Special Education is defined in the text as
“individually planned, specialized, intensive, outcome-directed
instruction.”
Each child as an individual learns from
birth. They learn that crying
gets the attention of others, and can prompt responses such as being fed,
held, changed, or rocked. All
humans are constantly learning, whether we realize it or not.
I do indeed believe that all children, including those with
disabilities, can learn. Each
child also learns differently and different methods are more effective with
different children. Some
students might be visual learners, some might learn better from a more
hands-on approach, and some might learn better through auditory stimulation.
Part of our jobs as educators is to get to know all of our students
and learn the ways in which they learn best.
This is the first step in ensuring all of our students receive the
highest quality of education we can offer.
The Individuals with Disabilities Education
Act, otherwise known as IDEA was passed as public law 94-142 in 1975. This
Act transformed education in the United States entirely.
The purpose of IDEA is to ensure that free appropriate publication
that emphasizes special education and other related services is available to
all children with disabilities, as well as to assist each state in the
implementation of a system of early intervention services for infants and
toddlers with disabilities. Early intervention can have major impacts on
what special education services a child will need once they get into
Elementary school. There are six
major principles of IDEA; the Zero Project, Nondiscriminatory Evaluation,
Free Appropriate Public Education (FAPE), Least Restrictive Environment
(LRE), Procedural Safeguards, and Parent participation and shared decision
making. The passing of this law ensured that all exceptional children had
free quality public education available. Section 504 of the Rehabilitation
Act of 1973 is “another important law that extends civil rights to people
with disabilities”
The term “exceptional children” covers a
broad spectrum under its umbrella.
The term includes children with; intellectual disabilities, learning
disabilities, emotional and behavioral disorders, Autism Spectrum Disorder
(ASD), communication disorders, deafness and hearing loss, blindness and low
vision, Attention-Deficit/Hyperactivity Disorder (ADHD, Health impairments,
physical disabilities, low-incidence disabilities, multiple disabilities,
deaf-blindness, traumatic brain injury, and gifted and talented. As one can
imagine, the challenges that children with any of these disorders or
disabilities face are not easy, especially if facing them alone.
A child with a physical disability, i.e., in a wheel chair might not
be able to swing at recess like their friends do. Challenges such as these
can be accommodated. The school or local park could install a swing for
wheel chairs. Children with hearing impairments might feel left out in the
classroom when their classmates are having conversations and they do not
know how ASL. This can be overcome by the school providing the child with an
interpreter. With many of the
challenges that exceptional children face, there are often times
accommodations that can be implemented and provided for these children.
I believe the most important consideration
regarding where children with disabilities should receive their education
include how well their needs can be met. Least Restrictive Environment (LRE)
is a law that “stipulates that to the maximum extent appropriate, children
with disabilities, including children in public or private institutions or
other care facilities, are educated with children who are not disabled, and
special classes, separate schooling, or other removal of children with
disabilities from the regular educational environment occurs only when the
nature or severity of the disability of a child is such that education in
regular classes with the use of supplementary aids and services cannot be
achieved satisfactorily.”
The most important role of the special
education teacher is as an advocate for the student(s).
As a teacher in general, we are advocates for all children, not just
the students in our classroom. We as educators and professionals are their
voice. More important roles of
the special education teacher are to provide instruction and support that
facilitates the participation of students in the regular classroom. The
special education teacher along with the IEP team should develop an IEP for
their students and supervise that plan and ensure that the child’s needs are
being met full-circle. I must include, that one role that will always be
near to my heart is to ensure that as the teacher, and advocate of my
students, they feel safe and loved when they come to school and into my
classroom. The number one role
of any teacher before anything else is to make sure that the children that
walk through our doors feel safe in the environment and that we ensure they
are loved unconditionally. It is
not until children feel safe and loved, that they are able to reach their
full potential.
The role of the regular education teacher
also involves advocating for their students and making sure they feel safe
and loved. They are also responsible for following the student’s IEP.
The regular education teacher should work collaboratively with the
special education teacher to assist in the development of a support plan
that meets the needs of all students in the classroom, including those with
disabilities. The general education teacher should also be sure to keep up
communication with the special education teacher in regards to their
performance in the classroom, and address any problems or issues the
students might be having. Communication between the general education and
special education teachers is vital so that they are on the same page in
regards of the student.
Since I was a child, I have been passionate about all individuals being treated fairly and equally. I can remember standing up for one of my fellow students on many occasions when other students would treat her poorly and unfairly. I knew in my heart that what they were doing was wrong and could greatly affect that student and I wanted to do everything I could to help ensure that she was treated equally. It has always bothered me seeing children being bullied, especially when they have a disability. Now, as an educator and advocate for all children I can ensure that all students treat each other fairly and as equals. As a teacher and mother, it is my hope that I can instill empathy and understanding in my children and students that we are all human beings and that we are all wonderfully unique. I hope if my students learn nothing else in my classroom, they are able to find the beauty and embrace the unique qualities that each human being they encounter has to offer.