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Special Education Program Analysis

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Special Education is an umbrella title for an educational department that focuses on the rehabilitation of students and providing services for students who require extra academic support to be successful in the current school setting but are also in need of learning life skills that will help them to be successful later. The Merriam-Webster Dictionary defines special education as “classes or instruction designed for students with special educational needs” (Merriam-webster.com, 2017). To assist students with disabilities, the United States government continues to use the current reauthorization of the Individuals with Disabilities Education Act (IDEA) of 2004 which is currently known as the Every Student Succeeds Act (ESSA) of December 2015 …show more content…

These programs are Behavior Life and Social Training (BLAST) and Why We Try (WWT). BLAST is the program title for the elementary level and WWT is for the middle and high school levels. The purpose of these programs is to teach the students appropriate social and coping skills that will help them eventually be successful in the general education classroom and later in life (Steelman, 2017). Typically, a placement in these classrooms signifies the student’s last chance at learning appropriate classroom behavior and safety before being sent to an alternative educational placement, but this placement is not a punishment focus for the student (WWT-BLAST Manual, 2017). Within each BLAST classroom there is a time away (break room) area. When a student is in crisis, the time away area is used; in this area, the student can take time out to calm down and then discuss the crisis incident. While in this room (area), the student is constantly monitored by trained staff during the …show more content…

Students with EBD are typically the largest group among all disabilities who receive education in an alternative learning environment (U.S. Department of Education, 2016) and all students with disabilities are entitled to a free and appropriate public education (FAPE) as part of the IDEA regulations (Kuo, 2017). Currently, the GNETS program is a large program that services 4,500 students with behavioral disorders; once a student has been placed into this program, a team works to get the student established with the instructional services that follow the Common Core State Standards, research-based behavioral interventions, IEP goals and objectives, and progress monitoring (Georgia Department of Education, 2016). The purpose of a placement for an EBD student in this program is to “prevent children from requiring residential or other more restrictive placements” and support the local school systems’ services (GNETS Rules and Regulations, 2015, p.1). Furthermore, the GNETS programs use the Trauma-Informed Care (TIC) approach to create a learning environment where students feel safe, trusted, respected and empowered (Kuo, 2017). Per the data reports for the GNETS programs, the Georgia Department of Education has been able to show that this program has helped students to improve their behavior so that they may be able

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This 1965 research showed that students with intellectual disabilities who were educated in a general education setting, “achieved more academically than those in special classes,” (Goldstein, Moss & Jordan).

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Some people argue special education segregates the students. Having access to educational services isn’t enough. There are different views on the implication of special education, but emphasizing individual educational benefits for all students is a worthy

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As result Tyler and his peer both received room restriction and MRT set backs to step 3 for not doing the program as required. Tyler has been counsel by the treatment team throughout this review period about his repetitive pattern of problem behavior and tendency to argue. Tyler expressed a desire to make behavior changes and has been receptive to feedback given by the treatment team. Due to Tyler’s struggles to manage his behavior, Tyler was initially delayed in obtaining his Level II promotion by

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Connecticut Zero tolerance policies in Connecticut’s schools were contributing to high rates of School arrest and expulsion, particularly for youth with behavioral and mental health needs. In response, the state created the School-Based Diversion Initiative (SBDI) which uses mental health responders (provided by Emergency Mobile Psychiatric Service[EMPS] units) to respond to school-based incidents involving youth with mental health needs as an alternative to contacting the police or referring to juvenile court. The program is designed to reduce the number of school arrests, suspensions and expulsions by linking youth with mental health needs who are at risk of juvenile system involvement with appropriate community based services and supports.

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Started the new school year at Triton this fall and I am amazed by the staff and specialists that we have for the children to reach their needs and goals. We have teachers, paraeducators, behaviorists, speech therapists, and occupational therapists. They are all here working together as a team to help these young individuals succeed. Most of the individuals didn’t make it in a traditional school setting because they escape school, get suspended, having erratic behaviors that most teachers can get physically hurt if they are not properly trained. The Ventura County Office of Education provides training and refreshers for CPI training for Nonviolent Crisis Intervention.

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Understanding the history of special education and its impact on individual lives provides educators and families with a positive perspective on student’s academic and social achievement. Special education services were almost non-existent and with the passage of Public Law 94-142 everything changed. As the law continues to evolve, the rules and regulations become more prevalent. Handicapped and disabled students educational careers can now include reading, language arts, math, live skills training, vocational readiness, and various work training programs. Society has significantly become more understanding and aware of people with disabilities since the establishment of Public Law 94-142.

