History and Laws of Special Education - Essay Example

History and Laws of Special Education History and laws of special education Introduction In special needs education, the educational needs of students with disabilities are taken care of through approaches that factor in their individual shortcomings and needs. As a result, special needs education is more individually centered and closely monitored through the use of special teaching material and human resources. Disabilities differ and this calls for the development of specific teaching tools relevant to the varying needs of the students. For example, students can have learning, communication, emotional, physical and developmental disabilities which have the potential of affecting their learning process in a normal educational setup (Rotatori, Bakken & Obiakor, 2011). The development of special needs education has a long history in the United Kingdom just like in any other country across the world. The enactment of individual with disability education act provided a roadmap for the educational development to meet the needs of such people. However, the legal support of special education in the United Kingdom has been faced with a number of challenges, some of which may affect the development of pedagogical educational practice in the area in years to come. In this paper, the historical development of special needs education in the United Kingdom will be discussed in line with the enactment of IDEA and how this legal provision has been faced with challenges (Hebbeler, Spiker & Kahn, 2012). History of special needs education Historical literature on special needs education in the United Kingdom has remained scattered and this has affected the studies on the subject. By the mid-18th century, tolerance for deviation from the societal norms was rarely tolerated and this affected the development of educational program for people with special needs. Disability was not viewed as innocuous boundary but a liability to the economic and social progression of the society as the participation of this group in economic activities was curtailed. All members of society with special needs were lumped together and referred to as idiots who could not help in the progressive development of society (Rotatori, Bakken & Obiakor, 2011). At a time when the United Kingdom was still under religious bigotry that affected the development of special needs programs, France took the lead through the establishment of the first special needs institution in 1784. This is considered as the first institution built all over the world to handle the educational needs for blind students. The United Kingdom caught the breeze in the same century when it established the first school for the deaf in Edinburgh. This was followed with the establishment of centers for students with sight problems in different parts of the country beginning with a center in Bristol (Rotatori, Bakken & Obiakor, 2011). Despite the establishment of these centers in Bristol and Edinburgh, the challenges of student’s disabilities were far from being over in the United Kingdom. According to the literature of Charles Dickens, students with special needs were subjected to inhuman teaching conditions in the 19th century and this affected their all-round development and learning all together. In his work, Dickens noted that the students with special needs housed in different parts of the country including bleak house and little dorrit had the same passion and educational insights like their colleagues without disability (Rouse & McLaughlin, 2002). Through these publications, Dickens advocated for the improvement of the learning conditions of the students of disability and the establishment of learning environments that encouraged their individual and professional development like their colleagues in mainstream schools across the country. Through his focus, the needs for educational reforms in this sector were mooted and this resulted into a number of legislations in the 20th century. As a result, the mid-20th century witnessed the emergence of special needs institutions across the country which was funded by the government (Rotatori, Bakken & Obiakor, 2011). Individuals with disability education act (IDEA) The special needs reforms that were initiated by different special needs educators in the United States led to the enactment of the individuals with disability education act, a legislation that provided the framework for educational development of students with special needs. This is essential in enabling this group to advance their education skills and increase their chances of securing employment upon the completion of their education (Hebbeler, Spiker & Kahn, 2012). Before the enactment of the individuals with disability education act, most students with disabilities were denied the chance to advance their educational dreams as the mainstream schools lacked the resources to cater for their special needs. In most instances, such students were denied chance to enter into public schools while others were forced to study in segregated centers without adequate personnel and resources (Rotatori, Bakken & Obiakor, 2011). The individual with disability education act was divided into four sections which highlighted the roles of different stakeholders within the education sector in enhancing the needs of students with special disability. Section B of the act highlights the commitment of the federal government in supporting the state governments in implementing special needs education programs for students aged 3-21 years old (Rouse & McLaughlin, 2002). Before classifying any students into the disability category, they have a right to be subjected to an evaluation to determine the extent of their special needs. The act also provided for the establishment of the individualized education plan (IEP), an approach that was used as a guide by educators, the parents and the students in meeting the special education needs of the students. According to the IEP provision, special education for students with disability must be provided in a least restrictive environment that allows them interaction with students (Hebbeler, Spiker & Kahn, 2012). Educational evaluation was a preserve of students in mainstream educational facilities and this discriminated against the students with special needs. However, the establishment of individual with disability education act provided the basis for the development of an evaluation framework targeting students with special needs. The evaluation process within the special needs education program is to be undertaken by a team of professionals with experience in handling students with disabilities (Pumfrey, 2010). Apart for the IEP, the act also led to the establishment of the least restrictive environment provision, a section that advocated for the enhancement of the learning environment for the student. All students in special needs education centers must thus be provided with the least restrictive environment to enhance their individual development and interaction with other students without prohibition. This role was assigned to the individualized education program coordinators who were tasked with the development of a learning environment that enhances the interaction among students and eliminates discriminative restrictions targeting students with special needs (Rouse & McLaughlin, 2002). Before any student with special disability is subjected to a restrictive environment, the IEP coordinators must access the ability of the same to learn in a normal educational environment like other students. The individual with disability education act also enhanced the extent of parent’s participation in the education program of their children in an effort to enhance the program and ensure inclusivity and fair treatment (Pumfrey, 2010). Current and future challenges Despite the visible progress made by the enactment of the IDEA, the law has been faced with a number of challenges that has affected the ability to enhance the learning process among students with special needs. Despite the commitment of the federal government to support the education needs of students with special disability, financial support has not been forthcoming (Rotatori, Bakken & Obiakor, 2011). This has affected the operations and development of state based special needs education centers thus affecting the learning process of the students. Lack of adequate facilities and human resources capable of handling the dynamic challenges of students with special needs has a created a difficult situation for educationalists in this sector. Increased isolation has also affected the ability of students with special needs to integrate into the society and improve their chances of getting employed after school. Most of these special schools are standalone institutions that are operated independently with a curriculum that is only similar to such schools across the country. As a result, interaction is only common among students with similar challenges, a development that has created a feeling of discrimination and low self esteem (Pumfrey, 2010). Conclusion Historical development of special needs education in the United States was initiated by the events that occurred in other parts of the world such as France and the United Kingdom. However, the United States picked the cue and worked towards enhancing its special needs education structure to meet the needs of the students. This led to the enactment of the individuals with disability education act, a legislation that has set the foundation for the strengthening of the sector. However, special needs education in the country is faced with a number of challenges which affects the ability of its implementation despite the progress that has been made. References Pumfrey, P. D. (2010). United Kingdom Special Educational Needs (SEN) 2010. Reflections and current concerns. Psychology of Education Review, 34(2), 3-12. Rouse, M., & McLaughlin, M. J. (2002). Special Education and School Reform in the United States and Britain. London: Routledge. Rotatori, A. F., Bakken, J. P., & Obiakor, F. E. (2011). History of Special Education. Bingley, UK: Emerald. Hebbeler, K., Spiker, D., & Kahn, L. (2012). Individuals with Disabilities Education Acts Early Childhood Programs: Powerful Vision and Pesky Details. Topics in Early Childhood Special Education, 31(4), 199-207. Read More