The Importance Of Inclusion In Special Education

The Importance Of Inclusion In Special Education
The term inclusion is defined as being included within a group or structure. In education, this refers
to the inclusion of special needs students with non–disabled students for the entire, or most of, the
school day. In most schools today, students with special needs are separated from the other students
for the majority of the day. The debate of how special needs students should be incorporated in
schools has been going on for years. There is an argument to both sides of this debate, however, both
have to consider segregation, inclusion, integration and ultimately respect. For many years school
systems have been attempting to perfect special education. They have been developing new
techniques and skills to better suit different disabilities that a student might have. The question at
hand now is if the segregation of students with disabilities from those without disabilities should be
the standard for all schools. Mary and Kenneth Smith, authors of I Believe in Inclusion but...,
conducted a study to describe teacher's perceptions of factors that contributed or hindered success in
inclusion based classrooms. The study suggests that students with special needs need more attention
than other students. "Research has indicated that classroom teachers may be very skeptical of
inclusion and that they strongly expect that the practice will present inherent problems." (Smith,
Mary K., and Kenneth E. Smith 80–161). Another reason that Smith and Smith make is that with
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Special Education Assignment
Working with students with special needs, as teachers, we need to protect our students' right. Special
education teachers are required to keep high standards and meet best practices. According to the
Preliminary Credential Competency Checklist Historical and Legal Foundation 1.4 (2014), two of
the best practices that are enforced in the special education field is to individualize education and
evidence–based practice (p.1). Being a teacher in a special education classroom, there is a diverse
level of learners and each student has an individual methods of learning. The role of the teacher is to
verify each students learning is being meet. Individualizing a lesson by making accommodiations or
modification for them to learn the curriculum. Implementing evidence–based practice is using an
educational method of learning that will support the students learning based on previous research
that has been completed. Using evidence–based practice in a special education classroom is a key
component when a student or students need an intervention to support them in the academic area
they are struggling. Special education teachers are responsible of meeting best practice standards to
*** students academic learning.
My responsibilities this week as continued with teaching whole class lessons and small group
instruction. When teaching whole class instructions, before beginning the math material, I had to
keep in mind the different level of students' math level. When starting to teach

Disadvantages Of Special Education
INTRODUCTION
The definition of "special education" in the encyclopaedia of children's health declares:
"Special education refers to a range of educational and social services provided by the public school
system and other educational institutions to individuals with disabilities who are between three and
21 years of age. Special education is designed to ensure that students with disabilities are provided
with an environment that allows them to be educated effectively. Disabilities that qualify for special
education include physical disabilities, such as deafness or blindness; mental disabilities, such as
Down's syndrome and autism ; medical conditions, such as oxygen dependence or traumatic brain
injury; learning deficits, such as dyslexia ; and behavioural disorders, such as attention deficit
hyperactivity disorder (ADHD) and conduct disorders."
(The encyclopaedia of children's health, 2017, Internet source:
http://www.healthofchildren.com/S/Special–Education.html#ixzz4zu4cTODJ) Considering that, the
purpose of this report is to analyse the main practises and tools that Finnish schools are using in the
"special education" field.
The analysis is based on the observation of three schools in Rovaniemi, done in different classes,
and tries to compare some Finnish methods with the Italian ones.
OUNASRINTEEN KOULU
Ounasrinteen Koulu is a new ... Show more content on Helpwriting.net ...
It's important to emphasis their skills in the group and not just put them in a lower position as
someone who needs help. Every pupil has his difficulties and strengths and is a teacher important
task to create the right atmosphere to let everybody express their selves in the best way, helping and
supporting each other, but also emerging from the group for the peculiar

Minorities In Special Education
When a minority group's numbers in special education are statistically higher than they should be,
they are considered disproportionate. It can also be an over–representation or under–representation
of minority students identified with a learning disability or other type of disability under the IDEA
(2004). Disproportionality is defined as the representation in special education involves comparisons
made between groups of students by race or ethnicity who are identified as eligible for special
education services. According to IDEA (2004), Disproportionality maintains to exist in some of the
categories listed, especially in the areas of the specific Learning Disability (SLD), Emotional
Disturbance (ED), and Intellectual Disability (ID).
Among the contribution to the misidentification of minority students for special education, students
are classified with disabilities. Students with disabilities often have poor classroom instruction
previous to the transfer to special education, are exposed to inconsistent or subjective placement
policies and procedures, and are put into special education based on income and social class due to
the lack of schooling opportunities ... Show more content on Helpwriting.net ...
Researchers founded approaches to assessment, cross–cultural curriculum, program implementation
and intervention and structural changes that develop proportionality, when applied in a culturally
receptive manner. (Briggs, et al., 2008; Joseph & Ford, 2006). Schools need to identify children in
need of additional support prior and improve general education services, in order to prevent the need
for special education placement. In addition, the measures improve a teacher's preparation and direct
the variety of biological and factors contributing to disproportionality (Donovan & Cross,

Inclusion In Special Education
Special education could be simply teaching students with special educational needs (SEN) in special
schools. However, Halliwell (2003) demonstrated that children are considered to have special
educational needs if they suffer a learning difficulty which requires special educational support or
provision. Inclusion has been defined through different perspectives. Ainscow et al. (2006) define
inclusion on a narrow and a wide scope. Narrowly, it means promoting and including a particular
primarily disabled group of students in mainstream education. Broadly, it means including and
promoting a diverse group of children concentrating on how schools are adaptive to meet the
diversity of all students. On the other hand, (Loreman et al. 2007) regard inclusion as a belief based
on the concept of social justice that promotes and guarantees that all students, regardless of their
differences, receive equal inclusive educational opportunities.
A school with inclusive strategy is the one where the achievements, attitudes, teaching and learning
of every learner matter (Ofsted, 2000). This means a highly consideration of pupils' different needs
and life experiences. For inclusion to be effectively implemented, schools need to provide an
appropriate and fit learning environment for all students. Stainback and Stainback (1990) asserted
that true inclusive schooling means all students should be included in the mainstream with suitable
flexible programmes and continuous support to meet their

