Special Education in Schools: What Ways are Students Being Served Essay

It is known that education is considered to be an important tool of social mobility and justice in most societies. In many local schools across the United States, special education is an issue of public concern because of improper services provided to students with special needs (Ysseldyke et al., 2006).  In fact, the issue about the effectiveness of special education in local schools has been widely discussed in scientific literature and the mass media sources. What ways are students being served?  This issue requires conducting a thorough research. Today the U.S. government pays due attention to special education. There are many special education laws aimed at protecting the rights of students with disabilities. Actually, children need special education because of the disability. This fact means that “well-designed general education instructional interventions are not sufficient for the child to receive the appropriate education” (McLaughlin & Nolet, 2004, p. 10). However, there are considerable failures in providing special education in local schools. The major goal of this paper is to discuss the key aspects of special education in local schools, placing emphasis on the ways students are being served.

As students receive special education for a number of reasons, there are considerable differences between the ways students are being served. Special education is provided to students with disabilities, including not only “mental retardation, hearing impairments, speech or language impairments, visual impairments, emotional disturbance, orthopedic impairments, autism, traumatic brain injury, and special learning disabilities,” but also gifted and talented students (Ysseldyke et al., 2006, p. 9). According to the media sources, in many local schools, the educational services provided to students with disabilities are of low quality. For example, in Seattle public schools, there are many problems connected with special education programs. According to the officials, “the district is failing to keep an accurate count of its special-education students, doesn’t ensure that all students who qualify for special-education services receive them, and often doesn’t follow the academic plans all such students must have” (Shaw, 2013, para.2). Some schools ignore the development and implementation of the education plans designed for individual special education students. As a result, the quality of education is low. Teachers are not well-trained for special education students (Eckenrode, 2008).

However, there are certain achievements in providing special education to students with special needs. For example, at Buckeye Local Schools, “approximately 11% of student population has been identified with a disability and provided with a free appropriate public education in accordance with federal and state regulations” (Special Education at Buckeye Local Schools, 2014, para.2). Students with disabilities aged 3-21 are served in a proper way. Students with disabilities are provided a full continuum of special education services, which meet their individualized needs. For example, students are offered different forms of educational environments, including regular classes and special classes with individual instruction and small group instruction. Students with disabilities have an opportunity to attend special schools, which have been developed to address specialized disability needs, and home instruction classes if students have serious forms of disability, which prevents them from attending regular classes (Special Education at Buckeye Local Schools, 2014).

Thus, it is necessary to conclude that special education in local schools is still an issue of public concern as there are many problems that should be solved promptly. Students with disabilities should not be treated improperly. Local schools should not ignore the development of effective education plans for individual special education students. Teachers and instructors should be well-trained to address the needs of students with disabilities.

 

References

Eckenrode, V. (2008). “Special education problems top issues at New Hanover schools’ retreat,” StarNews Online. Retrieved from:<http://www.starnewsonline.com/article/20080516/article/805160332>

McLaughlin, M. J. & Nolet, V. (2004). What Every Principal Needs to Know About Special Education. Corwin Press.

Shaw, L. (2013). “State tells Seattle schools to fix problems in special education,” The Seattle Times, June 3, 2013. Retrieved from:<http://seattletimes.com/html/education/2021104372_specialedseattlexml.html>

Special Education at Buckeye Local Schools. (2014). Buckeye Local Schools. Official Website. Retrieved from:< http://www.buckeye.k12.oh.us/index.php/administration/support-services/special-education/>

Ysseldyke, J. E., Algozzine, B. & Algozzine, R. (2006). Effective Assessment for Students With Special Needs: A Practical Guide for Every Teacher

The terms offer and acceptance. (2016, May 17). Retrieved from

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"The terms offer and acceptance." freeessays.club, 17 May 2016.

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freeessays.club (2016) The terms offer and acceptance [Online].
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[Accessed: May 24, 2022]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: May 24, 2022]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: May 24, 2022]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: May 24, 2022]

"The terms offer and acceptance." freeessays.club, 17 May 2016

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