Introduction
Nowadays, education has become the most hankered life aspect since it plays quite a significant position in shaping a person’s life by providing a vast number of opportunities in different careers. Job qualifications and success in acquiring professional positions have largely been dependent on individuals’ levels of educational and skill competence, more often acquired from education (Kauffman & Hung, 2009).
Globally, as the quest for education augments, governments have reckoned the need to improve educational systems to meet the incessant professional requirements that keep evolving each successive year. Since education is largely becoming a prerequisite in almost all professions across the world, equity in education has become a considerable argument in the contemporary educational paradigm.
More frequently, issues pertaining to the plight of disabled learners have been in constant discussions, emerging with different perceptions (Cimera, 2003). Central to this argument, this research paper seeks to explore current trends and issues in educating students with disabilities within the United Sates educational segment.
Overview of Special education and disability
Globally, the issue pertaining to the plight of disabled learners and ways to handle them in the educational paradigm has been in several literal discussions and even appeared in worldwide leadership forums (Kauffman & Hung, 2009). Disability has always been an international matter impacting lives of individuals living in both developed and developing nations, with substantial evidence associating it with poverty in some nations.
Campaigns to create awareness of and enhancing possible ways on understanding disability have been constantly eminent for decades now. Issues of inequality, discrimination and prejudice among disabled members from educational matters to professional issues have existed since time immemorial.
In education as noted by Kauffman & Hung (2009), “people with intellectual disabilities are an extremely heterogeneous group, and generalizations about special education are difficult, if not impossible” (p.452). The United States being one of the developed economies has been in the forefront in spurring equitable access to education regardless of individual’s status. However, a mixture of perceptions exits here.
Disabilities and culture/ethnic trends
Of the current trends prevailing within the United States educational paradigm issues regarding racial discrimination and prejudice among the minority groups still prevails (KewalRamani et al., 2007).
To date, the America’s entire population consists of several native immigrants and trends in their growth is still rising annually. Asian, pacific Islanders, Mexican American, black Americans and the Negro white make a great composure in the American whole population. Seeking equity in education for the minority groups residing in America has quite been a challenge (KewalRamani et al., 2007).
Since the federal government began recognising the plight of the immigrants who form the minority group in the constitution, nothing seems to change especially in educational systems. Not surprising, learners in the disability sections have always gone through racial discrimination and prejudice. Following a recent report documented by KewalRamani et al. (2007), culture and ethnic backgrounds are significantly affecting the minority groups in the U.S and their poor proficiency in English makes the situation even worse for them.
General Education program Section 504
Following the existence of cases of racial and ethnic bias across the United States educational system, the government has seen the importance to intervene in improving education in the U.S. Issues pertaining child education have been a concern for the U.S government despite racial tint and much of evidence can be seen within the American legal frameworks (Hodkinson & Vickerman, 2009).
To reinforce aspects of equality in school across the U.S, the state’s department of education (ED) has been enforcing section 504 in school programs. Under section 4 of the U.S constitution, qualified individual with any form of disability, shall by any reason of his/her disability status shall suffer exclusion or discrimination from and program that enjoys federal financial assistance (Rouse & McLaughlin, 2000).
Section 504 is typically a legal civil rights law that seeks to support the plight of disabled individuals and argues that schools administrations may engage in developing a program to support learners with disabilities to encourage them access general education program.
SPED IDEA /IEP trends
Legitimacy in attaining equity in the U.S education has developed in numerous government subsections and numerous legal acts and programs have emerged to intervene in such Special Education (SPED) matters (Obiakor, Bakken & Rotatori, 2010).
Special Education (SPED) and its program became mandatory in the U.S in the year 1975 and despite serving through several administrative and economic challenges, it has managed to create a significant change in education within the United States. Special education deals with students suffering from speech or language impairment, mental retardation, hearing impairment, emotional disturbance, visual impairment and autism among other disabilities (KewalRamani et al., 2007).
Since the integration of Special Education into the United States educational system, much has protracted and evidence shows that the implementation and transition of this program has been receiving immense criticisms (Kauffman & Hung, 2009). However acts regarding the existence and progress of SPED have emerged and proven competent in the recent days following such criticisms over its success.
To advance the knowledge of understanding the importance of respecting the rights of disabled learners, the U.S. Department of Education developed IDEA and the Civil Rights Act to spurring equity in education across the U.S. Individuals with Disabilities Education Act (IDEA) has been a significant player in developing and enhancing aspects of equity in education.
KewalRamani et al. (2007) note, “The Individuals with Disabilities Education Act (IDEA) support state and local education systems in protecting the rights and meeting the needs of children with disabilities” (p.38).