The Importance Of Special Education
When I was a kid, I was not so good at writing because I had bad handwriting, poor speech, and was
bad at grammar and spelling. It started around my second grade; my handwriting was so atrocious
that my teachers put me into a special education class to improve my motor skills in my hands. I
took that special education class for about four to five years, I did improve my handwriting skill, but
when I write too fast it could appear sloppy, but it is still better than before I had that class though.
That class was pretty fun, me and my buddy, that was also was in my class, would practice writing,
search for beads in putty, and play other types of games that involves using our hands. While in that
class, I meet a kid named Christopher, he lost his arms and legs from meningococcal septicemia or
meningitis, it made me both happy and sad to know that at least I have hands, arms, legs, and feet.
Luckily for Christopher, he now got some new prosthetic limbs when I left special education class
and for what I heard, he is living well now. You see everyone, Christopher still tried to get better at
writing even though he was disable, so there should be no reason you should not try to get better at
least you have hands he did not hands.
During that time when I was in that special education class I was also in another special class to
improve my pronunciation of words with the th– sound. I always loved that class because my
special education teacher was so nice to us. We would play

Educational Education And Special Education
According to the Foundation for People with Learning Disabilities, 89% of children with moderate
learning difficulties, 24% of children with severe learning difficulties and 18% of children with
profound multiple learning difficulties are educated in mainstream schools. Something so prevalent
must surely be effective. However, that is not always the case. It's disheartening watching these
mainstreamed students struggle socially and academically. Either looked over or coddled by general
education teachers; teachers without the proper training, no less, expected to properly instruct these
students with intellectual disabilities. Kids that are always expected too much of or doubted
indefinitely. These are the children that don't belong in a general education classroom. While
mainstreaming, the act of blending general education and special education classes, can possess
benefits for both general education and special education pupils, it should not be implemented in
school systems as it creates a more disruptive environment that campaigns for inhibited learning.
But that's only the inauguration of the series of issues present here. The concept of mainstreaming is
based on the fact that a student with disabilities may benefit both socially and academically from
being assigned to a general education classroom rather than a special education classroom (Perles).
A mainstreamed student may have slight adjustments in how they are assessed, but they learn mostly
the same material and

Reflection Paper For Special Education
Mrs. Bates had been teaching for twenty years. She has worked at Highlands's elementary school for
nine years. She said in the school there are only two special education classroom which are self–
contained and inclusion. She was explaining to me that the students at Prairie Hills junior high has
more special education classroom.
On May 18, 2017 I had the opportunity to sit in an IEP meeting with Mrs. Bates who is the inclusion
teacher. The IEP meeting was held at Highlands's elementary school in room 118 in Hazel Crest,
Illinois. The meeting was held in a small resource room. The child that they was meeting about was
a boy in the 4th grade his primarily disability was Specific Learning Disability (SLD) and the
secondary disability was Speech or Language Impairment.
I arrived at the meeting at 12:20 p.m. They were sitting down about to get things started. Before the
meeting each one of us went around the table to introduce our self and my host teacher let the parent
know that I was going to attend the meeting in advance. The parent that attends the meeting was the
mother. The people that participant in the meeting was the special education teacher, administrator,
Speech–Language Pathologist, Social Worker, Occupational Therapist, and Physical Therapist. The
first thing that the Social worker started talking about was the child health the child did not have any
major health problems but there were some things the staff was worry about which were his
allergies sometimes act up in class, he has colds, and he is falling asleep in the classroom. He has
been receiving Psychology support from Dr. Drew since February of this year. He discusses things
that make him angry with Dr. Drew. The social worker said he function on an average level but
when you look at his appearance it's not right. She said when she saw him he had his shoes on the
wrong foot. The social worker also have a concern about his appearance she said he has an odor. She
also asked if the mother could supervise him when he is taking a bath and when he gets dressed in
the morning. She said most of his problems is the adaption functional is talking to other people, ask
for information, and asking for help to complete his work. His voice quality is

Historical Background Of Special Education Essay
"In 2011 according to the National Center for Education Statistics 13 percent of the total number of
enrollment in the public school were receiving federally supported special education programs".
(National Center for Education Statistics) The goal of special education is for all students with or
without a disability to be educated in the least restrictive environment. It is the common belief that
special needs students should be placed in the general education classroom with their non–disabled
peers a term called inclusion. Inclusion hasn't come easy! There has been several court cases fought
that have provided special needs students access to a free appropriate education in the least
restrictive environment. Historical Background of Inclusion There have been several court cases that
have worked toward Inclusion. District cases gained momentum getting the attention of the higher
courts to ultimately pave the way nationwide. The first right–to–education lawsuit was Pennsylvania
Association for Retarded Children versus the commonwealth of Pennsylvania (1971). PARC was an
organization composed of mother's advocating for their children ages 6–21. In Pennsylvania
children were not able to enroll into school if they had not reached a mental age of 5 by their
chronological age of 8. The district court ordered that all mental retarded children were to be given a
free education. It was also ordered to begin to evaluate the most appropriate placement for all
children.

