Chapter 3

Chapter 3

Special Education Law and Legislation

Tyler's Statements

1.       “In the latter part of the twentieth century, interest in cultural pluralism and multiculturalism education was sparked. U.S. society is now characterized metaphorically as a floral bouquet or patchwork quilt; cultural and ethnic differences are valued and respected.”

a.       This is very important in order to make everyone feel included. As students become more and more diverse, the margins between the majority and minority become smaller and smaller. With their increase in numbers we need to let them experience their culture with our support.

2.       “Multicultural education addresses issued of race, language, social class, and culture as well as disabilities and gender.”

a.       It is important to expose students to these kinds of things because it is important that the students have a well-rounded experience with their fellow man.

3.       “Historically, greater numbers of children from minority groups have been placed in special education classrooms that would be anticipated based on their proportion of the school population. This situation is commonly referred to as overrepresentation. Underrepresentation in certain programs, or fewer students then one would anticipate based on their numbers in the school population, is also a problem.”

a.       This shocked me when I read it. However, I can see how it could happen. Because people of other cultures and languages may not be ready for an Americanized education system as of yet.

Jenna's Statements

1. "Students were pigeon-holed into a finite number of categories according to what they could not do, how they were not developing typically, what they would not be able to do as quickly as their typically developing peers...assumption that all students with a particular label learned the same way."
1. I need to remember it's not about what students can't do, but what they CAN do! Every student is unique in how they learn. It is my job to advocate and learn how to best serve all students. Not just "normal" students.
2. This viewpoint reinforces the assumption that interaction with students with disabilities is something negative, rather than positive. If we view disability as a difference, not a deficit, then there is another factor to consider--the possible negative effects of exclusion on typically developing peers, because it robs them of an opportunity to learn about diversity."
1. I agree that segregating students with different abilities does rob typical developing peers of learning how to interact with all people. I remember it was not until high school that I was aware of peers with special needs. Even at that, I never had a class with a student. That is why I believe now I fear that I will not be able to adequately educate students with different abilities in a regular classroom.
3. "A teacher's tole is to advocate for students, focus on their strengths, and create communities where barriers to inclusion are broken down."
1. In order to advocate, I need to be educated and aware of legislation and how I can best root for all my students.

Alex's Statements

1. Regarding the LRE-“Although it was designed to provide several options for educating all students, it came with a message that not everyone belongs in the general education classroom.”

        This statement stood out to me because even though LRE tries to be inclusive it still remains exclusive. It still labels the students as children who do not necessarily belong. Including students is significant, however making it obvious that they are not a part of the “normal” class does them no good.

 

2. “As a result, more and more persons with disabilities are in the workplace, but this does not mean that individuals with disabilities are not treated in a discriminatory way.” –pg. 50

        This statement is significant because allowing someone to do something does not mean that everyone’s heart is in the right place. Just because they are allowed does not mean that they are treated right. Discrimination will be found within the workplace and people with disabilities will still not feel accepted. In my future classroom I want all of my students to feel accepted and included. I hope the other students in my class treat the students with respect and treat them equally.

 

3. “One of the reasons that stereotypes of people with disabilities continue is because most people have few first-hand experiences with diverse learners and abilities.” Pg. 58

        This statement was really powerful to me because it is so true. They are quickly labeled because people do not take time to understand them. It is just assumed that they are very different and they cannot fit in the same way everyone else can and that is not true. Students need to have more first-hand experiences with students with disabilities so they can better understand them, and that will help relieve some of the stereotypes.

Tori's Statements

• "Historically, students have been considered intelligent based on quantitative measures, such as intelligence quotients, test scores, and grades. They have been considered successful in school if they are neat, organized, compliant, and prompt with homework..."
• Although these are good qualities to have for any person, I believe that no one should measure intelligence by these standards. In my opinion and experience, I find that everyone can be intelligent and sometimes that cannot simply be found in test scores. As a teacher, I will need to remember that the students that may not be organized or on time, the students that have low scores, are still intelligent people and have all the chance in the world to learn.
• "One of the reasons that stereotypes of people with disabilities continue is because most people have few first-hand experiences with diverse learners and abilities."
• Although I have not had a ton of experience with students with disabilities, I want to be able to pride myself in gaining knowledge through my practicum experiences and teaching experiences down the road. I want my inclusion students to know that I care and want them to learn in my classroom, and want them to feel welcome.
• "If we strive for society's idea of "normal," we perpetuate the belief that there is only one way to be acceptable in school."
• In the future, I want everyone to feel "un-normal" in my classroom. By this, I mean that I want students to feel different in a good way. I want them to realize, and celebrate that people learn differently, but we all learn.

Courtney's Statements
       1.       In 1975, there were more than 8 million children in the United States with disabilities. More than half of them were receiving poor educational services or were being excluded entirely from schooling.”
o   It is pitiful that so many children were not included in the classroom. As an educator it is my job to be an advocate and stand up for children who are not getting the educational experience that they need.


2.    “. . . the United States District Court ruled that it is unconstitutional, in any way, to postpone or deny any child with developmental disabilities who is of compulsory school age access to a free program of education and training, appropriate to his or her learning capabilities.”

o   This was the turning point at which Special Education was admitted into law. It changed where and how many special needs children went to school.

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 3.                 “One of the reasons that stereotypes of people with disabilities continue is because most people have few first-hand experiences with diverse learners and abilities.”

o   This statement shows why some people still stereotype people with disabilities. As a teacher I need to help disband the stereotypes as they occur in my classroom.