Special Education Process

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Today, students are separated into many categories, one of which is special education; the students under this label are likely to model “atypical” behavior rather than “typical” behavior. Defining and distinguishing these behaviors is what creates the special education process; evaluating and viewing each student individually and taking into consideration the individuals strengths and weaknesses. Special education is a broad term used to describe many children on a spectrum. The general term “special” can be used to include children from the gifted program that test above that of their normal grade level, to students suffering from impairments such as being deaf or blind, to students with learning disabilities such as dyslexia, and students suffering from a wide range of mental disabilities including, but not limited to, autism, and downs syndrome. This paper focuses specifically on the intellectually disabled side of special education, which is only a portion of special education. People with intellectual disabilities have a wide range of limitations in areas such as recognition, ability and social adaption skills, they are more prone than the rest of the population to chronic, life-long physical, mental and social conditions that require specific forms of health and social services (Jin-Ding. 2006, p. 1). Students that suffer intellectual disabilities are usually identified through tests and measures of adaptive behavior. These tests indicate a person’s ability to “perform functional activities expected of age and cultural norms”(Smith, 2011, p. 5). Individuals in this classification have significant limitations, both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practica... ... middle of paper ... ...ldren with Autism. Journal Of . Special Education & Rehabilitation, (3/4), 57-67. Colorado State Dept. of Education, D. r. (1997). Adapted Physical Education, . Occupational Therapy, and Physical Therapy in the Public School. Procedures . and Recommended Guidelines (Revised 1997). Goodrich, Elizabeth. (2010). Change in time utilization by occupational therapy and physical therapy service providers in schools. (Order No. 3438264, University of Houston). ProQuest Dissertations and Theses, , 130. Retrieved from http://search.proquest.com/docview/837473649?accountid=14199. (837473649). Jin-Ding, L., Chia-Feng, Y., Ching-Hui, L., Chi-Wei, L., & Jia-Ling, W. (2006). Rehabilitation service utilization and determinants among people with an intellectual disability: Preliminary findings in Taiwan. Disability & Rehabilitation,28(23), 1499-1506. doi:10.1080/09638280600648181
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