INTS3330_FP_AES

PROBLEMS WITHIN THE SPECIAL EDUCATION SYSTEM
Problems within the Special Education System
Allison Sheats
INTS 3330- D01
Texas Tech University

PROBLEMS WITHIN THE SPECIAL EDUCATION SYSTEM 2
Introduction
Both the mentally and physically handicapped fail to receive their fundamental rights as a
human. One of the most prominent problems special needs individuals face is the special
education system; this is a department that is lacking globally. More industrialized countries
typically offer superior education versus agriculture based nations, due to the fact that there are
more resources such as money; and more education on how to properly handle and educate
special needs individuals. However, industrialized nation’s superior education system does not
necessarily provide the entitled resources to all special needs individuals. This varies country to
country as each nation has a different definition for disorders that are included into the category
of special needs and which disorders receive education. “ in order to take control of the study of
special education we have to be clear about how we define it, for our definition determines what
we describe, interpret and explain” ( Booth, 1998, p.80). Furthermore, the special education
department is not allotted enough money to allow for a proper learning environment and
resources; making the education experience subpar.
In order to thoroughly understand the adversity with special education it is important to
look at the issue through an interdisciplinary approach. There are many factors attributing to the
issues within special education. One could look at the various disciplines finance, humanitarian,
psychology, education, and political science to understand the complexity of this flawed system.
However, for this paper the two disciplines of political science and education will be examined.
These two offer insight to what is the largest contributing factor to the complex issue, which
remains money. How does this relate to politics? The lack of public education makes people
unaware nor care about this issue. Therefore, there is a lack of drive to support this issue, as well
as failure to see the needs of special education. This makes very little pass through congress

associated with special education. Nations are still allowed to deny the right of education as a
result of this; as well as define what individuals qualify as special needs. Nations offering special
education, generally leave a miniscule budget for the school system to work with; making a poor
atmosphere and learning environment.
Therefore, looking at the quality of education is important. Without the basis of
understanding the politics behind special education, it would be impossible to comprehend the
poor learning environment. Low budgets bring forth unqualified teachers, due to subpar pay, as
well as low requirements for employment. Furthermore, due to a lack of resources, the
individual’s education is further compromised. Without having a political, understanding it
would be easy to suggest an increase in budget to enable a boost in salary; which could increase
qualifications for jobs, enabling fully equipped employees. In addition, a budget increase brings
more sensory rich and conducive environments, as well as superior curriculum. However, none
of this can be accomplished until this issue is understood by the public; until then it will not be
brought into politics and the special education system will remain below it potential.
Literature Review
The flawed special education system is the complex issue at hand. The current special
education system remains ill equipped, as well as still reserves the right to refuse education to
these individuals. The disciplines of Education as well as Political Science, will thoroughly
express this issue. The problems that arise with special education are related to politics and the
lack thereof of fights in congress for these individuals. Due to the lack of awareness to the
requirements of special needs individuals, this has resulted in a lack of funding for the programs,
as well as subpar classrooms, and an unsafe environment for these special education children.

The discipline of political science does turmoil it’s issues to the education experience
itself; as a result there is a lack of funding for programs, as well as, a lack of public education
related to special needs, therefore bringing harsh stigmas; this in turn results in poor treatment
for special needs individuals. First off, it is important to look at what politically qualifies a
individual to be deemed special needs and qualify for special education. The definition of special
education in China only includes education for physically disabled children. (Luo, 2011), that
leaves all other disabilities such as intellectual disabilities unable to receive an education. In the
United States, Georgia Bush came out with the “no child left behind” act; therefore, the United
States does in fact offer education to all types of disabilities. However, the United States still
reserves the right “to exclude disabled children if they believed the child would not benefit from
education or if the child’s presence would be disruptive to others” (Wolffe, 2010). This proves
inclusion to all still remains a problem; the fact of the matter is that each of these are humans and
deserves the rights set forth by the constitution no matter what diagnoses or disability they may
have. Special needs individuals “have a right of inclusion and participation in mainstream
neighborhood schools as well as the right to make the same choices as other students” (Booth,
1998, p.85). Furthermore, special needs has been found to be linked to poverty, and “significant
numbers of disabled children and youth are largely excluded from educational opportunities for
primary and secondary schooling. Exclusion, poverty and disability are linked” (Peters, 2003,
p.1). Public education should be equal no matter what tax bracket the child is born into.
However, it is apparent income determines the child’s education therefore, snowballing into the
child’s potential. Which unfairly sets the child up for failure; in fact in the United Kingdom
“Higher education has a even lower attendance rate, in the United Kingdom less than one percent
of handicapped adults were involved in any sort of education or training and in Canada half as