Pros And Cons Of Inclusion In Special Education
Inclusion in the Classroom Inclusion is the act of having students with disabilities and abled body
students in the same classroom. In concept this has many benefits not only for the students but it
also saves time and money for the school, however in practice I do not think inclusion works the
way it was hoped to. Inclusion in theory will put light strain on the classroom because of safe guards
such as helper teachers are in place to help out. In my experience these teachers are in the way most
of the time when students are trying to learn, and students feel cheated when the special needs
students are handed a supplemented test making the students feel bad. Lastly that the pros of
inclusion in the classroom are set in perfect conditions with good teachers on both sides special
education and general education, however most of the time that is not the case. Cons of Inclusion
There are obvious disadvantages such as the lack of training, general education teacher will have in
dealing with disabled students. A teacher trained specifically in special education could and would
provide a much better service to the students that need it. Another issue is "depending on the nature
of a child's disability, it can affect the way that a student behaves. According to the ERIC article,
that pupil's misbehavior and disrespect can be so intense that it disrupts the learning environment"
(Koolbreeze, 2017). This type of misbehavior could also be expressed in students without
disabilities,

Special Education Synthesis
The following are the topics I have chosen to use for my synthesis paper:
Teacher Education: Toward a Qualified Teacher in Every Classroom
Trends Relating to Special Education Service Provisions in Public, Private Schools, and Charter
Schools
Impacts of Accountability and Data Driven Models for Special Education Teachers and Students
Teachers, services provisions, and accountability have impacted special education in similar and
different ways. In my paper I will look at the impact each area has on the students, parents, and the
teachers. There are links from all three topics to the NCLB act, which has had some recent changes.
I hope to learn more about each area and how they affect both general education teachers and special

Special Education In The 1890s
In order to have a good understanding of Special Educational Needs and how the education system
accommodates for children with SEN, it is important to know how it has developed over the past
hundred or so years.
In 1886, the Egerton Commission was set up to view the educational provision of children who were
deaf, blind or dumb. By 1888, the Egerton Commission had begun including the education of those
from â€˜exceptional circumstancesâ€™ who would appear to need â€˜exceptional methods of
educationâ€events which unfolded around this time had a large impact on how special needs was
viewed and still affects special education needs provision now. Around this time the idea of
segregated education was formed and this is the basis for the â€˜specialâ€™ ... Show more content
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In 1889 it was suggested that children who were considered to be feeble–minded children were to
continue to be educated within the mainstream system but within education classes and children
considered to be educable–imbeciles were to be educated in special institutions. These
recommendations led to the opening of of special schools in the 1890s.
In 1898, the government expressed a lack of defining criteria for these groups and therefore the
difficulty in defining labels and correct education for children with special education needs. This led
to the Departmental Committee on Defective and Epileptic Children to create the subgroup – â€˜the
ability to earn a livingâ€™. Children who were considered as able to earn a living were children
previously labeled as feeble–minded whereas children who were imbeciles or idiots were considered
as unable to earn a living.
By 1913, the Board of Educationâ€™s Chief Medical Officer decided to group children into five
categories: the mentally normal child, the dull or backward child, the feeble–minded child, the
imbecile child, the idiot. This shows that educators were beginning to have a greater understanding
of different abilities. the Board of Educators was also beginning to understand that the lack

Integrating Special Education Children
Disadvantages of Integrating Special Education Children in Regular Classrooms Few topics have as
much controversy as inclusion of children with special needs in regular classrooms. Few
professionals question the appropriateness of inclusion of students with disabilities in regular
classes. However, significant debate about which students should form part of the general education
classes and the time they should spend in those classes persists. This has led to two groups, one for,
and the other against inclusion. There are those who think that all students belong to regular
education. This group claims that all students have a right to attend school with their peers and this
can only occur within a single system where all students form the learning community. Secondly, the
group claims that all students can benefit from education through supportive learning in inclusive
settings. Third, they cite stigma as unfavorable to the children's welfare. Lastly, they observe that the
approaches used in special classes do not significantly differ from those used in regular classes
(Zwaagstra et al. 13). Conversely, the other group believes that only students who meet certain
standards should be included in regular classes. The group supports inclusion only under unique
conditions. This group observes in regular classrooms instructors cannot offer some of the services
that students with disabilities need. Additionally, they claim that instructors in regular classrooms
may lack the

Special Education Observation
This semester I visited the Reach Academy in West Harrison, New York. My experience observing
gave me incredible insight into the world of special education. The Reach Academy is a residential
treatment facility. Many of these students did not work well in the inclusive classroom setting. The
school features students with various different disabilities, including autism, emotional and
behavioral disorders, and speech and communication disabilities. During my fieldwork I observed
two social studies special education classroom. I observed an American History class and a global
history class. The first class I visited was a 12th grade American history class. The students planned
to graduate this coming June and were also preparing to take the Regents exams. The class included
one special education teacher and one teacher's assistant. Some students in the class had their own
aide. The class consisted of 7 students including students with autism and emotional and behavior
disorders. The lesson was on the the Declaration of Independence. The start of the lesson included
the objective of the lesson, which was for students to identify the key points of the Declaration of
Independence. The teacher greeted the class and turned their attention to the board. The board
included a quote about independence. The teacher asked the students to read the quote and answer
the following questions, Does this quote support independence? What reasons does he give to
support his decision? What

Philosophy Of Special Education
It is believed that all students have specific, varying needs and learning styles. As an educator, it is
my duty to meet the needs of every individual and make accommodations; especially in regards to a
student with an exceptionality. Special education should not be a separate division of a school but
rather an integral piece to complete the entire structure. Students with exceptionalities should be
given the exact opportunities that an able–bodied student would have in areas such as, but not
limited to, education and extracurriculars. They should be encouraged to participate with their
fellow peers and build relationships with students of all personalities and characteristics.
Maintaining a level playing field in all aspects of a student's

