do they have special programs for them? What are the educator's opionions on special education? what are the laws for special education?
210112
Try this:\n\nhttp://www.indiana.edu/~japan/digest5.html\n\nhttp://www.nise.go.jp/en/Special_Education_in_Japan.pdf
14594
Yes, it is the only way that inclusive education can work. You must have the teacher involved because inclusion requires significant changes in how many teachers teach. Often teachers are not involved in determining the individualized education plan for kids in their classes.\n\nOne overlooked aspect of inclusion is that it is successful only when the teacher receives the necessary training, resources, and support. Too often "inclusive education" has meant dumping a kid with a disability into a regular education classroom with little support to teachers. Teachers have a tough job, and they need additional resources, help (teacher's assistants and special education teacher consultation). At one time the idea of inclusion was that regular ed teachers and special ed teachers would "team teach." This hasn't happened in most schools. \n\nParent involvement is critical as well. My experience is that in most cases the quality of special education (including inclusion) depends on how involved parents are because, while they do their best, school personnel don't necessarily go the extra mile for kids unless the parent is there, monitoring the outcomes, watching what happens in class, working collaboratively with the teacher to solve problems, and helping the school personnel to better understand their children's needs. \n\nLots of good information on parent advocacy at http://www.wrightslaw.com.\n\nLots of good information on inclusion at:\nhttp://www.uni.edu/coe/inclusion/resources/resources.html\n\nhttp://www.ldonline.org/ld_indepth/special_education/schultz_inclusion.html\n\nHope this helps.
196085
You really need to specify what disabilities you are trying to provide accomodations for, and what subjects/activities you're involved in.\n\nExcept for people who are severely or profoundly impaired, inclusive activities should be the same activities as everyone else is doing. You just give them a bit more time, or physical supports, or whatever they need to be able to participate successfully.\n\nFor severely or profoundly impaired people, you really have to identify what they really CAN do, and create an activity similar or a part of everyone else's that uses their abilities.\n\nFor example, I have a 4th grade profoundly MR student with microencephaly. She attends the regular ed music class. For musical instrument exploration time, we give her the jingle bells to play when everyone else is working on guitar, violin, keyboards, drums, etc. and her educational assistant helps her know when it's her turn to shake those bells!
301112
The following six main principles of IDEA embody the underlying spirit and intent of IDEA and provide the framework around which special education services are designed and provided to students with disabilities:\n\nFree Appropriate Public Education — IDEA guarantees that each child with a disability, eligible for special education, will be entitled to a free appropriate public education (FAPE).\n\nFree requires that the education of each child with a disability must be provided at public expense and at no cost to the child’s parents. The only exception is that incidental fees normally charged to non-disabled students or their parents as part of the regular education program may also be charged to students with disabilities and their parents.\n\nAppropriate means that each child with a disability is entitled to an education that is “appropriate” for his or her needs. “Appropriate education” is determined on an individual basis and may not be the same for each child with a disability.\n\nPublic refers to the public school system. Children with disabilities, regardless of the nature or severity of their disabilities, have the same right to attend the public schools as their non-disabled peers. The public school system must educate students with disabilities, respond to their individual needs, and help them plan for their future.\n\nEducation - IDEA is an education act that guarantees that eligible children with disabilities will receive a public education that includes special education and related services as directed by the child's Individualized Education Program (IEP), based on the child's individual needs. \n\nAppropriate Evaluation — IDEA requires that each child suspected of having a disability receive an appropriate evaluation: \nIn all areas of suspected disability. \nBy a team of evaluators knowledgeable and trained in the use of the tests and other evaluation materials they use. \nEmploying a variety of sound evaluation materials and procedures selected and administered so as not to be racially or culturally discriminatory. \nWithout subjecting a child to unnecessary tests and assessments. \nIncluding the gathering of relevant information from a variety of sources. \nBased on information that is useful instructionally in planning for the child’s education. \nAn appropriate evaluation provides information to be used to determine the child’s eligibility for special education and related services and the educational needs of the child. \nIndividualized Education Program (IEP) — In order to ensure that students with disabilities receive an appropriate and individualized education, IDEA requires that, after drawing upon current evaluation information, the IEP team develop a written document, the IEP, designed to meet the unique educational needs of each student with disabilities. IDEA contains clear language about: \nThe information which the IEP must contain. \nWho develops the IEP. \nThe public agency’s obligation to provide the special education and related services identified in the IEP. \nLeast Restrictive Environment (LRE) — IDEA guarantees that a child with a disability will receive a free appropriate public education in the least restrictive environment (LRE) appropriate. This principle reflects IDEA’s strong preference for educating students with disabilities in general education classes with the access to general education curriculum. Placement in the general education classroom is the first placement option the IEP team must consider.\n\nWhen considering placement in the general education classroom, the team is required to explore the range of modifications and supplementary aids and services that are needed to ensure that the student can receive a satisfactory education in the general education classroom. If the IEP team determines that the student can be appropriately educated in the general education classroom using modifications/supplementary aids and services, this is the L
140120
Try taking the advice given here. Be prepared to march down to the school a lot to try to get this taken care of. Your grandkids CAN learn! Then, if none of that works, consider homeschooling, or have the parents consider homeschooling, whichever is more appropriate. Like some of these teachers said, they are trained to educate regular student, not special children. I know a boy with FAS and a myriad of other diagnoses, and when he was eight years old, he snuck out of a locked campus and was halfway home before his grandma was called and told he was missing. He had walked about five miles. Homeschooling gives you the advantage of knowing your grandson's individual problems. There are so many different types of problems going on in a special ed class, that I don't blame the teacher for being overwhelmed. Most special ed kids excel once they start being taught at home because they are in an environment they know, with loving caregivers who understand the complexities of their own disorders, and are able to work at their own pace. There's no distractions like there are in a classroom. It just seems to work. There are several place you can turn to to learn about homeschooling kids with special needs. Check yahoo groups, there's a lot. I'm on HS-Plus, and it's a really good group. Lots of different disorders being dealt with, FAE/FAS is a big one, so you'd get lots of help. I homeschool my autistic pre-schooler, and will be homeschooling my 'normal' little one, and any others that come along. Contact me if you'd like, I'd be more than happy to talk to you some more.