likely to attain a University degree” ( Hall, Healey, & Harrison, 2002, p. 219). Furthermore,
those that choose to not seek professional degrees have an even more difficult time becoming
employed. Only a mere “thirty four point six percent of working age persons with disabilities
are employed” (Stone & Colella, 1996, p.352), and these jobs are low paying jobs with very little
chance of advancement. The outcome for poor funding or denial of education results in
individuals without a chance in life.
The discipline of Education relays directly off of political science; without funding and
denial of education it makes it impossible to give these children a proper education. Below the
current education experience will be outlined. Beginning with the United States, in the past
“special education classes were often held in undesirable, out-of-the-way places such as trailers
and school basements”(Wolffe, 2010), classrooms such as this would be impossible for a teacher
to set up as a sensory rich and conducive learning environment; sensory rich environments are
important in stimulating and affectively teaching children with special needs. Special education
is about identifying categories of special needs and relating special curricula to them; thus hand
tailoring education to each individual child. With a lack of resources and a sensory rich
environment, it makes it impossible for teachers to construct a curriculum tailored to each child,
as well as obtain the resources needed gives the child an exemplary education.
Furthermore, children are being placed in classrooms with younger students which can
hinder them as it does not prepare them for life after high school (Tabor, 2000, p.7).
Additionally, “The American Disabilities Act and the Individuals with Disabilities Education Act
allowed students with disabilities to be included in regular classrooms where they learn
academics and behavior appropriate for their age. But they do not learn life's little lessons that
will prepare them for adulthood” (Tabor, 2000, p.7). However, without the individual tailored

curriculum and placing the child in regular classrooms which generally teach above their
intelligence level, this makes it increasingly difficult for the child to learn.
Connections
The common ground when considering the disciplines of political science and education,
when pertaining to special education; relays specifically to monetary needs. The lack of
integrations of special education into politics has severely deferred the quality of education
received. This could be attributed to the lack of education and awareness of the potential these
individuals hold, and the stigma associated with them. Therefore, if this issue is not a hot topic, it
many times can be placed on the “back burner”. It is no wonder there are so many political flaws,
without awareness of the issue, it becomes unseen, unmanaged, and sadly compromised. That
means budgets for special education are not properly analyzed and allotted to give exemplary
education. This also begins with what the definition of special education is, with a lack thereof
how could this problem resolved; the problem at hand is not properly outlined. Therefore, with
the lack of a standard definition this leaves each nation to decide which disabilities are included
in this definition. Furthermore, that mean policies put into place only relate to what the outlined
definition is for that nation. Therefore, in this concept the common ground could be looked at as
the lack of common ground. What is being elaborated is the fact that there is not a global
definition of what categorizes special needs; without a definition it leaves a gray area in respect
to which child receives education and which does not. Without, the clear definition it leaves
many studies unable to even begin the educational process. However, democratization, has aided
in the “transition and its democratic ideologies have influenced school governance as well as
teaching and learning” (Peters, 2003, p.3). In fact, “Columbia, Honduras, and Guatemala all
have experimental Escuela Nueve Schools that operate with a clear philosophy and vision of

inclusion” (Peters, 2003, p.3). Therefore, through political change, i.e. democratization, at least
offers the child an education; this does not necessarily aide the child with a quality education.
For example, poverty can contribute from exclusion of education or compromise the education to
be something subpar. Many nations appear to be implementing a wonderful education, China is
a prime example, their programs market that “The schools for special education in China aim at
enabling disabled children to successfully develop morally, intellectually, physically,
aesthetically, and in work experience” (Luo, 2011). However, this is a nation that only allows
physically handicapped to receive an education.
Due to the lack in politics, this mulls over to the quality of education, without proper
funding or being recognized as a real issue, the programs fail to strive to greater levels. Special
needs individuals are being thrown out into the world without valuable skills to become
employed. Sheila Hebein, executive director for the National Association for Down's Syndrome,
stated that "Then it is like they fall off the face of the earth because the school districts are not
preparing our students for employment," she said. "A lot of our kids are capable of jobs, but
schools are not giving them appropriate training to do the work" (Tabor, 2000, p.7), she is
speaking of what happens to these children post graduation. This can be attributed to the lack in
monetary funds, without funds this reduces the incentives for quality teachers. Therefore, if there
is a lack of drive towards a career in education that takes away competition for jobs, which then
could result in hiring out of desperation. Hiring out of desperation brings forth employees that
are not necessarily fully qualified for the job. Educational policies, in respect to employment, do
not necessarily put heavy stipulations on the qualifications to teach these individuals, i.e.
experience or education levels. This is particularly hindering to special needs, as trained
professionals are critical to successful education experience. Special education teachers need to

be able to assess the capabilities and intelligence levels of the special needs, as well as make
quality curriculum tailored to set their student’s up for success. All of the flaws in the education
system root back to the issue of political science, with proper public education of this issue, the
chances increase that there would be a boost in proper funding to special education programs. A
boost in funding would drastically change the current education system. It is evident that
democratization brings forth, more inclusive education; therefore, with influx of nations
becoming democratic more voices are beginning to be heard. Many of these nations will be lead
by examples; meaning they may mirror countries such as the United States; therefore, a quality
special education is imperative in the United States to globally change special education
throughout all nations. Without looking at the issue at hand through the two disciplines, it is
impossible to fully see the complex problem as a whole, if only one discipline such as political
science was chosen, then the repercussions of the school settings and lack of resources would not
be apparent. On the contrary, if only looking at the education side, it would be impossible to see
the political ties behind solving this issue.
Integrative Framework
The issues in special education resulting from political flaws must be individualized
based on nations. Agricultural societies struggle with educating all children; therefore, children
of special needs are rarely given an education, and more often than not mishandled due to lack of
education of society. In poor agrarian societies, it is imperative for the education of non-special
needs to be developed fully before focus on special education can be developed. Why would this
be so? The answer is simple; a society without general education would not be capable of
educating special needs individuals. The general public must first acquire education, in order for
individuals to be properly educated and trained to successfully teach special education. With