Special Education And The Benefits Of Technology
Special Education and the Benefits of Technology in the Classroom Special Education is a type of
instruction designed to help disabled and gifted children use their full learning abilities. Many
special needs children work in regular classrooms for most of the school day. These students also
work with specially trained teachers for part of each school day. These teachers work with helping
them to overcome their disabilities. These sessions are usually held in a classroom called a resource
room. A resource classroom is usually equipped with materials such as braille typewriters, special
computers and many other useful resources. Since the late 1800's, technology has changed in many
different ways.
In the 1800's it was very difficult for people to communicate with each other. People could only
communicate with if they were in person or by mail. The development of the radio began in the
1830's; and this allowed people to communicate quickly between any two points on land, at sea, and
later, in the sky, and in space.
In 1895, an Italian inventor sent radio signals more than a mile through the air in the form of
telegraph code signals; and in 1901, his equipment transmitted signals all the way from England to
Canada. In 1906, Reginald Fessenden was the first scientist to transmit his voice by radio. In the
1920's, radios could broadcast comedies, adventure dramas, music, and other kinds of radio
programming to peoples homes.
From radio to television, technology began to

Special Education Reflection
Running Head: REFLECTION PAPER
Reflection Paper
En Tseh Wang
Lehigh University
Special Education 332 (Education and Inclusion of Individuals with Special Needs) has been
enlightening for me as a secondary mathematics educator. In the beginning of the semester, my
feelings towards special education were those of apathy and insensitivity. I now understand that my
feelings were due to my lack of knowledge and my judgment based on stereotypes.
I always knew that making fun of students with learning disabilities was wrong. However, I never
felt that inclusion of special education students in general education classes was plausible or made
sense. I felt that special education students belonged in their own classrooms; and that ... Show more
content on Helpwriting.net ...
One of the greatest tools that this class has given me is universal design. "Universal design for
learning is a process for considering the needs of all students in the classroom...and designing
curriculum, instruction, and evaluation with sufficient flexibility so that each student benefits"
(Turnbull, Turnbull, Shank, and Smith, 2004). I will not be able to teach my general education class
with special education students in it, by using universal design

Special Education Observation
Description of the experience conducted The observation was conducted at *** in an special
education math class. The students were 8th grade students with learning disabilities who needed
support in the field on mathematics. The classroom consisted on the special education teacher, the
classroom aide, and ** students. When I walked inside the classroom, all the student had their desk
facing the front of the classroom. The teacher instructed for the students to take out their
chromebooks because students were beginning to become exposed to a new testing program. Ms. **
was clear in letting students know of the new program they were going to be using and to focus on
the tools the program gives them to work with and how to save their answers along the process. All
students were given sufficient time to walk through the new program and to ask questions on how to
complete a specific task. When their time was complete, students moved on to being introduced to
slope–intercept form. Students were given a video to watch to give them an over view of what it
was, but also as an introduction to the new material. Ms. * exposed to the students multiple times to
the material by showing students how to do it, allowing them to do it on their own, and working in
groups to solve the problem. During the period the * students were with Ms. * they had the
opportunity to have multiple exposure to the new material they were learning.
What did you learn from this experience? Based on the

Ip Special Education
Another change in special education involves the inclusion and acceptance of students with
disabilities in public school settings. An essential aspect of integrating special education students
into public schools is the idea of Individualized Education Programs (IEP). If a child is enrolled in a
special education program, it is mandatory that they be assigned an IEP. This legal document,
required by law, outlines the child's learning needs, the services that will be provided for them, and
how their progress and achievement will be measured annually. "The IEP lists the academic and
functional skills that the IEP team thinks your child can achieve by the end of the year. Annual
educational goals should help your child participate in the general education classroom" (Stanberry).
An IEP is an accurate ... Show more content on Helpwriting.net ...
Taking advantage of the technology provided for students with disabilities has benefitted them
greatly in the areas of personal learning and accomplishments. Before the Least Restrictive
Environment Act was enacted, qualifications and classifications of students with disabilities had
been significantly behind. After new changes, the social benefit it had on many students involved in
special education was very evident in their behavior and understanding of the material being taught.
The Least Restrictive Environment Act essentially establishes the rights for handicapped children to
be educated with their non disabled peers to the greatest extent appropriate. "The requirement in part
was an impetus for previously self–contained special–education programs to be integrated into the
regular education schools and into the regular education classrooms" (Nitsch). This act has a
prominent role in closing the gap between special education and general education classrooms, to
which we still follow

A Career In Special Education
Special education teachers remain in high demand. Although there are numerous special education
teaching jobs, there aren't enough individuals in the field to fill these positions. Children suffering
from mental or physical disabilities often need special learning method and require more time and
energy from their instructors. Currently, approximately ten percent of individuals working in this
field lack the necessary credentials, and states are authorizing temporary licenses. Teachers with a
temporary license are then given a predetermined period of time to complete their license. As the
need for teachers in this field is expected to grow by approximately 35 percent over the coming
decade, those wishing to become a special education teacher will find they have numerous job
opportunities.
Growth In Special Education
Dr. K. Lynn Boyer, is the Council of Exceptional Chldren's National Clearinghouse for Professions
in Special Education director. Dr. Boyer states there are roughly 380,000 teachers currently
employed in the field. An estimated 13 ... Show more content on Helpwriting.net ...
At this time, universities train approximately 22,000 teachers to work in special education teaching
jobs every year. This is only 50 percent of the number needed to fill these positions. Further
exacerbating the problem is the departure rate of educators currently working in the field. Studies
show that a special education teacher is significantly more likely to leave his or her profession than
mainstream educators. This is due in part to a lack of support on the part of school administrators,
mounting paperwork, minimal resources and more.

