Special Education Advances in the US

Outline:

!. Hypothesis

II.Definitions of mental retardation

A. Cognitive disorder

B. Often not observed until children reach pre-school age

III. U.S. Special Education statisticsd and progress

A. Statistics of growth of number of children serviced

B. Revamping to provide help for special needs students

1. use of computers

2. segment of needs

3. inclusion with peers a possibility

IV. Specioal O,lympics as proof of "value"

V. Conclusion

Hypothesis: For much of history mental retardation was considered a curse on the family, with the afflicted either locked away from public view or condemned to some sort of institution where they would be either mistreated or merely "stored" until they died. We need to define mental retardation: "Because the vast majority of persons with mental retardation have mild cognitive deficits (IQ 55 to 70), in most cases the diagnosis is not formally made until children have entered into school settings. School-age children with mental retardation manifest a delayed rate of learning, and may display frustration with the task demands that come with school" (King 2002 1). However, even at the earliest age of discovery, children can be given at least some education. There is hope that mentally retarded children can grow into useful adult lives, unless they are so severely retarded as to be unable to take care of their most basic needs. Can mentally retarded children be educated? The thinking now is Yes.

Research:

There are many misconceptions and misapprehensions about mental retardation: "The term "mental retardation" is often misunderstood and seen as derogatory. Some think that retardation is diagnosed only on the basis of below-normal intelligence (IQ), and that persons with mental retardation are unable to learn or to care for themselves. Actually, in order to be diagnosed as a person with mental retardation, the person has to have both significantly low IQ and considerable problems in everyday functioning" (Anon. 2005 1).

Facts seem to indicate that nations other than the U.S. are doing far more to bring some sort of positive energy and satisfaction to the mentally retarded at an early age. Here is one such example: "Students with mild mental retardation in Israel generally attend special schools until they are 21 years old. They then enter one of four alternative environments that are similar to those in other Western countries: sheltered workplaces, supported employment, rehabilitation day centers, or unemployment at home.... In sheltered workshops, persons with mental disabilities are trained in the fixed, known standards and norms of a specific workplace, and they are given the opportunity to learn a small range of simple manual tasks" (Cinamon and Gifsh 2004 214). The point is that many mentally retarded (or "challenged" to use a more PC word) can be taught to do SOMETHING other than waste away.

The U.S., finally, is revamping and stepping up its special education program because scientific research seems to have indicated more children who are either borderline or mildly retarded - children who may have been overlooked as either "slow" or "uninterested learners." "In 1999-2000, 6.1 million children ages 3 to 21 years were found eligible for special-education services and accommodations, up from 3.7 million in 1976-77--an increase of 65 percent. The growing number of children in special education is not solely a function of an increase in the overall student population but also of a growth in the proportion of students claiming to be in need of special education. Specifically, 12.8 percent of the resident student population received special-education services and accommodations in 1997-98, compared to 8.3 percent of the resident student population in 1976-77" (Horn & Tynan 2001 49). Of course, special education goes well beyond the mentally retarded child, but also includes ADD and autistic students (who are, by definition not retarded but have a medical and/or neurological condition unrelated to cognitive problems. As Tynan and Horn point out, until recently, special education seemed to be an all-inclusive rather than specialized program, which tended to miss the differences among "special needs" students. "The first step toward reform of special education is to recognize that the system currently includes three fundamentally distinct populations: (1) those with significant developmental disabilities and sensory and physical handicaps; (2) those with milder forms of neurological conditions, such as learning disabilities and attention deficit disorder; and (3) those with conduct or behavioral problems" (Horn and Tynan 2001 52).

There is not time or space to consider the various types of mental retardation (Down's syndrome seems to be the one most people may be familiar with). It is important, however, to stress that the new age of computers may make it possible even for some of the mentally retarded students to learn via a computer screen and some simple help and techniques for accessing that they need to know and what they can understand. There is also the view that sometimes special needs children should not be separated from others of their age. It has been clinically shown that children tend to be less stand-offish and "concerned" than their parents about having special needs children (those with no risk-factors of behavior) in the classrooms. "certain mentally retarded children can gain from a special placement program emphasizing commonality with peers only after a quality diagnosis. 'Inclusion' seems to be the mode of the moment. However, it is still necessary to sustain special class programs for certain slow learners" (Daly 1997 1).

The U.S. and a number of other nations have created something of real value: the Special Olympics, which proves to the world that even people with cognitive disorders can function, compete, and be part of modern society: "

There can be no single conclusion other than to reemphasize that special education needs are vital and more scientific evidence needs to be gathered to prove that mental retardation is neither a curse nor an anti-social situation. There is some hope for nearly all mentally retarded children and young adults to be taught at least something. And, with computers, this may be closer to success than ever.

WORKS CITED:

Cinamon, Rachel Gali and Gifsh, Limor: "Conceptions of work among adolescents and young adults with mental retardation" Career Development Quarterly, March 2004 v52 i3 p212(13)

Day, William C. "Some mentally retarded children can benefit from placement with peers Education, Summer 1997

Horn, Wade F., and Tynan, Douglas "Revamping Special Education"

THE PUBLIC INTEREST. No. 144, Summer 2001, pp. 36-53. (c) 2001 by National Affairs, Inc.

King, Bryan "Mental Retardation" AccessScience@McGraw-Hill, http://www.accessscience.com

No author listed: "Special Olympics" World Almanac FactBook (2005)

No author listed: "Children Who Are Mentally Retarded (Updated)" (2005) the American Academy of Child and Adolescent Psychiatry www.aacap.org/publications/factsfam/retarded.htm -