2. Introduction of
special education:
Reference:
Morin, A. (2021). What is Special Education?.
https://www.understood.org/articles/en/understanding-special-education
Special Education is a program that was introduced in
the 1970’s and identifies students with special needs
and provides them with the tools and environment to
learn and succeed with limited exclusions.
Understanding how to identify each student’s needs
and providing classrooms with highly trained
educators who specialize in this sector of education
has created a strong program in public schools.
3. Assets that a
special education
student brings to
learning
Reference:
Characteristics of Giftedness
(2021). https://studentequity.dpsk12.org/gifted-talented/characteristics-of-
giftedness/
From a cultural and family value aspect, special
education students provide many assets as described
by, The "Characteristics Of Giftedness" (2021) website:
eagerness to share about his/her native culture.
demonstrates strong desire to teach peers.
shows strong sense of pride of his/her cultural
heritage and ethnic background.
From a student experience/social interaction aspect
these students have a significant impact, and their
assets are felt and respected as identified by, The
"Characteristics Of Giftedness" (2021) website:
Thinking is abstract, complex, logical, and insightful.
Concern with social and political issues and
injustices.
Puts idea or things together that are not typical.
Highly curious.
4. Relevant law and
policy
Reference:
4 Special education laws and policies every teacher should know
(2021). https://www.brandman.edu/news-and-events/blog/special-education-laws
Wright, P. (2021). The Child Find Mandate: What Does It Mean to You?.
https://www.wrightslaw.com/info/child.find.mandate.htm#:~:text=The%20Child%20Fi
nd%20Mandate%20describes%20who%20is%20covered%2C,compensatory%20ed
ucation%20and%20damages%20to%20children%20with%20disabilities.
There are several relevant laws and policies at both the
state and federal level set forth to protect and advance
special education. The "4 Special Education Laws And
Policies Every Teacher Should Know" (2021) website
outlines 4 laws that are crucial to the understanding of those
needs and are identified as:
The Education for All Handicapped Children Act (EHA);
aka Public Law 94-142.
The Individuals with Disabilities Education Act (IDEA);
created in 1990.
The Assistive Technology Act, instated in 1998 and
reauthorized in 2004.
the Handicapped Children’s Protection Act (HCPA).
Child-Find Mandate, legislation from the Individuals with
Disabilities Education Act (IDEA)
5. Expectations of the
Profession:
Reference:
Picard, D. (2021). Teaching Students with
Disabilities. https://cft.vanderbilt.edu/guides-sub-pages/disabilities/
It is the responsibility of any teacher who instructs special needs
students is to create a learning environment that is safe and
academically stimulating. The expectation for the instructor as
outlined by The Picard (2021) website is to:
- Create an inclusive environment: use language that centers
towards the student and not their disability.
- Eliminate stereotypical labels: such labels can imply that
disabled students are not as capable as other students in the
school.
- Be alert of each student’s disability and accommodations: this
will allow for assistance and preparation to occur and not
make necessary adjustments as obvious to the class.
6. Code of Ethics:
Reference:
Code of Ethics(2021). https://www.naset.org/index.php?id=2444
The "Code Of Ethics" (2021) website identifies the
following ethics per NASET:
NASET Members nurture the academic,
psychological, physical, and social potential of
children with special needs.
NASET Members apply their professional knowledge
to create a professional and supportive environment
for children with special needs.
NASET Members commit to their own learning in
order to develop their professional development.
NASET Members respect, support, and collaborate
with colleagues and other professionals in the
interest of children with special needs with whom
they work.
NASET Members collaborate with parents of children
with special needs and community, building trust and
respecting confidentiality.
NASET Members advance the intellectual and ethical
foundation of the learning community.
7. Professional
Standards of
Practice:
Reference:
Initial Practice-Based Professional Preparation Standards for Early
Interventionists/Early Childhood Special Educators (EI/ECSE) (Initial birth
through age 8) (2021). https://www.dec-sped.org/ei-ecse-standards
The "Initial Practice-Based Professional Preparation
Standards For Early Interventionists/early Childhood
Special Educators (ei/ecse) (initial Birth Through Age
8)" (2021) website identifies these Professional
Standards of Practice as follows:
Child Development and Learning.
