Special Education - Pedagogue

Matthew Lynch published in Special Education May 1, 2023

Inclusion: Everything You Need to Know

This is the process of supporting students with disabilities to take part in regular classrooms, with the help of support services if necessary. In other words, inclusive education covers everyone, be it disabled people (including those having “special educational requirements”) or non-disabled people, who get to learn together in standard schools, colleges, and universities. In an inclusive education system, the unique contributions of students from diverse backgrounds to the classroom are valued. Additionally, such a system facilitates diverse groups of students to grow and thrive equally, thus benefitting everyone.

An inclusive education system must adapt to include disabled people instead of forcing such people to adapt to the system. For instance, if sections of a school are unreachable for those with disabilities, it means the education system has created barriers for disabled learners. An inclusive system would remove these barriers. It’ll also offer additional support and services to disabled students, thus helping them access the curriculum.

Some examples can make it easier to understand how inclusion works in the domain of education. Student A, who’s wheelchair-bound, wants to go to the school’s debating society after his classes are over. To let him do it, the accessible school bus takes A home later. Another student – B, has dyslexia. Her teacher suggested listening to the audiobook instead of reading the text, as it’ll help her study the book along with the class. Student C is deaf and uses sign language to communicate. Instead of making him have separate lessons with a sign language teacher, the students in his class and his teachers, as well as teaching assistants, learn to sign to communicate with him. All these examples offer a fair idea of what an inclusive education system should do.

Unlike what some may think, special colleges or schools for disabled students don’t stand for inclusion. They’re called segregation. Even when mainstream colleges and schools have separate units to accommodate the special needs of disabled students, they stand for segregation. Inclusion means having disabled learners in mainstream education and offering them adequate support through methods and attitudes to let them access mainstream education.

From teachers and their teaching assistants to the administrators and other staff, everyone should work to ensure all learners feel valued and welcome, and get the right support necessary to develop their talents and accomplish their objectives. When education is truly inclusive, it won’t benefit just the disabled learners. Instead, all learners will reap the benefits.

Matthew Lynch published in Disabilities, Special Education April 29, 2023

The Individuals with Disabilities Education Act (IDEA): Everything You Need to Know

This is a law that requires equitable education for the mentally and physically disabled. Thus, IDEA gives protection and rights to children with disabilities. This law covers them from birth through high school graduation or 21 years of age (whichever comes first). This law also gives rights to the parents and legal guardians of children with disabilities.

In 1975, IDEA was passed for the first time. Then, it was called the EAHCA (Education for All Handicapped Children Act). Before IDEA, states used to put children with disabilities either in separate schools or in separate classrooms away from their peers. As a result, their education was usually underfunded and poor, which explains why academic expectations from them were low.

Typically, these children with thinking and learning differences failed to receive the help they required to thrive in school. To change this situation, Congress passed IDEA. Over the years, Congress has updated IDEA several times, the last update being made in 2004. Most recently, Congress amended the IDEA through Public Law 114-95, the ESSA (Every Student Succeeds Act), in December 2015.

The IDEA oversees how states, along with public agencies, provide early intervention, special education, as well as related services to over 7.5 million (as of the school year 2018-19) eligible toddlers, infants, children, and young adults with disabilities.

For infants and toddlers (from birth to 2 years of age) with disabilities and their families, IDEA Part C has provisions for early intervention services. Under IDEA Part B, children and young adults aged 3 through 21 can get special education and related services. In addition, the IDEA authorizes:

· Formula grants to states to sustain early intervention services and special education and related services.

· Optional grants to state’s higher education institutions, educational agencies, and other nonprofit organizations to support demonstrations, research, technical assistance and distribution, personnel preparation and development, technology development, and parent-information and -training centers.

IDEA puts two significant responsibilities on the states and their public schools. Firstly, school districts must provide a FAPE (free appropriate public education) to children with disabilities. Additionally, these children must be allowed to learn side by side with their peers as much as possible in the LRE (least restrictive environment).