Special Needs For Special Education
Introduction/Purpose
Fitzgerald, Ryan & Fitzgerald (2015) reported that it has been an increase of children identified with
special education needs in different countries in Europe. One of the explanation for this influx is the
definition of special needs recently changed, which caused more children to fall under that category.
Since more children qualify for special education, professionals and parents need training and
guidance on meeting the needs of those students. In Ireland, there is a challenge in finding the best
comprehensive and coordinated Early Intervention (EI) service because EI models varies in different
areas, which cause inconsistencies (Fitzgerald et al., 2015). The two models that are mostly used in
Ireland are the multidisciplinary team approach (MDA) and the transdisciplinary team approach
(TDA). Some of the functions and characteristics of the MDA are the team members assess, create
goals, work with and evaluate the child separately. In addition, the team provides home visits. Some
of the functions and characteristics of the TDA approach are team members collaborate with each
other, the team members cross disciplinary boundaries to increase communication and one team
member is designated as a key worker, "which is someone who is available as a link for families
attending EI services" (Fitzgerald et al., 2015, p.200).The purpose of this study is to discover
parents' experiences with EI models to identify efficient and effective strategies to implement to

Essay special education
CONCEPTS AND DEFINITIONS OF DISABILITY The contemporary conception of disability
proposed in the WHO International Classification of Functioning, Disability and Health (ICF) views
disability as an umbrella term for impairments, activity limitations and participation restrictions.
Disability is the interaction between individuals with a health condition (e.g. cerebral palsy, Down
syndrome or depression) and personal and environmental factors (e.g. negative attitudes,
inaccessible transportation, or limited social supports). Long ago there was great confusion over the
meaning of terms such as impairment, handicap, or disability. Then, in 1980, the WHO provided
great service by offering a clear way of thinking about it all in a little book ... Show more content on
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Measurements of quality of life extend the disability focus beyond the ability to perform "activities
of daily living" to include a broad range of functioning (work, home, play) and also the person's
feelings of satisfaction and well–being. This is necessarily a qualitative and subjective concept,
judged by the patient in terms of the extent to which they are able to do the things they wish to do.
In this medical context, quality of life is distinct from wealth or possessions, and to amke this clear
you may see the term "health–related quality of life." Reflecting these evolving ideas, the WHO
revised its Impairment, Disability and Handicap triad in 2001, re–naming it the International
Classification of Function (ICF). This classification system provides codes for the complete range of
functional states; codes cover body structures and functions, impairments, activities and
participation in society. The ICF also considers contextual factors that may influence activity levels,
so function is viewed as an interaction between health conditions (a disease or injury) and the
context in which the person lives (both physical environment and cultural norms relevant to the
disease). It establishes a common language for describing functional states that can be used in
comparing across diseases and countries. The ICF therefore uses positive language, so that "activity"
and "participation"

Special Education Personal Statement
Personal Statement "A teacher affects eternity; he can never tell where his influence stops." – Henry
B. Adams. For as long as I can remember, I have always wanted to play a big part in children's
education, which is why I have decided to enroll for an education course. I believe that educators
have a lifelong impact on their students and on the development of resilience. Thus, I aspire to
inculcate my love for learning into the next generation, by influencing and inspiring children all
through their formal education.
I have distinctly applied for Special Needs Education because special education has always been
what's near and dear to me in the field of education. Being a special education teacher would be an
inevitably rewarding job, in which I get to watch my students grow, as I celebrate their small
breakthroughs and victories with them. These small breakthroughs and victories will improve over
time and turn into giant leaps, which will leave a lasting impact and ultimately change the child's
life. Beyond just educating children with special needs, I aspire to educate the public about children
with special needs and special education. By doing so, I hope to remove any uncertainty and fear the
public has on this group of children. Not only do I want to impart knowledge on these special
children, I also want to advocate for them, which is something that goes ... Show more content on
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I was exposed to a complete range of early childhood studies, all of which solidified my ardent
interest in the field. I also had the opportunity to study a handful of art and humanities subjects,
which have given me a fresh perspective on the world we reside in. By the same token, I will be able
to apply the knowledge gained from my ICT and Multimedia subject in creating a state–of–the–art
medium apt for young children in this era of

Special Education
From the first day a child is born, parents are there to nurture their child, to support them as they
grow and develop. There is a lot to learn about raising a child under normal circumstances, but when
a child has special needs parents must learn this whole new language of medical and special
education terms (Overton, 2005). Parents enter this new world where navigating for the best interest
of their child is riddled with challenges and obstacles that they need to somehow overcome. This is
especially true when parents are dealing with the special education program in their child's school.
The Individuals with Disabilities Education Act (IDEA) requires parental involvement in the
education of children with disabilities (Smith, Hilton, ... Show more content on Helpwriting.net ...
What are these special needs, which qualify a student to be considered for special education? Firstly,
students with challenges in learning have to be considered. In a normal class, there could students
who find it hard to learn because of some reasons. Such students need specialized attention so that
they are not disadvantaged in the learning process.
When writing special education essays, it is also important to address the issue of communication
challenges. These challenges occurs because of poor proficiency in the language being used, thus
causing a communication barrier.
The commonest factor is physical disabilities. Students with disabilities require specialized
education for them to gain knowledge and become productive in the society. These disabilities may
include hearing and sight problems. They may also have deformed limbs, as a result of natural birth
or accidents. Additionally, students with emotional, behavioral, and developmental disorders require
special education.
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Special Needs In Special Education
One would think that through the achievements within special education that our culture would be
more willing and understanding of students with special needs. Even with great strides and
progressive steps to improve the experience within the education for students with special needs
society still does not fully understand what challenges students with special needs face daily.
Culture wants to be accepting within its comfort level and does not understand that to help students
with special needs or disabilities one must change to the student's level of understanding and
comfort. Within observations of general classrooms, it is still apparent that teachers want to
accommodate all students, but some are still lacking the understanding and knowledge of how to
modify their teaching style to help students with disabilities to reach their maximum potential.
Culture is still seeing students with disabilities as being limited within their education not fully
understanding that each student has different potential and needs specialized instruction (Personal
Communication). Within the course and through field observation the greatest thing that has been
observed is that each special education student is unique, and each has their own academic
achievements and struggles. Within the course one learns that each student has their own challenges
and one also learns that there are many different strategies to teach students with disabilities. Even
though students may be limited within