Partnering with Families.
Collaborating and Assessing.
Application of Curriculum.
Professionalism and Ethical Practices.
8. Practices to
Advocate for the
Needs of All
Learners:
Reference:
Fink, K. (2021). Stand Up for Your Students with These Small
Steps. https://www.weareteachers.com/advocate-for-
students/#:~:text=Good%20advocates%20use%20effective%20listening%
20strategies.%20Maintain%20eye,the%20important%20information%20n
ecessary%20to%20advocate%20for%20them.
The Fink (2021) website outlines several ways one can
advocate not just for the needs of special education but rather
the needs of all learners:
Listen.
Focus on the Student.
Know Student’s Rights.
Focus on Long-Term Goals.
Get Support From Others.
9. Practices to
Promote Learner to
Meet Their Full
Potential:
Reference:
Cox, J. (2019). How to Promote Student Growth.
https://www.thoughtco.com/promoting-student-growth-
2081952#:~:text=1%20Set%20high%20expectations%20for%20student%
20achievement%202,8%20Apply%20complex%20learning%20tasks%20
More%20items...%20
The Cox (2019) website identifies the following practices for
promoting the full potential of learners:
Set high expectations for achievement.
Make sure students perform at or above expectation.
Apply higher level learning skills.
Use cooperative learning in the classroom.
Articulate information clearly.
10. Practices to
Demonstrate Respect
for Learners as
Individuals:
Reference:
Jefferson, R. (2020). How to Respect Individual Differences in the
Classroom. https://classroom.synonym.com/respect-individual-
differences-classroom-7700830.html
The Jefferson (2020) website identifies the following practices to
demonstrate the respect of each individual learner and their
differing characteristics:
Target different learning styles.
Provide accommodations.
Create an accessible learning environment.
Celebrate cultural differences.
Model.
11. References:
4 Special education laws and policies every teacher should know
(2021). https://www.brandman.edu/news-and-
events/blog/special-education-laws
Characteristics of Giftedness
(2021). https://studentequity.dpsk12.org/gifted-
talented/characteristics-of-giftedness/
Code of Ethics (2021). https://www.naset.org/index.php?id=2444
Cox, J. (2019). How to Promote Student Growth.
https://www.thoughtco.com/promoting-student-growth-
2081952#:~:text=1%20Set%20high%20expectations%20for%20
student%20achievement%202,8%20Apply%20complex%20learning
%20tasks%20More%20items...%20
Fink, K. (2021). Stand Up for Your Students with These Small
Steps. https://www.weareteachers.com/advocate-for
students/#:~:text=Good%20advocates%20use%20effective%20li
stening%20strategies.%20Maintain%20eye,the%20important%2
0information%20necessary%20to%20advocate%20for%20them.
12. References:
Initial Practice-Based Professional Preparation Standards for
Early Interventionists/Early Childhood Special Educators
(EI/ECSE) (Initial birth through age 8) (2021). https://www.dec-
sped.org/ei-ecse-standards
Jefferson, R. (2020). How to Respect Individual Differences in the
Classroom. https://classroom.synonym.com/respect-individual-
differences-classroom-7700830.html
Morin, A. (2021). What is Special Education?.
https://www.understood.org/articles/en/understanding-special-
education
Picard, D. (2021). Teaching Students with
Disabilities. https://cft.vanderbilt.edu/guides-sub-pages/disabilities/
Wright, P. (2021). The Child Find Mandate: What Does It Mean
to You?.
https://www.wrightslaw.com/info/child.find.mandate.htm#:~:text=The
%20Child%20Find%20Mandate%20describes%20who%20is%20co
vered%2C,compensatory%20education%20and%20damages%20to
%20children%20with%20disabilities.