Secondly, schools have to engage the parents in their child’s education. At every point in the process, IDEA has procedural safeguards to give parents particular rights and protections. For instance, one safeguard is that a school must get permission from parents before providing services to children.

Matthew Lynch published in Assessment, Special Education April 15, 2023

Early Intervention: Everything You Need to Know

This refers to programs that are provided to children who have been identified as being predisposed to developing a disability. This program is intended to help the children overcome the obstacles associated with their disability so that their education is not jeopardized. It’s similar to special education, but it’s for eligible toddlers and infants who’re behind at reaching developmental milestones. Through early intervention, children from birth to age three can get services in the community or at home. Different types of specialists work with children and their families based on which skills are delayed.

Early intervention focuses on the following skills:

· Physical skills (crawling, reaching, walking, drawing, building)

· Communication skills (listening, talking, understanding others)

· Cognitive skills (learning, thinking, solving problems)

· Social or emotional skills (interacting with others, playing)

· Adaptive or self-help skills (dressing, eating)

While all states provide early intervention, not all states carry it out the same way. A childcare provider or a healthcare provider may refer children for an early intervention evaluation. If children are found eligible, a team from that state’s early intervention program works with the family to create an IFSP (Individualized Family Service Plan). This plan describes goals and the types of services to help kids and their families.

Every state has its own rules for which children qualify for early intervention. In most states, children must have either:

· A developmental delay, or

· A particular health condition that’ll probably lead to a delay. This includes conditions like birth defects, certain genetic disorders, and hearing loss.

In a few states, children may receive services if they’re at risk for a developmental delay due to factors like drug exposure, low birth weight, and other environmental issues.

A kid who qualifies for early intervention may get one or multiple of these services:

· Occupational or physical therapy

· Speech and language therapy

· Psychological services

· Medical, nutrition, or nursing services

· Home visits

· Social work services

· Hearing or vision services

· Assistive technology

· Transportation

Each U.S. state and territory offers these services through its own program. But federal law gives grants to every state from the federal government. This allows children who qualify for early intervention to receive services at low cost or free of charge.

Early intervention services generally last until a kid’s third birthday. When a kid turns three, the service coordinator organizes a transition meeting to discuss moving from early intervention services to the special education services under IDEA.

Matthew Lynch published in Special Education March 20, 2023

Federal Concerns About Special Education in Virginia

As special education program management and implementation fall under the purview of individual states, it is of great concern to the federal government when there are indications of inadequate management and implementation of special education programs in any state. The state of Virginia has been under scrutiny for its approach to special education, leading to growing federal concerns about the state’s special education programs.

Firstly, there have been concerns about the tendency to over-identify students for special education in Virginia. Over-identification of students in need of special education services can lead to the diversion of resources meant to provide services to those who genuinely need them. It can also negatively impact the students by placing an unnecessary label on them and stigmatizing them.

Additionally, there is a lack of consistency in the identification process across the state. Some school districts may identify more students, while others may identify fewer. This makes it difficult to ensure that students are receiving the services they need or that resources are being allocated fairly.

Another federal concern in Virginia is the lack of qualified special education teachers. Qualified special education teachers are a vital component of any special education program, and they play a vital role in the academic success of students with disabilities. In Virginia, there is a shortage of special education teachers, particularly in rural areas. This lack of qualified teachers can negatively impact students with disabilities as they may not receive the instruction and individualized support they need to succeed.

Lastly, there is growing concern about the fact that Virginia has one of the highest rates of suspension and expulsion of students with disabilities. Such disciplinary actions can negatively impact students with disabilities, pushing them further away from education and their peers. The impact could be long-lasting and detrimental to a student’s future.

The federal government is concerned about these issues because any infringement on the rights of students with disabilities, inadequate program management, and the lack of resources to support those in need, can push the children away from education, leading to negative long-term impacts on their future.

