Meeting the Needs of Special Education Students Essay
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Special education falls under the broad category of exceptional learners. Exceptional learners range from students reading years behind grade level, to students reading years ahead. Within this broad spectrum, special education students are defined as individuals with special needs in a way that address the students' individual differences and needs. Through the use of inclusion classes, mainstreaming, and individualized education plans, the needs of each individual student are met.
“Education of physically, mentally, and emotionally handicapped children in the United States, until the 1960’s was provided through a mixture of institutionalization, private tutoring, private schooling, or state-run schools for the handicapped” (Human and…show more content…
This act also allowed students with emotional disabilities to be placed in least restrictive classrooms. Classrooms with, for example, four students to one teacher derived from this procedure and allows more individual time for each student. By the 1990s, mainstreaming practices became more popular in the school setting. These integration classrooms often became the goal for many parents of special education students for academic success.
Special education teachers use various techniques to promote learning. There are numerous classroom procedures to benefit the special education student, including mainstreaming, inclusion, and self-contained classrooms. Being more traditional of the three, the process of mainstreaming refers to the selective placement of a student in one or more “regular” classes. Students in these programs often interact with peers at lunch and on field trips. The goals of this process are that the student generally assumes responsibility for their work and strive to “earn” their opportunity. Rather than moving the student to the services, the term inclusion refers to bringing support services to the child. This process allows the student to benefit from being in the class, rather than having to compete with other students. The methods of the inclusion process tend to support newer forms of special education. Unlike standard classrooms with a large number of peers,
Show MoreSpecial Education and Inclusion
Many people seem to look past how learning-disabled students would feel to be placed in a mainstream classroom which includes students without disabilities rather than go to class in a segregated/special education classroom with only other students who also have learning disabilities. There are many researches constantly going on studying the effects of inclusion in classrooms to see if learning-disabled students achieve better in mainstream classes. Students with learning disabilities feel better about themselves when they are included in classes with their peers who don’t have learning disabilities.
Some terms regarding inclusion education should be clarified so that a person who is not…show more content…
The law requires the students to be placed in the LRE, but it is not ordered for students to be mainstreamed. The new Disabilities Act and Special Education Needs Act strongly supports the right of children to attend mainstream classes/schools.
There have been many studies in the past decades on special education children who have special needs and those children who don’t have special needs. One study was done with 20 pairs/40 students ranging in ages from six to 19 in parts of New York, California, and Washington. The hypothesis of the researchers was that if the two different types of students would achieve the same amount over a period of time, and if they didn’t, then they would have to find out why the inclusive programs did not reveal positive outcomes. The inclusive students performed better and achieved higher grades on post-test measures than the segregated students did (Meyer, 2001). These findings were then used to persuade schools to invest into more inclusion environments for special education students.
Another study was performed on students whose ages ranged from six to nine years old in a mainstream classroom to vote other children as a best friend, regular friend, work buddy or non-school buddy. Children with severe learning disabilities received fewer nominations for being a best friend than students without disabilities did. When the results of 1.75 (students with learning disabilities) versus 2.1 (students without learning