Editor's Notes
Special Education is an amazing program which provides students with specific needs assistance while allowing them to remain active with all their fellow classmates as much as possible. Each decade has seen tremendous advancement in the understanding and placement of special education students and created a strong community and support system to encourage inclusion and assistance.
Unlike 50 years ago where special education placed students in a different classroom, today programs are offered that allow these students to remain integrated with the rest of their classmates. Programs such as Least-Restrictive Environment (LRE) which focuses on the individual student and providing the resources they need to succeed in class; or Individualized Education Program (IEP) which provides specialists to work with students individually to identify challenges and work on strengths (Morin, 2021).
Reference:
Morin, A. (2021). What is Special Education?. https://www.understood.org/articles/en/understanding-special-education
As an educator, I have experienced instances where I was able to learn from the students in my class; none of which have I learned more from than my special education students. Where some may see disadvantage or weakness, these students see opportunity and strength and from this comes an abundance of assets that these students bring to learning.
From a cultural and family value aspect, special education students provide many assets as described by, The "Characteristics Of Giftedness" (2021) website:
eagerness to share about his/her native culture.
demonstrates strong desire to teach peers.
shows strong sense of pride of his/her cultural heritage and ethnic background.
From a student experience/social interaction aspect these students have a significant impact, and their assets are felt and respected as identified by, The "Characteristics Of Giftedness" (2021) website:
Thinking is abstract, complex, logical, and insightful.
Concern with social and political issues and injustices.
Puts idea or things together that are not typical.
Highly curious.
These assets are refreshing and create a presence in the classroom that is infectious to everyone, I believe that all students learn from one another, and the pure honesty and excitement shared from my special needs students impact everyone in a positive light, we are all better for being in class and learning from them.
Reference:
Characteristics of Giftedness (2021). https://studentequity.dpsk12.org/gifted-talented/characteristics-of-giftedness/
The country has continued to take large steps toward protecting and advancing the education experience for special needs students. Since the mid-1970’s regulations and policies have continued to evolve based on the continued understanding of the true needs and impact of education to the special needs community. The "4 Special Education Laws And Policies Every Teacher Should Know" (2021) website outlines 4 laws that are crucial to the understanding of those needs and are identified as:
The Education for All Handicapped Children Act (EHA); aka Public Law 94-142.
This act was originally passed in 1975 and requires that all public schools accepting federal funds must provide equal access to education for children with physical and/or mental disabilities.
The Individuals with Disabilities Education Act (IDEA); created in 1990, required public schools to create the following Six Pillars:
The Individualized Education Program (IEP) - for students who were found eligible for special needs services.
Least-Restrictive Environment (LRE) - for students to have a class environment ideal for academic achievement.
Free Appropriate Public Education (FAPE) - which ensures that education and related services will meet the needs of each handicap person.
Procedural safeguards - to make sure students are receiving FAPE and giving parents power to their child’s records and request for additional testing.
Appropriate Evaluation – eliminates the use of any single evaluation tool to protect minority and cultural discrimination.
Cross Collaboration – allows parents, teachers, and school psychologists to work to develop the educational plan and programs for each student.
The Assistive Technology Act, instated in 1998 and reauthorized in 2004.
This act creates a level playing field by providing those with disabilities access to assistive technology so each person can fully participate in school, work, and other daily activities along with their fellow classmates and coworkers.
the Handicapped Children’s Protection Act (HCPA).
Created in 1986 to provide additional support not covered by the Education for All Handicapped Children Act (EHA), specifically legal cost relief should a parent sue based on violations of the EHA and win their suit.
One of the most important pieces of legislation to come from the Individuals with Disabilities Education Act (IDEA) is the “Child-Find Mandate.” Wright (2021) states, “Child Find requires all school districts TO identify, locate and evaluate all children with disabilities, regardless of the severity of their disabilities. This obligation to identify all children who may need special education services exists even if the school is not providing special education services to the child” (What is Child Find?). This is such an important mandate as it protects and ensures equal and fair treatment of all students and acts as a safeguard for parents.