In conclusion, it’s essential to address these federal concerns, working together to ensure that all students in Virginia have access to the comprehensive special education programs they need. Adequate funding, proper identification processes, qualified teachers, and proper disciplinary safeguards should be put in place by state officials to ensure that students with disabilities receive the support necessary to succeed. As the federal government continues to monitor these concerns, it is up to state officials to address these issues and work towards building a more inclusive and supportive educational system for all students.

Matthew Lynch published in Special Education March 20, 2023

10 Special Education Myths

1. Special education is only for students with disabilities.
False. Special education is for students who need more support than their traditional classmates to succeed in school. This includes students with disabilities, students with dyslexia, students who are struggling with math, students who are struggling with reading, and students who are struggling with any area of learning.

2. Special education is only for students with severe disabilities.
False. Special education is for students with disabilities, whether they have a mild or severe impairment.

3. Special education is only for students who are not progressing in their regular classroom.
False. Just because a student is in special education does not mean they are not progressing. In fact, many students in special education are thriving and are doing well in their regular classrooms.

4. Special education is only for students who are not able to learn in a regular classroom.
False. Many students in special education are able to learn in a regular classroom if they are given the proper educational accommodations.

5. Special education is a waste of taxpayer money.
False. Special education is not a waste of taxpayer money. In fact, many studies have shown that special education can save taxpayer money in the long run.

6. Special education is only for students who have a disability.
False. Special education is for students who need more support than their traditional classmates to succeed in school. This includes students who have any impairment, no matter how slight.

7. Special education is only for students who are not able to communicate with their teachers.
False. Many students in special education are able to communicate with their teachers if they are given the necessary accommodations.

8. Special education is only for students who are not able to learn in a traditional classroom setting.
False. Just because a student is in special education does not mean they are not learning. In fact, many students in special education are able to learn in a traditional classroom setting if they are given the proper educational accommodations.

9. Special education is only for students who are not able to read or write.
False. Many students in special education are able to read and write well if they are given the proper educational accommodations.

10. Special education is only for students with disabilities.
False. Special education is for students who need more support than their traditional classmates to succeed in school. This includes students with any impairment, no matter how slight.

Matthew Lynch published in Disabilities, Special Education March 14, 2023

Least-Restrictive Environment (LRE): Everything You Need to Know

This helps make sure that disabled students are included in the general education classes are not kept away from their peers. Unless absolutely necessary, children with disabilities should be educated with their peers. When people hear the term special education, many of them think about separate schools or classes. However, public schools are supposed to have children who receive special education services learn in the same classrooms as their peers as much as possible. LRE is a vital part of the IDEA (Individuals with Disabilities Act), the U.S. special education law. The word environment may sound like a place. But where a kid learns is just part of the equation. The least restrictive environment applies to a kid’s entire education program, including services.

A student’s IEP (Individualized Education Program) describes his/her special education and associated services. The IEP also has to address LRE. And the IEP has to explain if and why a kid is being placed outside of a general education classroom.

The IDEA has two vital requirements for a kid’s placement:

· A kid with an IEP should be with children in general education to the maximum extent that’s appropriate.

· Separate schools, removal from the general education class, or special classes should only happen when a kid’s thinking or learning difference is so acute that supplementary aids and services cannot provide the kid with an appropriate education.

Here, the word “appropriate” means what’s right or suitable for children. Sometimes, a specific program or service cannot be provided in a general education classroom.

IDEA doesn’t explain the LRE for each kind of disability. There isn’t only one “right” environment for all children. Sometimes, it might be better or more suitable for a kid to learn separately. The objective is to ensure that children who get special education are placed in the general education classroom as frequently as possible.

Here’re some common least restrictive environment scenarios.

· A kid spends the whole day in a general education class and receives support and services such as assistive technology, a teacher or aide, accommodations, or related services.

· A kid spends part of the day in a general education class. The kid receives some small-group or individual instruction in a special education class or is withdrawn from the class for some services.

· Special education class is a program with specialized instruction for children with similar learning needs.

· There’re also specialized programs that occur outside of the school district.