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Specifically, youths produced significant changes on subscales measuring conduct problems, inattention/hyperactivity, somatic complaints, high-risk behaviors, and interpersonal relationships (Weiner, Schneider, & Lyons, 2009). Encouraging results were also found in an EBP Pilot Program conducted by the Illinois Department of Children and Family Services in conjunction with The Mental Health Services and Policy Program at Northwestern University. The study found that adolescents in foster care receiving SPARCS were half as likely to run away, and one-fourth less likely to experience placement interruptions compared to a standard of care group. Youths displayed significant improvements in intrapersonal distress, somatic symptoms, interpersonal relations, social problems, and behavioral dysfunction in Youth Outcome Questionnaire (YOQ) scores. In the UCLA PTSD Reaction Index score, adolescents showed a significant reduction in PTSD symptoms such as re-experiencing, avoidance, and hyper-arousal post intervention (Northwestern University,

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Special education to me is teaching students who are extraordinary. Students with special needs have intellectual and/or physical disabilities, and emotional and/or behavior disorder. As teachers, we are to provide our students with the tools to succeed to their fullest potential. I will also have the privilege to help my students achieve academic success and as they get older, life skill success.

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The Individuals with Disabilities Education Act (IDEA) is a federal law enacted in 1990 and reauthorized in 1997 and 2004. It is designed to protect the rights of students with disabilities by ensuring that everyone receives a free appropriate public education (FAPE), regardless of ability. Furthermore, IDEA strives not only to grant equal access to students with disabilities, but also to provide additional special education services and procedural safeguards. Special education services are individualized to meet the unique needs of students with disabilities and are provided in the least restrictive environment. Special education may include individual or small group instruction, curriculum or teaching modifications, assistive technology,

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Thesis: To master the job of a Special Education teacher, it is important to have the right skills such as teaching, communicating, and patience. Organizational Pattern: Topical Introduction Attention Getter: According to brainyquote.com, Magic Johnson once said, “All kids need is a little help, a little hope, and somebody who believes in them”. Relevance: A Special Education teacher is someone that works with children with a variety of disabilities.

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Conclusion After spending some time in both the general and special educational classrooms, I found there were similarities and differences between the two for example special needs students received more personalised care than their counterparts in both classrooms. A difference was that the special educational classroom was perhaps more effective at the students developing to their full potential whereas the general classroom would teach them better social and communication skills. In short, they are both great environments for the students to be in despite the differences.

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Now, I realize that a student needing special education does not automatically mean that they will need help with everything and have an extremely difficult time learning. Most of the students I observed did not seem any different than the students not in special education. They just needed extra help in certain subjects. They picked up on the material much more quickly than I had thought they would and were able to do more on their own than I had originally thought. Before this class and project, I also did not think about the fact that students with special needs often stay in the general education classroom as well as working in the special education

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“Special Educational Needs” is defined as a restriction in the capacity of the person to participate in and benefit from education on account of an enduring physical, sensory, mental health or learning disability or any other condition which results in a person learning differently from a person without that condition... (Government of Ireland, 2004b, section 1) Aims and principles of Special Education The aims of education for students with special educational needs include (a) enabling the student to live a full life and to realize his or her full potential as a unique individual through access to an appropriate broad and balanced curriculum; (b) enabling the student to function as independently as possible in society through the provision

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Not all of us need special education. However, are we just going to stand here and just don’t give a care without any information about special education? Many of us are still wondering as to why we need to have a special education. Special education refers to the arrangement of teaching procedures, adapted equipment and materials, accessible settings, and other interventions designed to address the needs of students with learning differences, mental health issues, physical and developmental disabilities, and giftedness. Special education started in the Philippines in 1907 with the establishment of the Insular School for the Deaf and Blind.

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Have you ever think about the similarities and differences between Regular Education and Special Education? Regular education is the term often used to describe the educational experience of typically developing children. By the other hand, Special Education programs are designed for those students who are mentally, physically, socially or emotionally delayed, which places them behind their peers. As you can see, these two provide an example of different types of education. We can find differences such as their educators, academic content and methods of teaching, but we can also find similarities in their academic content.

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