Special education
Special education (also known as special-needs education, aided education, alternative provision, exceptional student education, special ed., SDC, and SPED) is the practice of educating students in a way that accommodates their individual differences, disabilities, and special needs. This involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, and accessible settings. These interventions are designed to help individuals with special needs achieve a higher level of personal self-sufficiency and success in school and in their community, which may not be available if the student were only given access to a typical classroom education.
For other uses, see Special education (disambiguation).
Special education aims to provide accommodated education for disabled students such as learning disabilities, learning difficulties (such as dyslexia), communication disorders, emotional and behavioral disorders, physical disabilities (such as osteogenesis imperfecta, cerebral palsy, lissencephaly, Sanfilippo syndrome, and muscular dystrophy), developmental disabilities (such as autism spectrum disorder, and intellectual disabilities) and other disabilities.[1] Disabled students are likely to benefit from additional educational services such as different approaches to teaching, the use of technology, a specifically adapted teaching area, a resource room, or a separate classroom.
Some scholars of education may categorize gifted education under the umbrella of "special education", but this pedagogical approach is different from special education because of the students' capabilities. Intellectual giftedness is a difference in learning and can also benefit from specialized teaching techniques or different educational programs, but the term "special education" is generally used to specifically indicate instruction of disabled students.
Whereas special education is designed specifically for students with learning disabilities, remedial education can be designed for any students, with or without special needs; the defining trait is simply that they have reached a point of unpreparedness, regardless of why. For example, if a person's education was disrupted, for example, by internal displacement during civil disorder or a war.
In most developed countries, educators modify teaching methods and environments so that the maximum number of students are served in general education environments.[2][3][4][5][6] Integration can reduce social stigmas and improve academic achievement for many students.[7]
The opposite of special education is general education, also known as mainstream education. General education is the standard curriculum presented without special teaching methods or supports. Sometimes special education classrooms and general special education classrooms mix. This is called an inclusive classroom.
Identifying students or learners with special needs[edit]
Some children are easily identified as candidates for special needs due to their medical history. For example, they may have been diagnosed with a genetic condition that is associated with intellectual disability, may have various forms of brain damage, may have a developmental disorder, may have visual or hearing disabilities, or other disabilities.
On the other hand, for students with less obvious disabilities, such as those who have borderline intellectual disability or specific learning difficulties (dyslexia, dyscalculia, etc.), two primary methods have been used for identifying them: the discrepancy model and the response to intervention model.[11] The discrepancy model depends on the teacher noticing that the students' achievements are noticeably below what is expected, at which point the teacher may make the decision for the student to receive support from a special education specialist. Before doing so, the teacher must show documentation of low academic achievement. The response to intervention model advocates earlier intervention.
In the discrepancy model, a student receives special education services for a specific learning difficulty (SLD) if the student has at least normal intelligence and the student's academic achievement is below what is expected of a student with his or her IQ. Although the discrepancy model has dominated the school system for many years, there has been substantial criticism of this approach (e.g., Aaron, 1995, Flanagan and Mascolo, 2005) among researchers. One reason for criticism is that diagnosing SLDs on the basis of the discrepancy between achievement and IQ does not predict the effectiveness of treatment. Low academic achievers who also have low IQ appear to benefit from treatment just as much as low academic achievers who have normal or high intelligence.
The alternative approach, response to intervention, identifies children who are having difficulties in school in their first or second year after starting school. They then receive additional assistance such as participating in a reading remediation program. The response of the children to this intervention then determines whether they are designated as having a learning disability. Those few who still have trouble may then receive designation and further assistance. Sternberg (1999) has argued that early remediation can greatly reduce the number of children meeting diagnostic criteria for learning disabilities. He has also suggested that the focus on learning disabilities and the provision of accommodations in school fails to acknowledge that people have a range of strengths and weaknesses and places undue emphasis on academics by insisting that students should be supported in this area and not in music or sports.
The student can be taught in either a classroom or outside environment. Both environments can be interactive for the student to engage better with the subject.[38]
Different instructional techniques are used for some students with special educational needs. Instructional strategies are classified as being either accommodations or modifications.
An accommodation is a reasonable adjustment to teaching practices so that the student learns the same material, but in a format that is more accessible to the student. Accommodations may be classified by whether they change the presentation, response, setting, or scheduling of lessons.[39] For example, the school may accommodate a student with visual impairments by providing a large-print textbook. This is a presentation accommodation. A modification changes or adapts the material to make it simpler.[40] Modifications may change what is learned, how difficult the material is, what level of mastery the student is expected to achieve, whether or how the student is assessed, or any other aspect of the curriculum.[41] For example, the school may modify a reading assignment for a student with reading difficulties by substituting a shorter, easier book. A student may receive both accommodations and modifications.