Reference:
4 Special education laws and policies every teacher should know (2021). https://www.brandman.edu/news-and-events/blog/special-education-laws
Wright, P. (2021). The Child Find Mandate: What Does It Mean to You?.
https://www.wrightslaw.com/info/child.find.mandate.htm#:~:text=The%20Child%20Find%20Mandate%20describes%20who%20is%20covered%2C,compensatory%20education%20and%20damages%20to%20children%20with%20disabilities.
It is the responsibility of any teacher who instructs special needs students is to create a learning environment that is safe and academically stimulating. The expectation for the instructor as outlined by The Picard (2021) website is to:
Create an inclusive environment: use language that centers towards the student and not their disability.
Eliminate stereotypical labels: such labels can imply that disabled students are not as capable as other students in the school.
Be alert of each student’s disability and accommodations: this will allow for assistance and preparation to occur and not make necessary adjustments as obvious to the class.
Ultimately the expectation is that the instructor provides an environment as close to the environment experienced by his/her peers. Addressing each student by their name and not by their disability creates a center for education where the focus is on the content and academic development. Through the partnership of the school and each parent, every student regardless of needs will be able to participate in as close to the same experience as everyone else and at the end of the day inclusion is a practice that everyone benefits from.
Reference:
Picard, D. (2021). Teaching Students with Disabilities. https://cft.vanderbilt.edu/guides-sub-pages/disabilities/
As important an impact a teacher has on a student, the foundation for their actions and direction come from a defined code of ethics which have been identified by The National Association of Special Education Teachers (NASET). According to the “Code Of Ethics” (2021), “Members of NASET must recognize a responsibility to children with special needs, their parents, the community, to other professionals, and to themselves” (Preamble – Statement of Purpose). The "Code Of Ethics" (2021) website identifies the following ethics per NASET:
NASET Members nurture the academic, psychological, physical, and social potential of children with special needs.
NASET Members apply their professional knowledge to create a professional and supportive environment for children with special needs.
NASET Members commit to their own learning in order to develop their professional development.
NASET Members respect, support, and collaborate with colleagues and other professionals in the interest of children with special needs with whom they work.
NASET Members collaborate with parents of children with special needs and community, building trust and respecting confidentiality.
NASET Members advance the intellectual and ethical foundation of the learning community.
Reference:
Code of Ethics(2021). https://www.naset.org/index.php?id=2444
The Council for Exceptional Children (CEC) has collaborated with partnering divisions in the Special Education community such as the CEC’s Division of Early Childhood (DEC), schools, and communities to create a strong list of standards by which teachers can prepare and practice efficiently and with strong direction. The "Initial Practice-Based Professional Preparation Standards For Early Interventionists/early Childhood Special Educators (ei/ecse) (initial Birth Through Age 8)" (2021) website identifies these Standards as follows:
Child Development and Learning: Emphasizing the relevance of knowledge, individual differences, and learning based on biological and environmental conditions.
Partnering with Families: Building partnerships with families through understanding family systems theory and family-centered practices.
Collaborating and Assessing: Applying collaboration models to engage in individualized intervention. Understanding assessment purpose, tools, and methods to properly gather and analyze results to best interpret and utilize data to benefit the student.
Application of Curriculum: Create high-quality and meaningful learning opportunities across natural and inclusive learning environments.
Professionalism and Ethical Practices: Understanding the importance of engaging in professional practices, advocating for improvements for students, families, and the profession.
Reference:
Initial Practice-Based Professional Preparation Standards for Early Interventionists/Early Childhood Special Educators (EI/ECSE) (Initial birth through age 8) (2021). https://www.dec-sped.org/ei-ecse-standards
Teachers who chose to devote their lives to the advancement of special needs students are as much educators as they are champion advocates. The Fink (2021) website outlines several ways one can advocate not just for the needs of special education but rather the needs of all learners:
Listen: The best advocates are attentive listeners, this allows you to learn the student’s goals, interests, and the best ways to allow them to thrive. Once you understand the student you can better advocate for them.
