The of Special Education

Above the last 20+ years I have been on both sides of schooling. I have seen and felt what it was just like to be a regular main stream educator working with special education plan, special education students and their specialized teachers. I have also been on the special education aspect looking to get regular education instructors to be effective more effectively with my special education students through modifying their coaching and materials and having a little more patience and empathy.

Furthermore, I have been a mainstream education regular education and learning teacher who taught regular education inclusion classes trying to puzzle out how to best work together with some new special schooling teacher in my class and his or the woman special education students as well. And, in comparison, I have been a special education inclusion teacher intruding on the territory of some regular education teachers with my special education students and the adjustments I thought these educators should implement. I can tell you first hand that none of this give and take between special education and regular education has been easy. Nor do I see this pushing and tugging becoming easy anytime soon.

So, what is special schooling? And what can make it so special and yet so complex and controversial sometimes? Well, special education, as the name suggests, is a specialized branch of schooling. It claims its lineage to such people as Jean-Marc-Gaspard Itard (1775-1838), the physician who "tamed" the "wild boy of Aveyron, " and Anne Sullivan Macy (1866-1936), the teacher who "worked miracles" with Helen Keller.

Special teachers teach students who have physical, cognitive, language, learning, sensory, and/or emotional capabilities that deviate from those of the general populace. Special educators provide instruction specifically tailored to meet individualized needs. These teachers basically make education more available and accessible to students who otherwise would have limited entry to schooling due to whatever impairment they are struggling with.

It's not only the educators though who play a role in the history of special education in this country. Physicians and local clergy, including Itard- mentioned above, Edouard O. Seguin (1812-1880), Samuel Gridley Howe (1801-1876), and Thomas Hopkins Gallaudet (1787-1851), wanted to better the neglectful, often harassing treatment of people who have afflictions. Sadly, education in this country was, more often than not, very neglectful and abusive when coping with students that are different somehow.

There is a rich literature in our nation that describes the treatment provided to individuals with disabilities in the 1800s and earlier 1900s. Sadly, in these stories, as well as in the real world, the segment of our population with disabilities were often confined in prisons and almshouses without decent food, clothing, personal hygiene, and exercise.

For an example of this different treatment in our literature one needs to appear no further than Tiny Tim in Charles Dickens' A Holiday Carol (1843). In addition , many times people with problems were often portrayed as villains, such as in the book Captain Hook in J. M. Barrie's "Peter Pan" in 1911.

The prevailing view of the authors of this time period was that one should submit to wrong doings, both as a form of obedience to The lord's will, and because these seeming misfortunes are finally intended for one's own good. Progress for our people with disabilities was hard to come by at this time with this way of thinking permeating our society, materials and thinking.

So, what was society to do about these people of misfortune? Well, during most of the nineteenth century, and early on in the twentieth, experts believed individuals with afflictions were best treated in residential facilities in countryside environments. An out of sight out of brain kind of thing, if you will...

Yet , by the end of the nineteenth century the size of these institutions got increased so significantly that the goal of treatment for folks with disabilities just wasn't working. Institutions became instruments for long term segregation.

I have some experience with these segregation policies of education. A few of it is good and some than it is not so good. You see, Plus a self-contained teacher on and off through the years in multiple environments in self-contained classrooms in public high schools, middle schools and primary schools. I have also taught in multiple special education behavioral self-contained universities that totally separated these troubled students with afflictions in managing their behavior from their mainstream peers by putting them in completely different buildings that have been sometimes even in several villages from their homes, friends and peers.

This is a heading

This is a paragraph. You can use this to communicate content within your page.

This is a heading

This is a paragraph. You can use this to communicate content within your page.

This is a heading

This is a paragraph. You can use this to communicate content within your page.

This is a heading

This is a paragraph. You can use this to communicate content within your page.

This is a headline

This is a blockquote. It is located in the text toolbar. You can use it to highlight quotes within your site. This is a blockquote

– Person you are quoting

This is a headline

This is also a headline but in a smaller format than the last

This is a headline

This is a paragraph. You can use this to communicate content within your page.

This is a paragraph. You can use this to communicate content within your page.

This is a paragraph. You can use this to communicate content within your page.

This is a paragraph. You can use this to communicate content within your page.

This is a paragraph. You can use this to communicate content within your page.

Copyright education