Attitude, Legislation, and Litigation

In the past, with FDR's time, there has been a stigma about individuals with special needs. While this stigma has stemmed from ignorance and lack of understanding, it has existed nonetheless. In 1950, there was an organization developed called NARC, National Association for Retarded Children, which even falls category into a stereotype with their name. They did have good intentions, however, to provide people with disabilities equal medical care, social services and education. (Hardman, 2011) Luckily, with more information, legislation that has set the bar for individuals with special needs, as well as more compassion, there isn't as much stigma or negative impressions towards individuals with special needs.

Within education, equal opportunity education started with the development of the Civil Rights Act and the American Disabilities Act, where people weren't discriminated. These two acts alone helped shape what education currently is today for individuals with special needs in education (text). With time has come progress. Progress for education for individuals with special needs started forming with the Seneca Statement in 1994, which states that education systems should be accommodating, as well as that they should have access to regular schools where they can be accommodated into a child-centered instructional program. (text). This statement proposed by the United Nations truly started to adapt the idea that education is a right, not a privilege. This reaffirms the notion by Supreme Court individual in 1954 during the case of Brown vs. Topeka, Kansas, Board of Education, "In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education." (Hardman, 2011).

Today, we have in place The Individuals with Disabilities Education Act, called Idea. This has spawned over time, from Public Law, which made free public education available to all, and protects individuals with special needs. IDEA's purpose is to recognize that we need to acknowledge people first, then focus on the disability rather than the handicapped. (Hardman, 2011).

IDEA ensures related services for individuals with special needs, which is quite extensive but provides transportation, counseling, and an individualized education program for students. Students are assessed within their academic environment and in conjunction with school specialists, school teachers, and parents, an Individualized Education Plan is set forth (IEP) and utilized for as long as a student needs one. This plan will address their individualized needs for academic, social, or physical concerns within the classroom to accommodate their needs. This could range anywhere from acquiring handicapped access, to extra time or quiet learning environment while taking a test, or individualized time with another specialist within the school to address specific needs. IDEA has helped impact in a positive light the way that educational opportunities can help to provide significant strides for individuals with special needs in the classroom.

There are huge challenges facing educators today. Standards for students as well as educators increase on a yearly basis where schools strive for improvement in meeting their No Child Left Behind standards. I believe students with special needs as well as other students truly feel pressure with high stakes testing and the threat of failure and being retained. Without parent determination and adjustments to legislation for special needs children, I fear they will be slimming as parents attempt to keep students at home or work with organizations that provide virtual education. It can be incredibly challenging to acquire IEP's and have accommodations in a mainstream class. Parents have to ensure schools are accountable as well as providing the correct services for their child. Many families are diligent and find working relationships that ensure success for their children, while others get frustrated and work with their children at home. Reform for education will always be impending. Education is so important for students, yet change runs rampant within this field and will affect all students, including those with special needs. How schools individually will solve issues, I'm not entirely certain. I know that the success of special needs education and the utilization if IEP's does fall in part on the parent and educator working together with any other specialists.

With budget cuts and increase in number of students with IEP's, I believe educators are going to need to be more specialized in their training to deal with numerous students. There will be more implications of mainstreaming students into the regular classroom if teachers are ill-equipped. "Inadequate general and special education teacher preparation hinders inclusion efforts (of special need students)." (Oliver, 2010). Oliver goes on to share suggestions and ideas for schools to provide educators with classroom management plans and strategies to work towards positive inclusion. Reindall expresses in his writings the challenge to growing special education needs and educators as "how teachers are to consider and understand impairments and disability." (Reindall, 2008). With smaller classroom sizes and budget restrictions, I foresee more special education students streamlined into classrooms with more training required for educators to assist in implementing IEP's well, whether educators want this special training or not.

My experience with individuals with disabilities is quite slim, specifically in the schools where I attended. I don't recall any students with physical limitations and I wasn't exposed to students that were in special needs classrooms, which were segregated from mainstream classrooms when I was in school. I did have an uncle with Muscular Dystrophy. He walked with braces, and spoke slowly. He however provided me with an incredible view of people. He was incredibly impassioned and loved everyone. He taught me that no matter what people might look like on the outside, this doesn't reflect what they portray on the inside. I make great attempts to consider people from the inside before the outside. I hope this never changes.

In my experiences working with VPK students the past three years, I have had students tested before they left my classroom to specifically acquire IEP's before they entered kindergarten. My boss taught me that this is imperative for their success in kindergarten as well as helping the teacher that students will get. I have had students with severe emotional disturbances, sensory disorders, mental delays, as well as hyperactivity disorders. In communicating to parents the needs of their children, they are generally eager to take the steps necessary to help their children out in any way possible. It is difficult to assess specific issues with children this age, but it is easy to pinpoint behaviors that are not typical of this age group. This is when I make tedious observations and can communicate these to parents, addressing testing and their special need.

References

Hardman, Michael et all. (2011). Human Exceptionality: School, Community, and Family. Cengage Learning.

Oliver, Regina et all (2010). Special Education Teacher Preparation in Classroom Management: Implications for Students with Emotional and Behavioral Disorders. Acquired through EBSCO April 10, 2011.

Reindal, Solveig. (2008). A Social Relational Model of Disability: A Theoretical Framework for Special Needs Education? Acquired through EBSCO April 10, 2011.