Free Education to All Citizens with Disabilities - Essay Example

? Special Education Chapter #7 What Are Some Ways In Which Teachers Can Support All In Their es? With or Without Disabilities of Any Kind In order to increase the efficiency of special education along with seeking to provide active support to the students in their respective classes, , a landmark federal legislation passed by the house of Congress which is generally known as P.L. 94-142. The legislation significantly provides six tenets that ensure to deliver adequate and quality based special education by the teachers to each individual student, irrespective of their disabilities (Strax, Strax, & Cooper, 2012). These tenets have been discussed hereunder. Tenet #1: Free and Appropriate Public Education (FAPE) The opinion within P.L. 94-142 ensures to provide free education to all citizens with disabilities in an appropriate educational setting. The tenet in this regard, interprets to provide education in a separate setting including special classes, floors and all-inclusive care facilities within the schools (Strax, Strax, & Cooper, 2012). Tenet #2: Least Restrictive Environment (LRE) The opinion of Least Restrictive Environment (LRE) in the P.L. 94-142 clearly interprets that the students with disabilities should be delivered with special education along with t additional support to develop their physical, mental and behavioral growth (Strax, Strax, & Cooper, 2012). Tenet #3: Due Process The notion of due processes interprets the serving procedures of the educators such as checking and balancing the care facilities of the institutions with the families of the students with disabilities (Strax, Strax, & Cooper, 2012). Tenet #4: Parental Participation The participation of parents within the special education setting is also an important tenet that ensures to invite and inform them regarding the educational support rendered by the institutions (Strax, Strax, & Cooper, 2012). Tenet #5: Non-Discriminatory Identification and Evaluation This particular tenet interprets the assurance of equalities regarding educational care and support of teachers in terms of providing quality education to the students having disabilities (Strax, Strax, & Cooper, 2012). Tenet #6: The Individualized Education Program (IEP) The Individualized Education Program (IEP) tends to document specific disability of each individual student accompanied by their required educational support and needs (Strax, Strax, & Cooper, 2012). Thus, the above discussed tenets are certain ways through which teachers can support all students in their classes having any sort of disability or not. Chapter #8 Serving Children With Severe And Chronic Disabilities Often Magnifies The Conflicts Between Parents And Providers (Schools And Other Service Providers). What Can Be Learned From Reading The Author's Perspective, Which Helps Better Understand How These Conflicts Work In Actual Situations? Although the participation of parents in special education system delivers adequate support to increase the efficiency of the education facility, it also brings challenges while enhancing the physical, psychological and behavioral nature of the students with disabilities. Therefore, it can be learned from the author’s perspective that the involvement of the parents and the families of the students with severe and chronic disabilities convey various challenges for the educators to improve students’ state of mind (Strax, Strax, & Cooper, 2012). According to the author, the participation of the parents or families of the students bearing severe or chronic disabilities creates barrier for the educators to enhance the efficiency of their educational settings. In this regard, it can be learned that the students with severe or chronic disabilities require special care setting which might not be agreed or accepted by the parents resulting in limiting the time flexibility of the educators by a certain degree. Moreover, the participation of the parents of the students with severe disability often generates conflicts between the families and the care givers resulting in disrupting the entire environment within the background of educational setting. Therefore, in order to mitigate the conflict between the service providers and the parents of the students with severe or chronic disabilities, the author has identified that the participation of the families would enable the educators to understand and formulate effective educational procedures. In this regard, the instructors or the educators possess major role of improving severe disabilities of the students through controlling their actions within their responsibility and purview (Strax, Strax, & Cooper, 2012). Chapter #9 What Is The Role Of Legislation And Advocacy, And Family And Community, In Supporting Students With Disabilities? An effective educational setting for the students with disabilities incorporates various attributes that are significantly identified to play crucial role in terms of providing adequate support. In relation to an effective educational setting, the legislation and its advocacy along with incorporation of families of the disabled students play an imperative role for the institutions to improve their respective educational facilities. The role of legislation, advocacy, family and community in supporting students with disabilities has been discussed hereunder (Strax, Strax, & Cooper, 2012). Role of Legislation and Advocacy The policies and their widespread provisions can be regarded as one of the major supportive attributes of the educational systems for the students with disabilities. The continuous integration of effective regulations and widely accepted provisions implemented in the present educational system have been witnessed to play major roles in improving the psychological, physical and behavioral development of the disabled populations. In this regard, the incorporation of Free Appropriate Public Education (FAPE) can be duly considered as one of the major inclusions in current educational setting which tends to provide adequate support especially to the students with disabilities (Strax, Strax, & Cooper, 2012). Families and Communities The active participation and cooperation of the families or parents of the students with disabilities generally provide adequate opportunities to the services providers in developing their educational settings. The involvement of the families generally helps them to understand and follow effective educational procedures that proactively improve the physical stability and psychological development of the students by a considerable level. Additionally, effective association with the communities also ensures improving the educational facilities performed by the educators to the students with disabilities by a certain degree (Strax, Strax, & Cooper, 2012). Chapter #10 What Are The Functional Causes Of The Issues Encountered In These Stories? Write An Anecdotal Listing Of Five (5) With reference to the stories depicted within the chapters, various types of functional attributes causing different issues in the educational system for the students with disabilities can be apparently observed. The stories have reflected various insignificant acts played by the care givers, societies along with the educational settings to the children with disabilities. The