In the article “Supporting Students with Disabilities During School Crises” Laura S. Clarke and other authors emphasize that the invulnerability of the children with special needs should be a priority for teachers and schools. The authors in the article state that special education teachers should have a training and a plan when the lives of their students are put at risk. A child may react in a positive or negative way during a situation when their life is in danger. The reasons why the article was written was to create ways in which a child with special needs may know what to do when a nature disaster occurs or a shooter comes in the schools. Special education teachers have a commitment to protect and provide the needs of their students. …show more content…
Laura’s aim is to reiterate the importance of a child’s life in special education when the schools are being menaced. Laura and other authors have given an outline to the teachers so they may keep the children safe when the schools are threatening. They highlight how relevant it is that the children may know what to do when their lives are in jeopardy. Every teacher commits themselves to protect the children in schools and follow a plan in which the students will avoid from being at risk if a shooter were to come in the schools. The problem the article states is that the children’s safety be provided during a confrontation. The reason why is because they may react in a negative way during a …show more content…
She claims,“Special education teachers must know and include best practices that will help students with exceptionalities learn and generalize basic survival skills across academic day and environments” (177). The argument that Laura argues that the safety of the children with special needs should be a top priority for all schools. She relies on the Individualized Education Program. Special educations teachers have an IEP for each student in their class because there are certain goals for the student during the school year. They also have the child’s history and how they may react in some certain situations. Laura writes that teachers should, “focus on individual student learning needs and how they can teach students to be safe from a variety of dangers, including natural disasters and school violence” (171). The conclusions from the article are that children with special needs are at a higher risk when schools are peril. It is important that the children may know what to do when their lives are
Individuals with disabilities have laws in place to protect them and their rights as Americans. The Individuals with Disabilities Education Act “requires public schools to make available to all eligible children with disabilities a free appropriate public education in the least restrictive environment appropriate to their individual needs” (Us department of education, 2011). Schools have resources available to help educators meet the needs of any individual with a disability.
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.
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...
Now more than ever the increase of in school massacres are starting to become more evident. The Sandy Hook and Oregon shootings are sending people searching for a way to keep their children safe when they are away from home receiving an education. This poses an issue, some people see it is fit for teachers to be armed with a gun in case of future attacks on the school. The outcome that will follow from arming teachers will be negative, but there is a solution that involves the protection of students without handing guns over to teachers.
The students in our classrooms, both special education and general education classrooms, require individualized education to reach their full potential. Each child’s potential is different just as each child’s road to reach it is different. Our job as teachers is to be there for the student’s to help them reach their potential through their own unique way.
Two years ago, I embarked on a journey that would teach me more than I had ever imagined. As a recent college graduate, I was thrilled to finally begin my teaching career in a field I have always held close to my heart. My first two years as a special education teacher presented countless challenges, however, it also brought me great fulfillment and deepened my passion for teaching students with special needs. The experiences I have had both before and after this pivotal point in my life have undoubtedly influenced my desire to further my career in the field of special education.
The large special education student population combined with the administrative and staff turnover has posed a challenge. Ensuring all teachers and staff have the essential knowledgebase is vital, however my current role generates time restraints. EXTERNAL CONTEXT AND POLICY Education leaders influence political, social, economic, legal and cultural contexts affecting education to improve education policies and practices (6A) Understanding and Communicating Policy correlates with action plan. I will inform all members of the current legal mandates established by federal law, as safeguarding student rights is imperative. I will attend IEP and MD meetings to ensure federal mandates are applied to each child’s education pathway.
Malala Yousafzai (n.d.), the youngest person to be nominated for a Noble Peace Prize and education activist stated that:
Special education is no longer restricted to schools that cater for specific disabilities. Increasingly mainstream classrooms must cater for a diverse range of abilities and be inclusive of children with disabilities, therefore providing special education (Heward as cited on Pearson Prentice Hall, 2010). In catering for all children within a class, teachers also need to provide intervention as necessary. Intervention according to Heward (as cited on Education.com, 2011) intends to reduce, eliminate and/or limit the hurdles faced by students with disabilities that may prevent them from maximising their learning and becoming productive members of society. This essay will discuss how teachers can provide all three kinds of intervention; preventive, remedial and compensatory on behalf of individual students who may require it (Pearson Prentice Hall, 2010). Each type of intervention will be explored with examples to demonstrate the possible use of each one and the potential issues that may be associated with them.
The issue of school safety has become a controversial topic in the United States, due to tragic acts of violence occurring on a daily basis. American citizens should never have to cope with the negative impact of school violence, no matter how often they hear about the tragedies (Jones, "Parents" 1). In the past, schools were viewed as a safe place for children to get an education. Recently, the concern over violence in schools has taken a toll on many parents, school administrators, and legislatures (Eckland 1). Studies have shown that there are over 3 million acts of violence in American public schools each year. Not all occurrences are serious and deadly, but they occur on a daily basis throughout our country (Jones, “School” 6). This has caused many parents to worry about the well-being of their children while they are in class. This has also led to an increase in questions and concerns by parents and guardians. Many people have asked, “What are you doing about safety and security on my child’s campus” (Schimke 2). School violence is the cause of elevated worry and fear for their children, and school districts should enforce better security.
I posed this question prior to my research; do special education students receive the same attention and level of education as students in regular education? Through investigation and observation, I explored the differences between regular education classrooms and special education classrooms to see if there were in fact inequalities between the two. Prior to doing research, I assumed that all education was alike, and that regardless of special needs, the educational institution provided an equal opportunity for all students to learn. This paper will show the level of equity and reflect on the social justice of special education in the current school platform. It will outline the research that I have conducted and demonstrate the negative assumptions about special education teachers and their students, and show examples of the lack of funding and resources for special education departments.
As a teacher it is important if not crucial to create a safe learning environment for students, especially students with disabilities. Most schools implement many services that are available in order to support students with mild-extreme disabilities without excluding them from the other students. The ‘least restrictive environment’ (educational psychology for learning and teaching) is an environment that is close to what students without disabilities learn in. However, depending on the severity of the disability, after school classes or sessions may be required. Depending on the primary school year level, some students may not even be aware that their fellow peer has a disability if the student has not been singled out as being disabled. To engage behavioural or disabled students in learning a good strategy is to accompany the main teacher with a teacher aide. In a class of 25 or so students, one teacher is not able to get around to each student individually. One-on-one interaction with student and teacher is highly beneficial with certain students. So, by having a teacher aide in the classroom the main teacher can work with the students who are able to work more independently
The right to have access to education is a concern for people with disabilities. They were treated poorly and often desegregated from society. The response to the concerns of parents and educators over the exclusion of children with disabilities created the Individuals with Disabilities Education Act. The public law “guaranteed a free, appropriate public education to each child with a disability in every state and locality across the country”. In the 1970's children with disabilities entered schools and over the years, the number of students in special education has grown dramatically, from 4.3 million students in 1990 to 6.9 million students in 2003 (The Council of Chief State School Officers , 2007).
Education is a vital part of growing up. Everyone goes through the education system to help carve a path towards their future self and what career they want to focus on as they get older. However, what most people become confused on is the difference between “general education” and “special education.” General education is the education provided to students who physically attend school. Now, special education is the education provided by the school plus extra programs and services to help aid and guide the students through the general education. Special Education is defined as, “the means through which children who have disabilities receive an education specifically designed to help them reach their learning potential” (Friend, 4). The emotions
Turnbull, R., Turnbull, A., Shank, M., Smith, S.J. (2004). Exceptional Lives: Special Education in Today's Schools. Upper Saddle River, NJ: Pearson Education.