150545
Collaborate with you special education teacher.
188717
Has your district instituted the HOUSSE process? If you teach 2 or more core subjects, the "highly qualified" regular ed teachers can form a committee, observe you, review your lesson plans, and confirm your "highly qualified" status. I'm surprised by the posts here that there are special ed teachers not going through the HOUSSE.\n\nOn the other hand, NCLB is horrific (minimal funding, demanding 100% of all kids reading at grade level without consideration for outside interference like low SES, disabilities, ELL, etc., and blaming all failure on the teachers and schools, such as attendance rates, discipline rates, etc.).  Blech.
463894
Most importantly, you would need excellent, perceptive teachers who are willing to make themselves available to their students in a one-on-one situation.  This gives the students the opportunity to share their concerns, ambitions, etc., with their teachers; and it can provide the teacher with greater insights, as to the students' needs.\n\nThe ideal school should also have state-of-the-art equipment and facilities, but the teachers are the most important resource for optimum learning.
96803
Do research on the Education of All Handicapped Children Act of 1975 and the Individuals with Disabilities Education Act of 1997 (two FEDERAL laws relating to special education).  Once you are well informed of those laws, talk to the principal of your child's school.  If they refuse to cooperate there are steps you can take to order them to do the procedures, such as filing a formal complaint - in court
406423
I understand your frustration.  I have taught high school for 8 years and it is very discouraging at times to see the situations that exist in the classroom.  First of all, there is a mandate that Special Education students be mainstreamed into the general classroom population.  I have had a class of 34 students with 9 Spec. Ed. students (this is becoming more and more typical).  There are supposed to be teacher's aides to help in classes like that, but school budgets are spent so unwisely, at times, that there is no money for a teacher's aide for every teacher with a significant amount of Spec. Ed. students (who either have a learning disability, a behavioral disability, or an emotional disability).  This leaves the teacher and the students at a disadvantage.  Teachers now use more time on class management than on class instruction.  And, it's not just because of Spec. Ed. students.  For some reason many students like to "dumb down" on their own as to not be ridiculed by their peers for being too smart, a nerd, or a "lame".  School administration look at teachers with disdain and often let go of teachers with too high of a failure rate, so many teachers, when presented with a class or classes that do not produce on the expected level then create a curriculum that they feel the students have a chance to pass, even if it does not prepare a student to be on level.  Our educational system is in deep need of reforms that work, not just reforms that look good on paper but have no substance or effectiveness in the classroom or to the students.  I try to prepare students for high school and beyond, whether they are college bound, interested in vocational training, or ready to work once they graduate.  Teaching is a many tiered profession (teacher, counselor, mentor) if children are to be educated properly.  I worry about the same things you do, but I also know that the big decisions about education often do not rest upon  teachers' shoulders, but on an administration that is often too long out of the classroom to remember or know the things that work and the things that do not.  I only hope that it gets better before it continues getting worse.
80916
Yes, if they want to and if their parents see fit. The school should be concentrating on education. If the teachers are any good at all, they can keep the kids' interest. The parents should determine such, NOT the school.
13263
While public policy is an undoubedly exciting field, the rewards you'll get and receive in special education are certainly among the most satisfying available.\n\nYou have an opportunity to positively affect countless children and adults with challenges far beyond the average person.  In the end, you have to follow your heart.  I suggest searching it carefully to see what it holds for this field.  The best of luck to you!
168202
This is not a "special education" question. It belongs in the "higher education" category.
76780
This section is meant for special education for children with special needs (speech/language/social) and other disabilities. So try your posting elsewhere where it is relevant perhaps in Higher Education (university +)
121625
And why is this question in the "Special Education" category, sir?
179058
what does this have to do with special education?
196931
Um, your question is?\n\nAnd this relates to Special Education how?