All developed countries permit or require some degree of accommodation for students with special needs, and special provisions are usually made in examinations which take place at the end of formal schooling.[39]
In addition to how the student is taught the academic curriculum, schools may provide non-academic services to the student. These are intended ultimately to increase the student's personal and academic abilities. Related services include developmental, corrective, and other supportive services as are required to assist a student with learning disabilities and includes speech and language pathology, audiology, psychological services, physical therapy, occupational therapy, counseling services, music therapy, including rehabilitation counseling, orientation and mobility services, medical services as defined by regulations, parent counseling and training, school health services, school social work, assistive technology, other appropriate developmental or corrective support services, appropriate access to recreation and other support services.[44] In some countries, most related services are provided by the schools; in others, they are provided by the normal healthcare and social services systems.
As an example, students who have poor impulse control, behavioral challenges, or are autistic may learn self-management techniques, be kept closely on a comfortingly predictable schedule, or given extra cues to signal activities.[45]
A university field, termed severe disabilities, also is taught throughout the US university sector in schools of education. Advanced instruction is based upon community-referenced instruction, and alignment with transition to adulthood and progressive community practices.[46]
Rehabilitation counseling personnel are often association with supported employment services, and typically with "transition to adulthood"[47][48] in which multi-decade recommendations for better coordination between the school and the community service sectors have been made at the federal and university levels.
Integrating technology in special education classrooms[edit]
Autism[edit]
Autism, or Autism Spectrum Disorder (ASD), refers to a range of conditions. These conditions involve challenges with social skills, repetitive behaviors, speech and nonverbal communication. They also involve unique strengths and differences.
Autism is a disability that impairs the social interactions and communication skills of a person. People who are autistic tend to think and act differently from others. Many autistic children find themselves comfortable with a device in their hands. For students with autism, there are apps called "visual scene displays" that are most helpful for children who are having difficulty with verbal skills, according to Jules Csillag, a speech–language pathologist who focuses on special ed tech. Apps such as SceneSpeak and Speech with Milo help autistic children develop storytelling skills with text-to-speech voice and interactive storybooks. Using apps like these in a classroom can improve autistic student's verbal skills.[95]
There are several controversies surrounding the diagnoses and causes of autism. It is now believed that there is no single cause of autism. Research seems to suggest that autism is normally the result of both genetic and environmental influences.[96]
Down syndrome[edit]
If a student has Down syndrome, assistive technology can help with their learning experience. Author of Down Syndrome: A Promising Future, Together, Terry Hassold, who got his PhD in human genetics, explains that students with Down syndrome have delays with cognitive ability. Their brains have a late reaction when their neurological system sends a message for any task. Because of this late reaction, they tend to take longer to complete a task than an average student.[97] Assistive technology is crucial in helping students with Down syndrome with their writing ability. Children with Down syndrome tend to have shorter fingers and a lowered thumb making their ability to write more difficult. Also, some of the usual wrist bones are not formed, making it difficult to hold objects. Slanted desks are one type of assisted technology that can aid in the successful ability to write. A three-ring binder can be used to create a slanted desk by turning the binder sideways. Also, students with Down syndrome often try to hold their pencils by anchoring them against the thumb rather than using the tip of their thumb. Shortened pencils or triangular-shaped pencils encourage students to hold them correctly. Using any of these assistive technologies can help students with Down syndrome during their educational process.[98]
Special education and sports[edit]
Benefits[edit]
Many people with special needs are denied when they want to participate in a sport.[99] In the U.S., the Office for Civil Rights ensures students with disabilities always have opportunities to participate in extracurricular athletics equal to other students.[100] Special education students can benefit from sports in many ways. For example, studies show it boosts self confidence and improves the participant's skills in relationship building and working as part of a team.
Types of sports[edit]
Just about any sport can be altered for special education purposes.[101] Some of the popular sports are swimming, wheelchair soccer, handball, gymnastics, and weightlifting.[101]
Organizations and programs[edit]
Many competitive organizations are available for special needs student athletes. For example, the Special Olympics is an annual, world-wide competition held for intellectually children that want to participate in sports.[102] Other organizations include the Paralympic Games and Unified Sports, the latter which pairs participants with and without intellectual disabilities on the same team.[103][104] Educational institutions can also promote Adapted Physical Education, which tailors sports for students with certain disabilities. Organizations like S.T.R.I.D.E. Adaptive Sports help educational institutions in providing opportunities for special education student athletes.[105] Some of these sports might include wheelchair basketball or sledge hockey.
Some sports even have their own organizations. For example, in baseball athletes can participate in the Miracle League or Little League Challenger Division. Another organization that soccer athletes can participate in US Youth Soccer TOPSoccer or Just for Kicks.[106]
Other sports which can be played or adapted include track and field, quad rugby, tennis, bowling, and skiing.[107]
Impact[edit]
A 2021 study that examined the impact of a sharp reduction in the provision of special education services in Texas found that this policy change substantially reduced the high school completion rates and college enrollment rates of the students who were denied access to special education.[108]
Sources[edit]
This article incorporates text from a free content work. Licensed under CC-BY-SA IGO 3.0 (license statement/permission). Text taken from Rethinking Education: Towards a global common good?, 44, Box 6, UNESCO. UNESCO.