Moving from distal to proximal arrangements
Special needs education refers to teaching learners who need special attention because of their individual needs and differences. The form of education entails a systematic and individually planed arrangement that is required to monitor teaching strategies. The strategies were designed to help learners who have special needs to attain self-sufficiency and success levels. Some of the joint special needs which learners have entail; developmental disabilities, communication disorders, behavioral and emotional disorders, and physical disabilities.
Moving from distal to proximal arrangements
Before the mid-1900s, there was barely any recognition for people with special needs because individual nonconformities in the societies were hardly tolerated. Individuals who had any form of disability were perceived as a liability in both the economic and social aspects of society. This group of people was mainly categorized as individual beings; thus, they were commonly deprived of any rights and privileges. Nonetheless, y the late 1900s, there was considerable development, and the disabled were not perceived as isolated or confined individuals. Permanent facilities which were staffed with teachers were established, and the teams were involved in experimentation of new and innovative pedagogical instances.
The establishment of special education institutions coincided with a period of massive social reforms. Institutions of early special needs education were used as protectors for vulnerable children with special needs.
- Shifting from separation to integration
Despite the establishment of special needs institutions, during most of the 19th century, most children who had special needs did not attend schools. Nonetheless, by the 20th century, special needs institutions were developed gradually. Institutions were established, which offered learners with learning conditions that suited their type of disability. Despite the ideas behind the advancement of the institutions being in good faith, the people with special needs still felt segregated by society. Nonetheless, by 1970, new policies that assured education for all children were established. The policies required the integration of special needs children in ordinary institutions. Additionally, these policies required special education classes to be included in the curriculum, with the subjects that this vulnerable group needed to lean on. Nevertheless, the approach had its limitation because the child was required to adapt to the school system. Thus, if a learner could not follow what was being taught, they were removed from the class, which eventually adversely impacted the students.
Upon consideration of the limitations, education specialist started researching on how to improve the program. Upon massive debates and discussions, a new concept was developed, and it was referred to as an inclusive education program. The program aimed to integrate the special needs students into the regular schools without taking them outside the class if they failed to adapt to the schedule. To achieve this, the researchers found the need for coming up with teaching experiences that tailored these needs.
Changing the purpose of evaluation from making decisions about selection and rejection to making placement decisions and designing IEP’s
The section is based on the history of the Individual Education Plan (IEP), which was introduced in the education system in the 1970s. The aim of IEP is to amend the school program in such a manner that each learner with any special needs got an equal opportunity to get the same education as any other learner in the country… The plan comprised of several modifications which were designed to fit every disability that a learner had. The program was designed in a manner that learners did not have to adapt to the learning program; instead, they would easily fit in the programs. The aim for the development of the special needs education plans changed, and they were then concerned with informing the most suitable strategy that could be used to get an efficient individual education program. Before the modifications, the aim instructors of children with special needs were the only ones responsible for designing the individual education programs and objectives. Nonetheless, in the current system, both the special education and general education instructors collaborate to establish the objectives and outcomes of the cleaners in a classroom. Additionally, all educators should be accountable and are needed to check on the IEP objectives and outcomes.
- Shifting from the use of program options that might be characterized as special education vs. general education, to service delivery, including an integrated continuum of services for all students
In the current day education system, both the special need and general instructors are involved in the education of all learners, whether or not the students have any special needs. According to education specialists, taking out learners who do not understand what is being taught in class like it was done previously interferes with the individual learner’s sense of belonging in the class. It is possible to provide special education in a context where it happens; naturally, that is, in the general education classroom, although by the aid of a special need instructor. The inclusion of all students In the education system has been paramount significant in ensuring an integrated continuum for service amongst all learners.
The Individuals with Disabilities Education Act (IDEA) demands that learners who have any form of disabilities should get the required curricular adaptations. For instance, the management of institutions should make adaptations like modification of accommodation programs, diet, and classroom desks. The special students are given special needs expectations as their general education classmates; thus, the modifications are meant to enact changes that lower such expectations.