Focus on the Student: Allowing yourself to see any situation through the eyes of your student allows you to remain sensitive to them and act in their best interest.
Know Student’s Rights: Get familiar with laws and policies as you will need to have strong backing when advocating for your students. A great example is understanding the intricacies of a 504, IEP, or LRE program.
Focus on Long-Term Goals: Always remain focused on the end goal and not any setbacks in the moment, remember to always rebound from any momentary setbacks.
Get Support From Others: Creating strong relationships with other teachers and like-minded members of the community will create a network of support when an issue arises that requires advocacy, strength in numbers is an amazing tool to have.
Reference:
Fink, K. (2021). Stand Up for Your Students with These Small Steps. https://www.weareteachers.com/advocate-for-students/#:~:text=Good%20advocates%20use%20effective%20listening%20strategies.%20Maintain%20eye,the%20important%20information%20necessary%20to%20advocate%20for%20them.
As an educator it is paramount that every class is geared toward presenting information and encouraging each student to meet their full potential. The Cox (2019) website identifies the following practices for promoting the full potential of learners:
Set high expectations for achievement: Some students will show independence and work to their potential, while others will simply do the minimum and work to the expectation of the instructor. When you demand more, the student will deliver more.
Make sure students perform at or above expectation: Once expectations are set, teachers must follow up with students to review information they missed and continue to develop lessons that demand performances above average.
Apply higher level learning skills: The application of information is left to the discretion of the teacher; this application can challenge students to see and express information in a different way and in doing so create a lasting impression to which the information is stored and remembered.
Use cooperative learning in the classroom: Many students are shy and do not want to raise their hand to ask a question or share an answer and be center of attention in class. Allowing cooperative learning gets students moving and engaging, the smaller group size is more intimate and creates a safe space for all students to share and engage with classmates.
Articulate information clearly: The teacher has the power to grab the attention of the class or lose it. The first factor in this decision is the ability to articulate the information in class clearly. By speaking slow and clearly and organizing the information in a way that is not overwhelming the students are more likely to stay attentive and retain the information.
Reference:
Cox, J. (2019). How to Promote Student Growth.
https://www.thoughtco.com/promoting-student-growth-2081952#:~:text=1%20Set%20high%20expectations%20for%20student%20achievement%202,8%20Apply%20complex%20learning%20tasks%20More%20items...%20
An educator wears many hats, as an educator early in my career I have taken a great care in identifying and respecting the individual learner and their differences that influence them. Understanding what makes a student unique and think as they do allow me to better understand their work and how to present my lessons. The Jefferson (2020) website identifies the following practices to demonstrate the respect of each individual learner and their differing characteristics:
Target different learning styles: Create lessons that incorporate multiple ways to receive the information presented, such as: visual aids, spoken word, music, hands-on activities, and unique stories to capture the interest and attention of the class.
Provide accommodations: Understanding your students will allow you to provide accommodations to make learning and interacting easier for everyone. Allowing for preferential seating, reviewing assignments before they are assigned, allowing access to the class notes, and even behavioral modification programs are all in place to push students toward responsibility, accountability, and success.
Create an accessible learning environment: Be sure that your room and your lessons are set up to reach all students regardless of any individual needs they may have, ranging from special needs to physical needs. The more comfortable a student is and the less they feel spotlighted for their condition the better experience they will have.
Celebrate cultural differences: Allow students the open forum to talk about their families, backgrounds, and practices. Accommodate for students who may miss time for holidays and make sure they are provided the work they will miss. Inclusion is a trait that is appreciated and opens the perception of the whole class to a part of the world they otherwise may not learn about.
Model: Exemplify the qualities you ask of your students, fair treatment, speaking respectfully, and addressing any behavioral issues privately will create a trusting culture and an environment of respect and open learning.
Reference:
Jefferson, R. (2020). How to Respect Individual Differences in the Classroom. https://classroom.synonym.com/respect-individual-differences-classroom-7700830.html