these nations, the problem at hand is more of humanistic approach. For the time being, the
special needs individual needs to be treated well by society, as well as teaching simple skills
such as self care. However, in Sernau’s text he discusses the democracy and human rights; it
seems as if the two concepts go hand in hand. As mentioned earlier, democratization generally
follows with inclusion, inclusion meaning including special education into the education system.
Therefore, advancing nations bring forth greater strides gaining rights to special education.
When dealing with the department of special education specifically, industrialized
nations do offer education however, defining the word special needs is an area needing
concentration. China, as mentioned above, raises awareness and promotes that they have a
program that successfully develops morally, intellectually, physically, aesthetically, and in work
experience (Luo, 2011). As mentioned earlier, when actually looking at their definition of special
needs, it only includes the physically handicapped. That leaves cognitive disorders, such as
Autism, Fragile X syndrome, and Down syndrome unable to receive an education. So, what does
that say about a nation? It portrays a nation that is not unified, as they lack caring for all their
citizens. Instead, this nation selectively chooses who is deemed worth of receiving education. By
being able to have a global definition and criteria of special needs, this will most likely bring
inclusion of all disorders, therefore, giving every human right entitled to them. Furthermore,
there are flaws in the United State’s policies when it comes to special education; the two most
pressing, the right to deny education, and the lack of funding for special education. Bringing
public awareness and education to this matter, is the only way to drive forth this campaign for
quality education. Quality meaning education is not compromised due to a tax bracket or a
special needs disorder. As Sernau discussed the topic of poverty, in the United States, poverty
has been linked to exclusion from education. In agrarian societies it is understandable why

special education is nonexistent, as they generally are poverty stricken and uneducated.
However, the United States is supposed to give an equal education to all, therefore, a tax bracket
should not decide the children’s education quality, thus determining their potential at a bright
future.
Special education is a complex problem that could not be fully understood through the
scope of one discipline. This issue remains globally, and severity of the failed system varies from
nation to nation. The disciplines of political science and education thoroughly evaluate the issues
at hand by discussing the reasons behind the lack of monetary funding and how it attributes to
the quality of the education the child receives.

References
Booth, T. (1998). The poverty of special education. Theorising special education, 79.
Hall, T., Healey, M., & Harrison, M. (2002). Fieldwork and disabled
st udent s: discourses of ex clusion and inclusion . O xford, Engla nd :
Blackwell Publishing.
Luo, Jing. (2011). Special Education in China: Modern World. In Daily Life through History.
Retrieved September 9 2014, from http://dailylife2.abc-clio.com/
Peters, S. J. (2003). Inclusive education: Achieving education for all by including those with
disabilities and special education needs. Washington, The World Bank.
Sernau, S. (2006). Global problems: The search for equity, peace, and sustainability. Boston:
Pearson/A and B.
Stone, D.L., & Colella, A. (1996). A m odel of f act ors af f ect ing t he
t reat m ent of disabled indiv iduals in organizat ions . Briarcliff Manor, N Y :
Academy of Management
Terri Tabor Daily Herald, W. ( 2000, February 18). U-46 house gets disabled students ready for
life Post-high, school program goes above and beyond what the law requires. Daily Herald p.7
Wolffe, J. (2010, December 20). What the law requires for disabled
students. The Oak land Press,

Final Paper Grading Rubric
Criteria
Points
Possible
Points
Earned
General
Paper adheres to APA formatting (title page, citations,references page,etc.).
Filename is correct. This rubric pasted at the end of the assignment.
10
Writing is clear with appropriate grammar, spelling, and punctuation. Headings
are appropriately labeled
10
Introduction (500 words)
Student clearly identifies a complex problem or issue. It is clear from the writing
that the problem is interdisciplinary. The student provides a clear rationale for the
use of interdisciplinary research process.Incorporates feedback from first
assignment.
20
Literature Review (750 words)
Student provides a brief background for the problem/issue. The student identifies
and discusses meaningful interdisciplinary questions that should be asked about
the problem/issue (inequality, conflict, and environment). Student identifies and
discusses at least 2 (no more than 3) disciplinary perspective for addressing the
problem/issue. The rationale for choosing those disciplinary perspectives is clear.
Incorporates feedback from first assignment.
20
Connections (750 words)
Student identifies the common ground between the disciplinary perspectives.
Student discusses howthis common ground will address the problem in a more
precise way than disciplinary research might.
20
Integrative Framework (500 words)
Based on the common ground, student discusses a new, holistic, integrative
framework for understanding the problem/issue. Utilizes global perspective
concepts learned in the course.Provides a clear understanding ofboth the
interdisciplinary research process and global perspectives in constructing the new
framework for understanding the global problem/issue
20
Total 100
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