The Importance Of Special Education
It is of utmost importance for the educational leaders and policymakers to be knowledgeable of the
law that governs the operation and conduct of their organizations. Educators work with public
money to educate children and are held responsible for doing it appropriately and in accordance
with the law. Special education administrators especially need to be well versed in state, federal and
case law governing special education because they are not only responsible for protecting students'
right to free and appropriate public education but also to maintain a balance with their school
district's resources. They need to have a good handle on what services (expense) are absolutely
necessary to meet students' needs while protecting their right to education in least restrictive
environment. They also have the responsibility to share knowledge with general education
administrators about identification and placement processes for special education and then work
with them to develop most effective service delivery model. Since special education services cater to
a vulnerable section of our society, there is a moral obligation in addition to the legal obligation to
protect the rights of students with disabilities.
I watched very closely when our district (Shakopee Public Schools) struggled through a budgeting
error of $4.5 million earlier this year. The special education department went through some staffing
cuts too but those were attributed to attrition. My first

General Education And Special Education
Co–Teaching Expectations
Division of Labor
General education and special education teacher are require to work together as a team to ensure the
students in the inclusive classroom setting is learning with the accurate accommodation and tools to
fit their needs. The general education and special education teacher work together to create a lesson
plan to which it targets all areas of learning for all students in the inclusive classroom setting. Both
teachers should sit together to discuss their concerns for their students and contact the parents
together to allow the parents to understand it is a team working as a unit.
Space & Furniture
As both teachers should have a desk to complete work, the desk should be on opposite ends of the
classroom for instance, one in the back of the classroom and one in the front as each teacher should
be the eyes for each other. The classroom desk should allow room for both teachers to move around
freely along with a table for small group learning and/or one–on–one help. In certain situation a
table may cause the room to become too small, grouping a group of five student's desks together
will allow the inclusive teachers to conduct small group lesson for the students to complete together,
which will allow the general and special education teacher to work with a group of students who
need additional help.
Classroom Routines & Discipline
At the beginning of each marking period, both the general and special education teacher should
discuss

Special Education Inclusion
Parents never want to hear that their child has a life–altering disability that will require additional
assistance with special services. Roughly thirteen percent of public school students are receiving
special education services. Barbara Boroson, a Scholastic author on Autism Spectrum Disorder, asks
the special education inclusion population, "How has education evolved from exclusion to
inclusion" (Boroson, 2017). The issues with special education inclusion have been going unnoticed
for many years and now is the time for a change. Special education inclusion is an issue because it
bears against social and educational values. People all around the world have tried to fix these
issues, but their attempts have been unsuccessful. They have tried making amendments to include
special needs students in general classrooms. They have also tried to create ways to individualize
criteria for each student. These attempted solutions have not created a final answer but led us to find
the perfect way to solve inclusion's problem.
The problem with special education inclusion is involved in the amount of education each student is
receiving. Putting students with special needs into a general education classroom is minimizing how
much they are actually learning. Distractions that come with special needs kids are not allowing
other students to fully participate and listen in class. Teachers can only do so much with what their
school districts allow, which leads to another problem.
The opposing

The Pros And Cons Of Inclusion For Special Education Essay
In this paper I am going to be talking about the pros and cons of inclusion for Special Education
children. By definition, Inclusion rejects the use of special schools or classrooms to separate
students with disabilities from students without disabilities. Special Education is a topic that is
important, even though people may not realize how important it is for the fact that they don't
understand what goes into Special Education for children in schools. "Negative beliefs many people
have about individuals with disabilities may often be based on fear, misconceptions, and lack of
knowledge" (Wright, 1998). There are many children who have Special Education in schools and I
feel that inclusion is something that parents think about for their children, weather it is positive or
negative thoughts. There is an issue weather inclusion is best for children or if it is hindering the
child's academic performance. I am going to explore if inclusion is better for children with
disabilities or if inclusion is not beneficial for children with disabilities. In my opinion, all educators
should have the knowledge they need when it comes to knowing what is best for these children and
what will truly benefit them throughout there life's. when it comes to Special Education, there are
parents with disabled children as well as non–disabled children, who have so multiple opinions
about inclusion. By the end of this essay, I want to know what sincerely is beneficial for Special
Educational children.

Reflection Paper On Special Education
For my observation, I was at Randolph Elementary in Ms. Heim's fifth grade class. I spent two and a
half hours, twice a week, for three weeks at Randolph. Throughout my time at Randolph, I was able
to observe many different exceptionalities. Because each of the fifth grade teachers teach a
particular subject, the students rotate between classrooms for instruction. This allowed me to
observe students in two of the classes. I was there during their writing/spelling time. I was able to
observe Ms. Heim's class for an hour a half each day I was there and Ms. Thompson's class for an
hour every day I was there. There were seven students I was able to observe, all with different
exceptionalities. During the first couple days of my observation, I was unable to identify the
students in Ms. Heim's class that had any exceptionalities. It wasn't until one day that Ms. Heim was
gone that I noticed a student, Eddie, had a behavior problem. Eddie was acting out and calling the
special education teachers names because he did not want to go to the resource room for math. After
discussing this with Ms. Heim the next day, I found out that Eddie does not like change. I also
learned that Eddie has an IEP for behavior problems and learning disabilities. Ms. Heim said Eddie's
learning disabilities and behavior problems came from a brain injury when he was younger and
because he has had a very rough childhood. I also learned that when the fifth grade teachers met
before the school year started to

