factor that cannot be ignored by society is that there is a group of young people (male or female) who might need a certain amount of special attendance so that the teaching profession can attain a special status that stands apart from formal teaching procedures. This paper attempts to review such a stand which takes into consideration legal, moral, and social aspects with regard to children challenged with any form of disability and attempts to bind or conform a general curriculum which such children could be exposed to.
The 1997 amendments to the Individuals with Disabilities Education Act (IDEA) made it clear that each student’s Individualized Education Program (IEP) should clearly describe how the learner’s “disability affects the child’s involvement with and progress in the general curriculum” and what “services, program modifications, and supports necessary for the child to be involved in and progress in the general curriculum” (Wehmeyer, Agran & Lattin, 2001, p. 327). These guidelines have prompted educators to reconsider how the educational programs of special needs students are designed and carried out. Standard based reforms have been identified as beneficial to special needs students accessing general curriculum. The benefits of standards-based reforms are that “students would have access to a challenging curriculum, be held to high expectations, and be within the accountability system and, thus, not excluded or marginalized” (Wehmeyer, Agran & Lattin, 2001, p. 328). However, special efforts should be undertaken to ensure that no misapplication or overemphasis of any component of standards-based reform must occur in the teaching learning process. The authors argue that special needs students are just like others and these learners achieve challenging standards only when there is higher expectation is demanded from them. However, there is also the danger of setting high standards and narrowing the curriculum to core content areas