stories within the chapters incorporate subtle and non-subtle attributes wherein the evidences have indicated that the students with disability should be educated within a comfortable learning environment in accordance with their requirements (Strax, Strax, & Cooper, 2012). In relation to the story of the new born baby (1942), an ignorance of the obstetrician about developing the physical condition of the baby can be viewed. The obstetrician could have tried to save the baby rather than insisting the parents to avoid him/her (Strax, Strax, & Cooper, 2012). In the context of the story of a little schoolboy (1947), who was excitedly waiting for the school bus, it can be viewed that the driver refused to take him as he was suffering with cerebral palsy. Therefore, it can be affirmed that this behavior of the bus driver might impose unfavorable impact upon the psychological development of the cerebral palsy child (Strax, Strax, & Cooper, 2012). The story of the adolescent boy (1955) indicates inappropriate educational services provided to the boy. In relation to an effective care setting, the care givers must need to perform additional acts for promoting wellness and significant improvement from the cerebral palsy (Strax, Strax, & Cooper, 2012). Another story of a boy who was adopted by a lady from Poland (1998) also signifies the inappropriateness of the rights possessed by the individuals with disabilities. In this story, while the lady realized that the boy whom she adopted is having autism, the agency members asked her to replace with another one in free of cost (Strax, Strax, & Cooper, 2012). And the story of the resource room teacher (2006) also depicts the deliverance of inappropriate learning to the students. The teachers or any member within the care facility should encourage students rather than demotivate them through comparing them with different individuals belong to a particular community (Strax, Strax, & Cooper, 2012). Chapter #11 What are the key THEMES and SUB-THEMES in each story? In relation to the stories portrayed by the author, various functional attributes that lead towards generating various types of conflicts associated with the rights and educational facilities of the children or adolescents with disabilities can be viewed. Therefore, the key theme within each story comprises different aspects. The key themes within the stories generally involve certain primary attributes such as: Psychological Feelings Physical and Emotional Safety: These can be regarded as the primary objectives of special education system. The students with disability ought to be educated within a secure environment encouraging them to develop their psychological and behavioral aspects. Self Confidence: Building self-confidence of the students with disabilities is also a primary step for the educators. In this regard, the other group of students should also need to cooperate with the disabled students for boosting their self-confidence (Strax, Strax, & Cooper, 2012). Education Program In accordance with the stories observed in the chapters, it has been viewed that there are five types of sub-themes namely diagnosis procedures, education planning meetings, classroom programs, teacher’s interaction along with accommodation and related services (Strax, Strax, & Cooper, 2012). Transition to Adulthood The theme of transition to adulthood can also be viewed to remain present within the stories. In relation to most of the stories, it can be affirmed that the transition of child to adulthood was highly neglected in the stories (Strax, Strax, & Cooper, 2012). Chapter #12 Explain The Response To Intervention Process. At What Point in the Implementation Process Is There Potential for It’s Breaking Down? Although the special education system faces severe challenges, certain intervention processes might address those challenges by a certain degree. In this context, the roles and responsibilities of the major groups of stakeholders can mitigate the potential threats that might hinder the deliverance of quality education service to the students with disabilities. Few of the major groups of stakeholders and their roles have been discussed below. School Administrators: The school administrators within the special education setting play a pivotal role not only for providing appropriate service to all students, but the group also ensures to build an enthusiastic environment to each student with disabilities (Strax, Strax, & Cooper, 2012). Adult Educators: The adult educators can also be considered as a most supportive group of stakeholders who can understand the parents and other individuals within a community about the language of laws, regulations and policies protecting students with disabilities (Strax, Strax, & Cooper, 2012). Therefore, with regard to the aforesaid roles and responsibilities of the major stakeholder groups, the continuous practice of adequate norms promoting the wellness of each student with disabilities can play a crucial role for the special education system to effectively deal with various education related issues. Moreover, the intervention process would also enable the service providers to mitigate conflicts among the educators with parents and families of the students with disabilities. Chapter #13 How Should The Vast Resources Of The United States Be Used To Improve Special Education? Why? The integration of key resources of the United States (US) would provide adequate support to the educational institutions for building a robust setting of special education for the students with disabilities. In this regard, the incorporation and adequate compliance with the policies underneath public law protecting the students with disabilities can build a strong base of the special education setting. The provisions underneath Individual with Disability Education Act (IDEA) (1990, 1997) and Individual with Disability Education and Improvement Act (IDEIA) (2004) would enable the special education setting to effectively deal with various potential issues(Strax, Strax, & Cooper, 2012). In this regard, the successful incorporation of the US key resources can be effectively utilized through practicing the following model i.e. “A model for creating the Future”. Source: (Strax, Strax, & Cooper, 2012). The aforesaid model of educating students with disabilities should be commenced with the reconciliation step wherein the educational system would likely to obtain ideas as well as opinions from different groups of stakeholders. The dialogue in the model depicts the process of creating an effective plan through understanding situations and investigating possibilities for liberation to accomplish the overall objectives of the educational settings. The consensus generally depicts the concept of knowledge and learning mechanism enabling the educational institutions to strategize effective course of actions. Finally, the implementation process emphasizes various activities in accordance with the policies of developing educational settings that ensure to create adequate structure to improve physical and psychologically disruptive behavior of the students (Strax, Strax, & Cooper, 2012). Reference Strax, M., Strax, C., Cooper, B. S., & Noddings, N. (2012). Kids in the middle: The micro politics of special education. United States of America: R&L Education. Read More