Reflection On Special Education
Throughout sequence three, we touched on two main topics: policy and assessing diverse students.
In the policy module, we focused on learning about policies that will affect all students, including
minorities. We went over policies like No Child Left Behind (NCLB) and Every Student Succeeds
Act (ESSA) and saw how these policies and others like them played out in the classroom. The
objective of the class was to learn how policy affects teachers and schools at the micro and macro
level. During TLSC 220, we learned about assessing and supporting students with diverse needs,
mostly English language learners (ELL) and children with special needs. In the ELL section, we
were assigned a student who was identified as ELL and assessed them on their ... Show more
content on Helpwriting.net ...
Teachers are impacted by national policies as well. One of these policies is the Individuals with
Disabilities Education Act (IDEA). This is a policy that provides resources for students with
disabilities. These services include pull out/push in teachers, school therapy, extra time, and many
others. It keeps public schools accountable for doing the most they can to protect students with
special needs. This act can impact teachers in different ways as well. It can hinder them because
students are periodically leaving the classroom and missing parts of the lesson to go to a pull out
service or therapy. My student I was observing at St. Benedict had to leave class for pull out classes
every day along with three other students and my cooperating teacher expressed to us how
frustrating it is to have those students gone for the lesson and then having to teach them separately.
These services do, however, help teachers because the students are getting what they need in school.
If they were not getting special help they might be more disruptive to the rest of the students and the
teachers so overall it is good for them. Other local policies, like IDEA, can impact both the way
students learn and the way teachers teach. Lastly, international policies have the ability to impact
teachers all over the world. Because policies are different in every country it is impossible for all
students to be on the same level at the same time. For example, in America, most states implement
common

Special Populations In Education
This research paper is parallel with my thematic core and curriculum because it based on
inadequately youth which falls under Special Populations. Special populations in education are
groups of people with needs that require special consideration and attention in an educational
setting. Students can belong to more than one special population at a time. While no two students
will ever have identical needs, awareness of the special populations in education will help you
understand the challenges your students' may be facing and develop ways of meeting them (Online).
Passionate to be an advocate for the inadequately youth, I need to be knowledgeable and aware of
the statistics language and social skills have upon economically disadvantaged students.

Education In Special Education
Most students with disabilities were uneducated a few hundred years ago. When they began
receiving education, they attended separate schools and learned in separate classes. Today, it is
common to have students with disabilities learn with other students in called an inclusive classroom.
As recent as a hundred years ago, children with disabilities received little, if any, formal education.
In the tradition of segregating students during the middle to late 19th century, special schools for
those with disabilities continued to be created in the early 1900s. These schools claimed to educate
children; however, they primarily served as residential facilities and institutions. Even in 1918, as
states began creating a nationwide public school system, children with disabilities were usually
excluded.
Between 1850 and 1950, special classes with people trained to care for individuals with disabilities
began to develop as teachers noted differences among students. During these years, groups of
parents of children with developmental disabilities started schools and programs. Although these
developments were sporadic, they began to positively change ideas about teaching these children.
Attitudes continued to change in the mid–1920s as educators began to see the value of education and
community involvement for individuals with disabilities. Still, children continued being placed in
institutions as many parents believed these facilities offered the only educational opportunity
available to

Childhood Special Education
Early Childhood Special Education has come so far in the last decade and that is thanks to different
screeners, assessments and interventions. ECSE (Early Childhood Special Education) teachers use
different assessment tools to thoroughly evaluate each child's growth across all areas of
development and learning within the classroom. There are a variety of tools that ECSE teachers can
use to help with assessing children to see what the child's strengths and weaknesses are. Some tools
that teachers use is; norm– referenced tests, portfolios, checklists and observations. ECSE teachers
need to consider the different factors for each student whether it be linguistics, culture, or other
appropriate practices.
Early Childhood Screenings involves ... Show more content on Helpwriting.net ...
In special education, almost every norm–referenced test compares an individual student's score
against national averages. Norm–referenced scores are not based on the normal standard criterion
(example 7 out 10 correct) but are based upon each student's individual score compared to the group
of individuals. (Hidden curriculum (2014) Norm–referenced tests are almost always standardized to
preserve a consistent basis for comparison of scores. (Peters, Z. (2006–2017) Results give
information about different areas of developmental strengths and delays, along with descriptions of
how serious the problems are. Whether diagnostic assessment for eligibility is norm–referenced or
criterion–referenced, the nature and severity of a delay is generally represented by a single cut–off
score that determines eligibility. (Peters, Z. (2006–2017) Professionals in early intervention
programs need to be aware of all the procedures for summarizing child performance have limitations
with respect to their use of demonstrating programs or intervention effectiveness. (McLean, M., &
Donald B. Jr. (2004) It can be very difficult to determine what portions of the improvement is due to
maturation. (McLean, M., & Donald B. Jr. (2004) Using norm referenced testing isn't always
functional or teachable for younger children because some of the skills