Matthew Lynch published in Disabilities, Special Education March 13, 2023

Free and Appropriate Public Education: Everything You Need to Know

This is connected with the principle of zero-reject. It states that children have to receive an education that is appropriate for their needs and based on proper diagnosis. The federal law guarantees the right of children with disabilities to a FAPE. The right to FAPE originates from the IDEA (Individuals with Disabilities Education Act).

It’s important to note that while the government pays for the education of children with disabilities, families need to pay the same additional school fees. For instance, they need to pay club and sports fees that all students pay.

FAPE requires an institution to do the following:

· Provide special education to fulfill the unique needs of a kid. For instance, a student with reading challenges may be taught using a multisensory reading program.

· Provide associated services to help the kid benefit from special education. These services may include counseling, speech therapy, or even transportation.

· Provide these services for free, at zero cost to parents or caregivers.

· Provide modifications and accommodations that help children learn and participate in the general education curriculum.

· Develop an IEP (Individualized Education Program). This is a written plan for a kid’s special education experience at school. By law, an individualized education program has to include things like progress monitoring, services, annual goals, and more.

· Teach children in the LRE (least restrictive environment). As much as possible, children with IEPs should be learning alongside their peers. Putting children in separate classes is only allowed if it’s required to fulfill their unique needs.

FAPE doesn’t require an institution to do the following:

· Provide the best services for children or maximize their potential. Rather, the law requires that institutions provide reasonably calculated services to aid kids in making progress.

· Provide a specific class setting or program that a parent/caregiver wants for a kid. Parents are members of the team that develops the IEP, and they can provide inputs. However, FAPE doesn’t require institutions to offer a certain educational program. The IEP team is the final decision-maker based on the needs of the kid.

· Guarantee a kid a spot in sport or an extracurricular activity. But the school has to give all children an equal opportunity to participate.

At times, families and schools may disagree on what FAPE requires for a kid. They may disagree on the amount or type of services. When there’s a disagreement, it’s vital to work together to figure out a solution.

Matthew Lynch published in Special Education March 11, 2023

How to Reform Special Education

Special education in the United States has been struggling for years. For children who have been diagnosed with disabilities, it is meant to provide them with the necessary academic and therapeutic tools that are necessary to make them successful. Unfortunately, the current system has some systemic issues, which have prompted educators and parents to call for reforms. In this article, we will discuss the steps that are necessary to reform special education.

1. Increase funding

Most public schools do not have sufficient funding to provide adequate support and resources to children with special needs. Funding is necessary for hiring sufficient staff members, providing updated technologies and computers, and purchasing updated learning materials. Without adequate funding, the quality of special education suffers, making the issue even more complex.

2. Address the stigmatization of special education

The negative perception of special education is a problem that needs to be addressed. The stigmatization of the program needs to be addressed by creating public awareness that students with disabilities should not be stigmatized but should be supported and receive equal access to education.

3. Provide appropriate training and professional development

Special education teachers and staff need to experience appropriate training and professional development throughout their careers. Many of the current special education workforce is not well versed in the latest research and practices, and it contributes to ineffective teaching strategies. Adequate training and ongoing professional development would ensure that all employed staff has the necessary skills and knowledge to teach effectively and manage disruptive behaviors.

4. Remove racial and socio-economic barriers.

The racial and socioeconomic segregation that exists in many schools has affected children who need special education services. Poor children and children of color are more likely to be denied access to special education programs. This is unacceptable and must be reformed so that all children, regardless of their socioeconomic background, can access resources to help them succeed.

5. Increase collaboration between schools, families, and communities.

Successful special education programs involve a lot of collaboration. Schools must collaborate with parents, community members, and healthcare providers to deliver effective support to students with disabilities. This collaboration will lead to more successful interventions, better communication, and ultimately better outcomes for students with special needs.

Conclusion

Reforming special education is a necessary and urgent task. It is essential that schools, communities, and states work together to increase funding, remove stigmatization, provide professional development for special education staff, remove racial and socioeconomic barriers, and increase collaboration. With the appropriate reforms in place, we can ensure that all children with disabilities have access to quality education and can thrive in the classroom and beyond.

