The Special Education Problems We Aren T Solving Analysis

It is about their ability

Education and its role in disabled children's lives has been a topic of debate for a long time. In 1975, the Individuals with Disabilities Education Act (IDEA) passed with two main purposes: to provide free appropriate public education, and to give parents a voice in their child’s education (Lee). “I wish for a world that views disability, mental or physical, not as a hindrance, but as unique attributes that can be seen as powerful assets if given the right opportunities” (Oliver Sacks). Public schools are not efficient at educating people with disabilities. The public education system does not efficiently meet the individual needs of disabled students, parents frequently do not participate in their child's education,

As noted in the article The Special Education Problems We Aren’t Solving, an integrated classroom can do wonders for a disabled child's social life but can have very little impact on their academics (Klein). The article clearly lays out the numerous problems that her school has had with a student in the classroom, ranging from inappropriate emails to classmates, failure to produce enough work to assess understanding, and the student’s frequency to skip class (The Special Education Problems We Aren’t Solving, Klein). Consequently the student was subjected to a series of test and interventions that failed to result in a tailored educational plan. I know these problems exist, but I often don't hear of instances like this, “This is a sad story, but it is a common and untold one; students who should be classified as having a disability and eligible for services that support and assist them often aren’t.” (The Special Education Problems We Aren’t Solving, Klein) However on the other side of this coin is a different kind of disabled student with a disability. Opposite of the previous example, this student is one who actively puts effort into her work and is capable of achieving the same standards as the traditional student, but due to their disability is only required to meet a portion of the same goal and is therefore allowed to pass freely between grades without doing her best. This allows the students to continue moving up in education levels without having a real understanding of previous material and often without the ability to form basic functions. Students like this are often slapped with the label ‘emotionally disturbed’ instead of learning disabled. However these technical labels have done more harm than good, “This is, unfortunately, the case for a large number of my special education students. It is more common for them to be identified as "emotionally disturbed"