Special Education Philosophy Paper
Describe own special educational philosophy in terms of its metaphysics, epistemology, axiology,
and logic. My Philosophy of Special Education is that special education is teaching children who
have special needs, which can interfere with their learning abilities. I believe special education
compared to general education is merely an extension of services in helping all children learn.
Learning is a process through which we increase our knowledge as a result of the experiences in our
lives. We learn through what we are exposed to and what we try to imitate. It is a process of
discovery. The environment in which we live stimulates our brains to make connections of neurons
to continually build upon throughout our lives. Imitation is ... Show more content on
Helpwriting.net ...
141). An ice – skater who has a positive experience when beginning to skate will build structures as
a skater. But, someone who has negative experience while trying to skate for the first time will not
develop any structures related to skating. Essentially, if a teacher is going to be successful and
learning is going to take place, positive structures should be developed. A good way to develop these
structures would be to follow Mamary's four principles for a quality classroom: 1. Classrooms in
which "fear of failure" does not exist. 2. Classrooms in which "fear of rejection" does not exist. 3.
Classrooms in which all "uncaring practices" are removed. 4. Classrooms in which "mindless
activities" do not exist. If "fear of failure" does not exist, students will be more persistent and
willing to discover things for themselves. And, as I said earlier, a very important part of learning is
discovering. Students who don't feel rejected will be more outgoing and not afraid to ask questions.
When students don't feel comfortable in their environment, they withdraw from the situation and
shut down. On the other hand, if they feel comfortable in their environment, they participate in class
discussions and associate learning with a positive structure. If the students know the teacher cares
about them, they will be more apt to do their best, if not for themselves, to impress the teacher. And
the end result is likely that they will decide that they love

OSERS Special Education
Fortunately, since 1975 Special Education has been a priority for the United States. They have
created many organizations and programs that help many kids since their birth. The Office of
Special Education and Rehabilitative Services (OSERS), " understands the many challenges still
facing individuals with disabilities and their families. Therefore, OSERS is committed to improving
results and outcomes for people with disabilities of all ages. OSERS supports programs that serve
millions of children, youth and adults with disabilities," (" U.S Department of Education") An
example of what U.S government had established in some organizations as a purpose for a better life
for these kids with disabilities. They dedicated their time on all the children ... Show more content
on Helpwriting.net ...
Center for Parent Information and Source states, "Since the enactment of the original legislation in
1975, children and youth (ages 3–22) receive special education and related services under Part B of
IDEA... Our nation's special education law, the Individuals with Disabilities Education Act (IDEA),
sets high standards for their achievement and guides how special help and services are made
available in schools to address their individual needs," ("Part B of IDEA: Services for School–Aged
Children") They are in charge to administer required information for any individual that needs it.
People who refuse for help to this programs can assume that they keep investigating other similar
case like these. Also through this website we can see how people have tried to help these childrens
with disabilities. Parent Center Hub.org, state in their website, "More than 6 million children with
disabilities receive special education and related services in our schools each year." ("Part B of
IDEA: Services for School–Aged Children") OSERP is one of those programs who have interest for
kids with needs; the regular education meaning is that each individual can obtain the education that
him/her deserves and that the economic income is not an obstacle for

Special Needs In Special Education
Every student is "special needs" to some existent, meaning every child is different and they all learn
different ways. However, some students do have serious learning disabilities. As a teacher, it is
important to be able to meet the needs of every child in a classroom. Teachers will encounter diverse
groups of students, some will learn very quickly, other may have a slight learning disability, and
some may have serious health problems or other disabilities. After my field experience, I learned the
importance of being able to connect and work with all students. The article also helped to break
down what special needs children look and act like and what additional assistance they may need.
During my field experience, I observed a sixth–grade class with several students who were part of
the special education program. There was a paraprofessional assigned to the classroom to help out
these students. However, she was not able to help all of the students by herself. I felt my cooperating
teaching did not try her best to meet the needs of these students. She seemed to act like they were
not her responsibility because they were special needs, and the para was in charge of them. Many
times, she expected them to be able to do the same work as the other students and at the same pace.
It was clear they were struggling, but instead of helping them she would get frustrated and upset
with them. I know special needs children are capable of doing some work and I believe it is okay to

Education In Special Education
Special education is student centered where the needs of the student come before the disability of
the student. Special education teachers create their classroom and instruction based on who their
students are and what services they need in order to be successful in their learning. Merriam–
Webster (2015) defines special education as classrooms and instruction designed for students with
special needs. Special education is a service provided by public schools to students who require
additional support through specialized instruction, class materials, and/or changes in their learning
environment in order for them to meet their learning objectives.
Special education teachers maintain challenging expectations for individuals with exceptionalities to
develop the highest possible learning outcomes and quality of life potential in ways that respect their
dignity, culture, language, and background. Special education allows students to receive
personalized instruction in their least restrictive learning environment to their specific needs based
on their disabilities. Students with disabilities who receive their education through special education
services are equipped with the skills and knowledge needed to become successful in their future
education or careers after high school. Teaching students who require additional support due to their
disabilities in order to learn the general curriculum involve teachers to facilitate differentiation
instruction throughout the classroom.

The Importance Of Special Needs In Special Education
I am currently teaching a practicum where my students (who are actually teachers getting their
master's degree in special education) are teaching students with special needs. Some of these
teachers are encountering students with autism for the first time and have felt some anxiety about
this so they asked for some ideas and strategies to help them in the classroom. These are some of the
suggestions that I have given them that I have used in the classroom successfully.
1. Use Task Analysis –very specific, tasks in sequential order.
2. Always keep your language simple and concrete. Get your point across in as few words as
possible. Typically, it's far more effective to say "Pens down, close your journal and line up to go
outside" than "It looks so nice outside. Let's do our science lesson now. As soon as you've finished
your writing, close your books and line up at the door. We're going to study plants outdoors today".
3. Teach specific social rules/skills, such as turn–taking and social distance.
4. Give fewer choices. If a child is asked to pick a color, say red, only give him two to three choices
to pick from. The more choices, the more confused an autistic child will become.
5. If you ask a question or give an instruction and are greeted with a blank stare, reword your
sentence. Asking a student what you just said helps clarify that you've been understood.
6. Avoid using sarcasm. If a student accidentally knocks all your papers on the floor and you say
"Great!" you

The Importance Of Inclusion In Special Education

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