Matthew Lynch published in Severe Disabilities, Special Education March 11, 2023

Zero Reject: Everything You Need to Know

This means that children who are disabled are guaranteed free public education that will suit their needs. Going against this is considered a violation of their constitutional rights. The principle of zero reject is both a good social policy and a civil right under the equal protection doctrine, rooted in the social and individual utilitarianism of educating all students.

Zero reject applies to students aged between 3 and 21 years, irrespective of how severe their disability is. As defined by the IDEA, the goal of this principle is to ensure that all students (from 3 through 21 years) will have a free appropriate public education (FAPE) provided at public expense, no matter how severe their disabilities are. This principle is applicable for the state as well as all of its school districts, state-operated programs, like schools for students with auditory or visual impairments, private schools (in case the public system puts a student into a private school), psychiatric hospitals, and organizations for people with other disabilities.

To benefit from the zero reject principle, the following two eligibility criteria need to be met:

1. A student must have a disability covered by the IDEA

2. Due to the disability, the student requires special education and related services

Thus, under the IDEA, if no disability is determined, the student won’t have any right to receive special education or any additional assessment related to special education. However, if the evaluation reveals that the student has a disability, the evaluation process must classify special education, along with related services the student will get. This information is crucial to devise a suitable plan for the student’s education and decide where that student will be educated.

Under the zero reject principle, IDEA also regulates how students with disabilities are eligible for protection and how schools may discipline them using several general principles, some of which are:

· No cessation: The school may not suspend or expel a student with a disability for over 10 school days in any single school year, irrespective of the violation of a school code.

· Equal treatment: The school may, subject to special provisions, discipline students with disabilities to the same extent and in the same way as their counterparts without disabilities for the same offense.

· Unique circumstances: To discipline a student with a disability, when the school is determining if it should change the student’s placement, it may take into account any unique circumstances relating to the student, including behavior in violating a school code.

Matthew Lynch published in Special Education March 8, 2023

What Can Schools Do When Older Students Can’t Read?

As educational institutions, schools are tasked with the important responsibility of ensuring that all of their students receive an adequate education. However, a problem that many schools face is encountering older students who are unable to read. This can be a difficult challenge for educators to address, but there are a few things that schools can do to help these students overcome their literacy struggles.

One solution is to provide targeted interventions and support for these students. Reading specialists and interventionists can work with struggling readers to identify specific areas of difficulty and develop individualized instruction plans that cater to their unique learning needs. Additionally, offering small group or one-on-one tutoring sessions can help students receive the extra attention and guidance they require to improve their reading skills.

Another way that schools can address the problem of older students who are unable to read is to implement a comprehensive literacy program that emphasizes the development of reading skills. This could involve incorporating reading-focused activities into regular classroom instruction, such as providing opportunities for independent reading or assigning reading-based homework assignments. Schools may also consider adopting evidence-based literacy programs that have been proven to be effective with struggling readers.

For some students who struggle with reading, the root of the problem may lie in their home environment. In these cases, social workers, counselors, and other professionals can work with families to address any issues that may be impacting the student’s ability to learn, such as poverty or unstable living situations. Schools may also offer parent education programs to help families support their child’s reading development at home.

Finally, it is important for schools to adopt a whole-school approach to supporting struggling readers. This means that educators across all subjects and grade levels should be aware of and involved in efforts to improve reading skills. School administrators may consider offering professional development opportunities to help teachers learn effective strategies for teaching literacy to students of all ages and levels.

In conclusion, addressing the problem of older students who are unable to read can be a challenging task for schools, but there are a variety of strategies that can be used to help these students succeed. By offering targeted interventions and support, implementing evidence-based literacy programs, working with families to address underlying issues, and adopting a whole-school approach to literacy education, schools can help struggling readers develop the tools they need to succeed both in the classroom and in their future academic and career pursuits.