Special Education Sources for your Essay

Special Education Programs Abound Throughout


(2008) explains that in many public schools throughout the country African-American Male students are not receiving the education needed to thrive and survive in the world and the workplace. The authors also explain that this particular population has difficulty succeeding because they are often labeled at risk (Bailey, 2003; Bailey & Moore, 2004; Farmer et al

Special Education Programs Abound Throughout


(2008) explains that in many public schools throughout the country African-American Male students are not receiving the education needed to thrive and survive in the world and the workplace. The authors also explain that this particular population has difficulty succeeding because they are often labeled at risk (Bailey, 2003; Bailey & Moore, 2004; Farmer et al

Special Education Programs Abound Throughout


The author first posits that since White men who controlled the American school system believed that Black males were a threat to them both physically and sexually. In addition these individuals created myths and manipulated stereotypes to justify the need for social control (Cose 2002; Feagin 2000; Hutchinson 1994;Fitzgerald (2006)

Special Education Programs Abound Throughout


The author explains that there is a systematic effort to control and punish black male students who attend public schools in America. He asserts that this system is the byproduct of the ideologies embraced during slavery (Feagin 2000; Hutchinson 1994)

Special Education Programs Abound Throughout


For example, Irvine (1990 ) found that white teachers have more negative expectations for African-American students than for white students. An analysis of large urban school districts as the proportion of African-American teachers in a school district, proportion of African-American students assigned to special education classes, suspended or expelled decreased (Watkins & Kurtz, 2001, 2)

History of Special Education and


There are still a lot of issues that were not fully cleared up. Much of the issues are at their base financial in nature, especially since the designation of someone as a person with right to compensation, special services or protection under the act (Friedline, 2011)

Special Education Developing Social Skills


Brown (1987) points out that learning disabled children lacking social skills may grow into adults that lack the "vital skills of social interaction" thus their lives may be filled with unnecessary struggles and unemployment. Factors that can help learning disabled students succeed and develop the skills necessary to succeed include creation of strong familial social networks, encouraging children to observe their environment and respond to it, active inquisition of children's observations and encouraging students to observe non-verbal behavior, which will help them understand cues and signals people give off in a social environment (Brown, 1987)

Special Education Developing Social Skills


al, 1999). Many of these support the notion that students with learning disabilities lack the ability to interpret nonverbal social cues, thus often have difficulty succeeding in a social environment or climate, and often fail to engage others from a social perspective successfully (Chandler, et

Special Education Developing Social Skills


(2003) suggests that a variety of different methods be utilized in the classroom to help special education students develop social skills. Findings suggest that there is not one consensus among educators or researchers regarding the "specific features of social functioning" however most researchers agree that students with learning disabilities must be taught social skills interventions in the classroom, particularly during the first 3-5 years of a student's educational career (Claire, et

Special Education Developing Social Skills


" This type of deficit is common when a student has not learned exactly "how" to act. Smith suggests that in the case of special education students they simply have not been given the opportunity or have had limited models for learning appropriate social skills behaviors (Smith, 1994)

Special Education Developing Social Skills


There are several different theories and approaches that arise from addressing nonverbal learning disabilities and there affects on social skills development. There are numerous studies which explore the relationship between learning disabilities and a student's ability to acquire and develop appropriate social skills (Strain & Odom, 1986; Rubin, Bukowski & Parker, 1998; Chandler, et

Special Education Curriculum Improvement Ideas


Training Parents -- Boosting Curricula Children with autism spectrum disorders are among those students who are said to have "special needs" in special education classrooms, but if there are barriers to the strategy of training parents to work with their children, those barriers need to be broken down. In their peer-reviewed article in the Journal of Positive Behavior Interventions the authors suggest that there are several obstacles to involving parents in training programs: a) teachers are "rarely trained in how to use parent education strategies"; b) most special education teachers are prepared in pedagogic matters relating to students, but not adults, and hence they may lack the knowledge as to how adults learn; c) the majority of "evidence-based parent training models" are not available to teachers; and d) there isn't a good fit between empirically-based parent education models and the structure of special education curricula (Ingersoll, 2006, p

Special Education Curriculum Improvement Ideas


The data that is linked to this model should be systematically gathered prior to involving parents. Special Needs Children in General Education Classes It is not uncommon for children with disabilities to be placed during a portion of their school day in general education classes, however too often the teachers in general education classes have not instituted "instructional changes in the form, focus and delivery" of that general education curriculum (King-Sears, 2008, p

Special Education Team Collaboration Present


The practice of working as an instructional team may be a positive or negative one and have various implications for students. When teacher and paraprofessional are visibly working as a team, an educational atmosphere exists that is favorable for positive student learning (Delvin, 2007)

Special Education Team Collaboration Present


Simply putting two educators in the same room is neither sufficient nor necessarily collaborative. Teachers need to actively collaborate with their colleagues in order to make sure that (a) lessons are research based, (b) lessons address the wide variety of needs in the general education classroom, (c) lessons ensure access to the general education curriculum for diverse learners, (d) ongoing data collection and progress monitoring is occurring (Murawski and Hughes, 2009)

Special Education Team Collaboration Present


Collaboration between general and special education teachers has been shown to be an effective technique. It is thought that this approach to education can improve instruction as educators pool their talents and has become a fundamental factor in education (Tannock, 2009)

Chronic Shortage of Special Education


Chronic Shortage of Special Education Teachers "If teachers are well-prepared in both content and pedagogy, 'it makes an enormous difference not only to their effectiveness in the classroom but also whether they're likely to enter and stay in teaching'… [and] it is 'more expensive to under-prepare people, and let them spin out again, than it is to prepare people more effectively and keep them in the profession…'" (Billingsley, 2004, p

Chronic Shortage of Special Education


Erling E. Boe has published an article referencing "Long-Term Trends in the National Demand, Supply, and Shortage of Special Education Teachers" (Boe, 2006, p

Chronic Shortage of Special Education


A good example of the negative things that happen to special education teachers in some school districts is presented in an article published in the Journal of Instructional Psychology. One of the main problems in teacher attrition is a high burnout rate, according to the authors, and the "key variables causing burnout and attrition" (according to a nationwide survey of 4,500 teachers referenced by the authors) include: "job stress, weak support by administrators, unreasonable caseloads," class sizes that are unwieldy and "ineffective in-service programs" (Kaufhold, et al

Chronic Shortage of Special Education


An article published in 2004 reports that "Ninety-eight percent of the nation's school districts" in the U.S. report "special education teacher shortages" (McLeskey, et al