Research Paper for six peer reviews
Abstract
Special education programs for children with disabilities need to be developed. Much needs to, first understanding the kind of disabilities various children have and use this information to implement the programs. Resources are required to perform the studies as wells as carrying out the stipulated projects to the disabled, e.g. classrooms and teaching experts. All parties, including parents, teachers, experts and society leaders, need to be involved in such programs as each holds an important key factor in developing them. The government and the NGO’s also need to lend a helping hand. On the other hand, the education curriculum needs to be restructured to include the new matters experienced in society and the surrounding environment in schools.
Introduction
Studies have made to help formulate education programs in schools and higher institutions of learning. Most of these studies are just practical and straightforward within the healthy boundaries of curriculum development. Inopportunely, the curriculum for children with special needs or rather called the disabled need a particular set of study, specified programming as well as unique curriculum execution methods. In developing a program that disabled children can benefit from, diverse groups need to be involved.
All details from each group, e.g. experts, teachers, curriculum developers, leaders from societies and parents need to be involved. It is a rigorous, expensive and intense activity, but the results are worth. Differently, other career subjects need special programming, e.g. Physics, and needs to be understood and approached differently. Other times, to be recognised and to be beneficial to students, the educations curriculum needs to be restructured and new approaches on matters arising incorporated. This helps teachers and students cope with the latest trends in society through value addition in their curriculums.
Concept 1: To build a working curriculum for disabled children, we need to understand them.
The first objective is to accept that we have disabled children in our houses, societies and communities who need the value of education in their lives. “Preliminary findings include the following; youth receiving special education include 7 % of the total population and 75% of the special education students are varied from hearing and sight impairment, speech /language impairment etc.” (Cameto, 2003). It is quite essential to get the actual number of children or students with disabilities in the area of study and at the national level at large. The numbers will help know how disabled children are there, the schools which can accommodate them in one particular area and the wholesome resources needed to educate them. “Noble research aids us to study about the physiognomies of kids with incapacities, their relatives, the kind of the facilities they require and the effectiveness of several facsimiles of service conveyance” “(Wolery, 1998).
A research study should not just include the numbers. It is supposed to show the kind of conditions each child suffers. Some techniques have been formulated to help discover the type of disabilities different children suffer. From these methods, disabled children can be helped to get an education in terms of their disability categories. ‘RTI has produced a network of modifications in screening, valuation, and intervention that correlate to both hindrance and remediation of scholars at threat for educational and behavioural problems” (Vaughn, 2015).knowing is bettering the situation. With what is known, individual programs can then be formulated to help the children adopt the best and beneficial education program.
Concept 2: To build a working curriculum for disabled children, we need to involve all parties and resources.
Developing a curriculum for the disabled is no easy task. We have a lot of parties to be involved. Giving the curriculum developer in the education department the mandate to develop these curriculums alone would be making big mistakes. Educators have a big challenge if left to design the curriculum and teach at the same time. “This dual responsibility is significant but challenging” (Vaughn, 2015). for this to work, several people and groups will need to be involved. Teachers or educators, parents, medical experts, sports experts for the disabled, curriculum developers in the education sector and the community/ society and its leaders.
With each bringing up a factor of consideration, a whole and complete curriculum will be developed. This curriculum will be able to consider all the aspects, from class education to extra-curricular activities like singing and sports. The medical experts will explain the different conditions of each student which will be helpful to the teachers and the parents when handling the children. This is needed to help develop a useful curriculum that is not biased to reading and understanding only.
Accountability and result oriented curriculum is very crucial. “The kind of early childhood special education study we want, mutually to transport the pitch frontward and too apt into the world should be that of results-based accountability” (Carta, 2002). All the participants should be accountable for the curriculum activities and be able to show the results of the primarily funded programs. This is because such researches and applications would need massive funding either from the government or from private entities.
Concept 3: Educational Programs Need New Restructuring
The world is changing. Unfortunately, most of the curriculum followed were formulated decades ago and have not yet been changed ever since. The societies were are living or working at are changing, so is the life of students at school. These programs must vary to include current issues. “Instances comprise deliberations around the part of religion in the institutes, principally devotions in the schools; terms of distress on students’ protection from violence when at school” (Wolery, 1998). Even the syllabus itself is deliberately changing. “Physics teachers are typically now attentive in conceptual identifications of several topics of physics, e.g. social features, technological presentations of computer software etc.” (Akarsu, 2010).
Parents, employers and the society are carrying for the formulation of curriculums which address the current trends in the market and culture rather than the accustomed traditional ones. Some parents have made steps ahead to home school their children on the critical things that they need in modern society.
Limitations
Most of these researches require massive funding to help pay for transport, expert appointments, accommodations, among other provisions. Lack of enough funds leads to narrowing the research area leading to biased samples. Some people do like talking about their disabled children. They either hide them or keep them away from the public and thus not included in the studies. When using secondary data from communities and society libraries, false information or data might be obtained and ruin the relevance of the research.
Conclusion
It would be affirmative to say that the early childhood development education for the disabled and the behavioural patterns in schools and how they can be structured need some exceptional study. Specifics need to be visited to make the suggested recommendations work. Only experts can do the kind of work required in these areas.
For disabled children, whether young or teenagers, they require special programs that will help them grasp and apply what they learn from school. Much needs to be done, including allocating enough funds and training enough experts to assist in the teaching programs. With the above put into consideration, then beneficial changes will be seen in the education system as well as the impacted lives of the students.
Further Study
Much is needed to be done on the possibility of building an all-round society for the disabled where full packaged facilities are found in one building, e.g. hospitals, schools and other amenities.
References
Bayram Akarsu (2010).Science Education Research vs. Physics Education Research: A Structural Comparison
Cameto, renee (2010). Who are the children in special education? Research Brief
Judith j. Carta,University of Kansas(2002).An Early Childhood Special Education Research Agenda in a Culture of Accountability for Results
Mark wolery and Donald b. Bailey, jr. (2002).Vanderbilt University. Early Childhood Special Education Research
Mark Wolery, Ph.D.1,2(1998). Educational Restructuring: Issues for Future Behavioral Research
Sharon Vaughn and Elizabeth.A.Swanson (2015). Special Education Research Advances Knowledge in Education.