This act also supports the state and districts to enabling infants, children, and youth to meet their individual needs and improve their educational outcomes as well (Daugherty, 2001). According to Rouse and McLaughlin (2000), since IDEA plays much a great role in protecting students with disabilities, its amendments of 1997 requires all students receiving receives special education to possess Individualized Education Program (IEP), that help the program aid in addressing students unique needs.
Individualised Education program (IEP) and its principles
The Individualised Education program (IEP) plays a significant role in controlling the special education from different ways and as noted by KewalRamani et al. (2007), it is a mandatory requirement for all students receiving special education. Daugherty (2001) notes, “IEP is the mandated, personalised, written plan specifically designed for each child and often referred to as a centrepiece for special education delivery” (p. 45).
District representative, child’s parents, child’s teachers, and where possible the child are actors involved in developing this plan. Important elements that should feature in the IEP plan include the student’s performance assessment to indicate their academic progress, goals and objectives both short term and annual, list of specific educational services, a statement of desired transition services, timeline for the services and criteria for measuring success (Daugherty, 2001).
The IEP plan must follow the conditions bestowed within the special education program to meet the requirements of its related services and student’s placement into the program follows the information in the IEP.
Progress Monitoring
Students with disabilities go through a systematic learning program under the special education which requires substantial attention than all forms of education programs. Procedures in the SPED program may remain unsuccessful if proper governance fails to implement monitory programs.
According to Cimera (2003), the U.S. Department of Education has a structure that controls Office of Special Education Programs (OSEP). This educational office is responsible for monitoring the progress in execution of “Individuals with Disabilities Education Act (IDEA) including State’s free and appropriate public education to disabled learners program and early intervention services to infants and toddlers (KewalRamani et al., 2007, p.152).
Office of Special Education Programs (OSEP) responsibly ensures that learners in the special education program possess the mandatory IEPs throughout academic years. All States within America are required to produce reports on counts of children who possess the IEPs and service plans. National Assessment of Educational Progress (NAEP) is also another significant educational program that evaluates learning among all ethic/racial groups and supports the State in assessing learning progress.
Appropriate Education
The American government recognises the need to provide learners with appropriate education despite their physical or mental disabilities. With numerous reforms experienced and integrated within the United States educational program, IDEA being an integral actor in the reforms experienced, much change is becoming evident (Paul et al., 2002).
The IDEA program normally gives the right to all students to access Free and Appropriate Public Education (FAPE) under which numerous legal conditions and operational frameworks are strictly on observation. According to KewalRamani et al., (2007) IDEA is responsible for ensuring “free and appropriate public education to children with disabilities and (2) early intervention services to infants and toddlers with disabilities” (p.152).
Under the desired conditions, IDEA ensures that students with disabilities are capable of accessing free and equitable education under Least Restrictive Environment (LRE). Under the IDEA and governments protocols through the federal government, the Free and Appropriate Public Education (FAPE) and the LRE must work following legal framework of the U.S educational program.
FAPE & LRE
The incorporation of FAPE and LRE mark important transformations in SPED. In the concept of receiving an appropriate education, FAPE and LRE are integral players in the SPED educational program. FAPE acts as an educational right for students with physical and mental disabilities and it emerged following constitutional reforms that led to the development of Rehabilitation Act of 1973.
FAPE “exists in the constitution of the U.S in section 504, which defines it as a program targeting to provide both regular and special education and related services that guarantee meeting individuals educational needs” (Sorrells, Rieth & Sindelar, 2004, p.88).
In IDEA, the program of FAPE focuses on individualised education, normally designed to meet specific learner’s needs and enhance access to general curricula with guidance from the Individualized Education Program (IEP) plan. With the aid of the local educational agency professionals, parents become part of FAPE team that develops the IEP.
Inclusion
Within the current trends and issues in educating students with disabilities, the aspect of inclusion has featured quite often in the entire special education program. Kauffman and Young (2009) affirm, “Inclusion has been seen as the central issue in special education but is gradually giving way to concern for what students learn” (p. 452).
For special education to meet the goals and aims of IDEA, special attention must exist on the form of teaching practices employed in the SPED. Typically, “related services within the special education paradigm involve a continuum of services including physical therapy, language therapy, speech and language therapy as well as occupational therapy” (Cimera, 2003, p.106).
At this point, one will understand that handling learners with intellectual and other disabilities proves demanding and requires a special approach that includes a differentiated instructional delivery. According to conditions established by the IDEA program, inclusion remains a considerable learning practice, with learners with disabilities interacting in same classes. However, this approach is deemed as biased.
