Understaning Special Education: http://www.understandingspecialeducation.com/special-education-law.html Truth in labeling: Disproportionality in special education. (n.d.). Retrieved from National Education Association: www.nea.org/books
This means that children with all different types of a disability are accessible to public education and learning through professional educators and through their peers. Another important legislation that has been established in 1975 is the Individuals with Disabilities Education Act (IDEA) that includes all ages of children and their rights to learn. Both of these movements helped shape what special education is today and assisted in bringing inclusion into the classroom. They both made it possible for students with disabilities to be integrated into general education classrooms, while getting the assistance they need as well. These acts are what made it possible into what my field of study is and I intend to push the boundaries of getting my future students in these general education classrooms and making them feel apart of something
The Individuals with Disabilities Act is a federal funding statute that provides "financial aid to states in their efforts to ensure adequate and appropriate services for disabled children." IDEA seeks to improve the educational results for children with disabilities. It also provides guidelines for determining what related services are necessary and outlines a "due process" procedure to make sure these needs are adequately met. According to the IDEA, all children must be educated in the least restrictive environment.
Teacher Interview(s): according to Ms. Special Ed, a ten-year veteran of special education who started her career at age twenty-nine, proportionally, 35.4 percent of S.H.E. students have an Individualized Education Program, in conformity with the Individuals with Disabilities Education Act, herein IDEA. In Windham County, the average public school has 18.6 percent of its student population considered to be learning disabled; S.H.E. has a noticeably higher percentage of students with learning disabilities, compared not only with Windham County, but Connecticut overall, as the average public school in the state is populated by 26.4% of its elementary students with learning disabilities. Further, more males than females at S.H.E. have learning disabilities with a ratio of 10.1% of females to 25.3% of males in the special education program. For the this specific field experience study relating to Students X & Y, both six-year old males, S.H.E. “offers” seven special education teachers and 13 paraprofessional instructional assistants who “service” the special needs of exceptional students including speech services, behavior interventionists and dedicated special education
Disproportionate identification of minority students in special education is a major concern in schools today. This paper describes the issues in the assessment process with minority students and how we have arrived at a situation where minorities are being misdiagnosed into special education programs. Additionally, several legal cases are mentioned which show numerous actions and rulings that have tried to correct the disproportionate identification in special education. Some of the legal cases discussed include Larry P. v Riles, Diana v. State Board of Education, and Guadalupe v. Tempe Elementary School, which all significantly impacted special education today. Additionally, the Individual with Disabilities Education Act has enforced that minority groups must receive an equal education in the least restrictive environment possible. It is our duty as teachers and citizens to abide by these laws and find different ways to assess and correct the disproportionality of minority groups that exists today.
Cultural diversity is increasing in our schools and directly affects how we work with students with disabilities. There is also a disproportionate representation of Culturally and Linguistically Diverse (CLD) students in special education (Chu, 2011). The following paper will explore cultural diversity and the special education referral process including implementation of Response to Intervention (RtI). It will also assess some of the data in Mooresville Graded Schools by looking at gender, race and disability at the elementary level. By understanding the cultural diversity in our school system we can better meet the needs of
In 1991 the Public Law 94-142, the Education for All Handicapped Children Act was replaced by the Individuals with Disabilities Education Act. This law was passed to provide free and appropriate public education to every child with a disability. It requires that each child with a disability “have access to the program best suited to that child’s special needs which is as close as possible to a normal child’s educational program” (Martin, 1978). The Individualized education program (IEP) was developed to help provide a written record of students’ needs and procedures for each child that receives special education services. The IEP will list all the services to be provided, the student's performance level, academic performance, and modifications in place for the student.
Public Law 94-142: The Education for All Handicapped Children Act of 1975, now called Individuals with Disabilities Education Act (IDEA), requires states to provide free, appropriate public education (FAPE) for every child regardless of disability. This federal law was the first to clearly define the rights of disabled children to receive special education services if their disability affects their educational performance. A parent of a special education student also has basic rights under IDEA including the right to have their child evaluated by the school district and to be included when the school district meets about the child or makes decisions about his or her education. If a child is identified as in need of special education services, the school district must devise a written individual education program (IEP) for the child, which includes related services. An IEP is a statement of a student’s special education and related services including speech services, psychological services, physical and occupational therapy, counseling and assistive technology and transportation. In addition, this legally binding, individualized plan outlines reasonable educational goals for the student and is reviewed and updated yearly.
The Individuals with Disabilities Act, 2004 (IDEA), has 14 different categories of disabilities (IDEA Partnership, 2012). Students with disabilities can be placed into two more distinct groups which are high incidence disabilities or HID and low incidence disabilities or LID. IDEA defines low incidence disabilities as those students with visual, hearing or significant cognitive impairment (Outcome Data, 2006). These students need personal that are highly trained in specialized skill and knowledge to provide early interventions and education. Those with LID account for less than one percent of the school population (Outcome Data, 2006). Students that fall into this category are usually educated outside of the general education classroom for part of the school day.
