Think about the constantly evolving state school system and the implications it has on of special education (SE). A critical question is, does the current school systems have detrimental implications on SE landscape? Certainly, one would agree that in the modern world, the changing reforms impact on the delivery of services to the disabled students. Notably, aspects of school inclusion, reform, disability classification, standards assessment among many another effect SE significantly and raise controversial debates among key stakeholders (Mastropieri and Scruggs 3). Vast researchers pinpoint that integrating the new changes into SE has to incorporate broad range of experts (Laudan and Loprest 6). This includes parents, students, and the teachers in the hope to inspire essential conversation that would ignite success and contribute to efficient transformation.
I know that school reforms have been a slogan in educational system since the 1980s. However, it is heartbreaking to note that special education is not taken into consideration when making reforms and some of them have severe outcomes on SE (Debettencourt and Nagro 4). The most crucial aspects stem from school choice and standards-based education which only drive SE into educational turmoil (Lapp et al. 10). For example, standards-based education reforms are aimed to improve the performance of the school as well as utilize accountability system in reinforcing the standards. The amendment of the “Individuals with Disabilities Education Act (IDEA)” resulted in the assessment of the disability schools (Deng and Zhu 13). Since then, many disabled schools have faced severe sanctions due to inadequate test score and culminated in the loss of funding and credential (Hallahan, and Barbara 5). Hence, applying standards-based assessments on the SE is inefficient. It only makes the teachers emphasize academic skills at the expense of functional and vocational skills (Kauffman 7). I believe that the students are not well prepared to face the postsecondary life with the standards-based assessment.
The school choice reform is also another factor in the current school system that profoundly impacts on the SE. The reform does not allow students to have the freedom to select the school of choice. Placing restrictions on criteria for entering specific school affects students. Restrictions such as mental retardation, emotional and behavioral disabilities are said to be elitist systems and exclusionary (Allen and Jones 16). The disabled students are denied equal opportunity to education. Perhaps, the debate on where disabled students can be best served has been the most violated issue on SE. According to Stateuniversity.com “The controversy is whether full inclusion or a continuum of alternative placements is better” (Stateuniversity.com). It is critical to note that for a full continuum of placements, the disabled students require clearly defined environment that would translate to positive behavioral and academic outcomes.
Stakeholders also have learn that controversies that surround categorizing and labeling of students with disabilities is a fundamental concern not only to academic professionals but also to parents. These classification and labeling are in terms of autistic, attention deficit hyperactivity disorder, emotional disturbance and deaf students (Ysseldyke 5). One would argue that the labeling permanently stigmatizes the student and also makes the teacher lower the expectations of some students. I agree that the categorization crates a vicious cycle where some students are provided with fewer challenges to help them in life. I understand that non-categorical labeling gives the educators and the parents enough time to evaluate and observe the child before making a critical decision. Shaw reports that this creates “discrepancy between the student's actual achievement and the student's presumed ability or IQ” and hence establishing inherent limitations (Shaw 19). This consolidates to diminish the right of some students as they are not provided with equal and adequate SE services compared to others.
Conclusion
The issues surrounding SE in the current world are widespread and have severe implications on the performance of the students. Aspects such as school reform, classification, funding, and inclusion affect the delivery of services. Choice school reform also violates the rights of the students.
Works Cited
Allen, Sarah J., and Bonnie D. Jones. "Introduction to Special Issue: Innovations in Rural Teacher Preparation in Special Education". Rural Special Education Quarterly, vol 34, no. 1, 2015, pp. 3-4. SAGE Publications, doi: 10.1177/875687051503400102.
Debettencourt, Laurie U., and Sarah A. Nagro. "Tracking Special Education Teacher Candidates’ Reflective Practices over Time". Remedial and Special Education, 2018, p. 074193251876257. SAGE Publications, doi: 10.1177/0741932518762573.
Deng, Meng, and Xinhua Zhu. "Special Education Reform towards Inclusive Education: Blurring Or Expanding Boundaries Of Special And Regular Education In China". Journal of Research in Special Educational Needs, vol 16, 2016, pp. 994-998. Wiley, doi:10.1111/1471-3802.12244.
Hallahan, Daniel P., And Keogh, Barbara K., Eds. 2001. Research and Global Perspectives in Learning Disabilities: Essays in Honor of William M. Cruickshank. Mahwah, Nj: Erlbaum
Kauffman, James M. 2001. Characteristics of Emotional and Behavioral Disorders of Children and Youth, 7th edition. Upper Saddle River, NJ: Prentice-Hall.
Lappa, Christina et al. "Environmental Education at the Special School: Opinions of Special Education Teachers". Natural Sciences Education, vol 46, no. 1, 2017, p. 0. American Society of Agronomy, doi:10.4195/nse2017.02.0004.
Laudan Aron and Pamela Loprest. Disability and the Education System. Vol. 22, No. 1, Children with Disabilities. 2012. (SPRING 2012), pp. 97-122
http://www.jstor.org/stable/41475648
Mastropieri, Margo A., And Scruggs, Thomas E. 2000. The Inclusive Classroom: Strategies for Effective Instruction. Upper Saddle River, NJ: Merrill.
Shaw, Anne. "Inclusion: The Role of Special and Mainstream Schools". British Journal of Special Education, vol 44, no. 3, 2017, pp. 292-312. Wiley, doi:10.1111/1467-8578.12181.
Stateuniversity.com. Special Education - Current Trends. 2010. Retrieved on June 6, 2018 form http://education.stateuniversity.com/pages/2435/special-education-current-trends.html
Ysseldyke, James E.; Algozzine, Bob; and Thurlow, Martha L. 2000. Critical Issues in Special Education, 3rd edition. Boston: Houghton Mifflin.