Special education is a large part of the education system, which includes the mentally retarded, people with learning disabilities, the emotionally disturbed, hearing impaired, visually impaired, etc. Many people fail to include this system as one that can possibly involve discrimination, but those enrolled in special education has increased among all racial classifications. Between 1980 and 1990, the entire population enlisted in special education has increased. European American increased by 6%, African Americans increased by 13%, Hispanic Americans increased by 53%, and Asian Americans/Pacific Americans increased by 107.8% (Ford, Obiakor, p. 8). In the end, it is these students who ultimately experience low rates of employment, low income, and growing rates of incarceration. Another survey indicates t...
It is noticeable that in the UK for parents who have children with “Special Educational Needs” have been made nearly all necessary conditions that pupils need to. For instance, parents may apply for their children on the Government website which conducts to the UK’s citizenship many services including “Special Educational Needs”. People whose children have disability might choose any school in turns schools must publish information on their website regarding Government’s rules of teaching special educational needs children. Turning now to the question of database which shows that in England amount of the children with special educational needs lessened from 1.62 million pupils in 2011-2012 and 1.55 million in 2012-2013, though the number of learners with statements of special educational needs increased slightly from 226.125 pupils in 2011-2012 to 229.390 pupils in 2012-2013 the database relating to the Government’s website. It means, each of fifth pupils in England are said to have special educational needs (21%). As an example British Broadcasting Company (BBC) observes “the greater classes are "decelerate learning difficulty" (24.2%), societal difficulties and behavioural, emotive (22.7%) and language, speech and relations needs (16.3%). A less ratio of pupils have physical disabilities (3.8%), visual or hearing impairments (3.4%), and autism spectrum (8.1%). Furthermore, children from any segments of society can have special educational needs, but indeed it is commonly among some section of the society. For example, at secondary school, girls are three times less likely to have a statement than boys. Chinese children are most likely not to have special educational needs, while Black children are the greatest likely. Learners with special educational needs are mostly to be appropriate for free school meals than those without them. All state schools are under the control of UK’s law to guarantee that special help is provided for children with special educational needs. It is correctly to mention that there is a program called “school action” under which more than half of pupils with special educational needs are listed. If other support is needed, the child is listed as "school action plus", which may involve the school bringing in specialist help from outside”.
High Incidence disabilities are mild disabilities that affect most of the special education students in schools today. “Approximately 36 percent of all students with disabilities served under IDEA have specific learning disabilities.” (Turnbull, Turnbull, Wehmeyer & Shogren, 2016 p. 104)The three areas that fall under the title of a high incidence disabilities are learning disabilities, mild intellectual disabilities, and emotional/ behavioral disorders. Students with high incidence disabilities are taught and spend most of their time in the general education classroom. They are supported in the classroom with accommodations, modifications, paraprofessionals and related services to help them succeed. They may spend a portion of their day receiving support from a special education teacher, or another related service providers such as a speech pathologist, physical therapist, occupational therapist, or social worker outside of the classroom. It becomes apparent when students start school which ones have a high incidence disability. This is because when they start school educators begin to notice they are different from their peers sometimes socially, behaviorally, or they begin to struggle academically. They all share some similar traits such as a short attention span and lower academic skills in certain areas or subjects. They may also have difficulties with their behavior or social development. At that point they may be referred to for testing or an evaluation to see what might be going on with the student.
When working or teaching kids with intellectual and developmental disabilities (IDD) there are four main levels to help the students based on their individual needs. These levels vary with intensity depending on the student’s needs that need to be addressed and how severe the case may be. To be able to accurately assess the student’s ability to assign them to the most appropriate level of intensity it is important to look at the limitations that the student is facing. This can be done assessing a variety of factors including but not limited to: environment, community, and behavioral factors.
During the late 1980’s and 1990’s the number of children with learning disabilities receiving special education services grew rapidly, but during 1998 and 2007 the number of children classified as having a LD has declined by 7% (Cortiella, 2009). “In 2007, 59% of students with LD spent 80% or more of their in-school time in general education classrooms. In 2000, that figure was just 40%” (Cortiella, 2009). In addition, students with disabilities are spending more time with students in traditional classroom settings. According to the Department of Education, “approximately 6 million children (roughly 10 percent of all school-aged children) receive special education services” (Pardini, 2011).
Banks, J., and McGee, C. A. (Eds.). (1989). Multicultural Education: Issues and Perspectives. Boston: Allyn and Bacon.
“in order for your child to qualify for the services the student must be found to have one of the 13 categories of special education and it must adversely affect their educational performance” (Hancock, 2016). So to get a better understanding of the special education process we have to view it from both sides of the situation, that is, a parent whose child was diagnosed with a disability, and a professional who works with special education for a living. Knowing both sides and their views we can get a better grasp of the whole system and the flaws and strengths that come with the whole process and