Self-contained
In the inclusion aspect, the federal government seeks to provide free and appropriate public education in the least restrictive environment and this aspect creates a bizarre of arguments.
One must understand that the “LRE intends to prevent unnecessary isolation learners with disabilities and inclusion is part of its requirements” (Hodkinson & Vickerman, 2009, p.39). Of the major arguments marking current trends and issues in educating students with disabilities, is the issue surrounding their learning environment given the requirement of inclusion in LRE (Obiakor, Bakken & Rotatori, 2010).
The need to educate learners with special disabilities in specified facilities has been one of the integral issues raised across the American educational system. There has been a controversy existing between offering special education in the special schools programs and that of district public schools which propose LRE through IDEA. As a better way of ensuring learners with severe learning difficulties receives the best education, special schools in the U.S propose the use of special classrooms or self-contained classrooms.
Issues for SPED Professionals
Among contemporary matters consuming the special education program in the U.S, is the issue of professionals in this program. According to Paul et al. (2002), professional leadership and all its practices greatly help in steering advancements in special education. As the trends in special education continue to grow, specialists dealing with the special education have seen the urge to better their professional skills in handling learners with complicated matters (Sorrells, Rieth & Sindelar, 2004).
In most cases, education professionals handling learners with disabilities have found themselves in quandary following their incompetent knowledge in changing trends in SPED. Cases of abnormal behaviours from disabled learners are on constant documentation in reports from schools handling the special education program and students in this program have numerous physiological and mental issues (Kauffman & Hung, 2009).
The U.S government, through not completely successful, is currently establishing learning and professional development programs for training special education professionals, with ethnic principles and standards being critical issues in the learning programs.
Co-teaching; the forgotten element
Numerous issues are rising from the special education paradigm cutting across development of programs, civil rights in the constitution, professionalism in the system, to practical issues happening in the daily teaching practices in SPED (Rouse & McLaughlin, 2000).
Friend et al. (2010) assert, “As a result of recent federal legislation and related policy changes, co-teaching has evolved rapidly as a strategy for ensuring that these students have access to the same curriculum as other students” (p. 9). Despite proving as the best alternative to ensure that learners achieve equity in education and that those students having learning disabilities interact with other peers through curriculum sharing.
Coupled with the emergence of No Child Left behind Act of 2001 that needless to say was to spur access to equal learning by accessing general curriculum, something seems to have gone astray in the way co-teaching operates (Friend et al., 2010). Co-teaching across the United States educational paradigm is either minutely existing or somewhat completely dead, as sources indicate that something is wrong with its implementation and evaluation.
Collaboration
Collaboration is one of the most influential practices that organisations seek to develop in order to enhance success in their intended outcome, something which is quite imperative in special education. Collaboration is a combined effort strategy that enables workers within organisations to reach their intended purposes and in American special education; it has been a core element under discussion (Friend et al., 2010).
Traditionally, collaboration has been an important factor among workforce dealing with special education and decision making about appropriate educational alternatives existed among workforce who strengthened working relationships. Paraprofessionals assisted special instructors in supporting learners with disabilities (Friend et al., 2010).
Notwithstanding being a hallmark among service providers of special education since its inception, this important element is becoming a history within the American special education system following the advent of principles of inclusive schooling (Cook & Friend, 1995). The events of 1980s that reformed special education and forced it to operate under principles of inclusive schooling within general education premises have killed the traditional boundaries and rapport that existed between paraprofessionals and teachers.
Consultation
Akin to the traditional practices of co-teaching and collaboration among professionals in the special education realm, consultation is one of the most important traditional features that have vanished (Scruggs et al., 2007).
A key feature in the consultation aspect is that the traditional special education system involved a consultation and resource program to enhance special teacher’s professionalism. According to Friend et al. (2010), “this natural extension process of consultation and psychological resource building entailed a part-time special class program offered to general and special educators to ensure that instructional setting was appropriate crosswise” (p.25).
The emergence of shared work based on the principles of educating students through the Least Restrictive Environment (LRE) marked to the demise of consultation and resource programs, which has influenced special education to date (Friend et al., 2010). This assertion holds because teachers broke ties with these programs prior to joining general education classrooms impelled by LRE.
Conclusion
Perhaps the American educational system is one among the global educational structures that have undergone a series of changes. Greatest features that depict the advent of real changes in the American educational system is the emergence of FAPE and the act of IDEA which are important actors in spurring changes in special education. IDEA, with the support of Civil Rights Act has been on the struggle to reduce prejudice and alienation in the American special education scheme.
Least restrictive environment is what the current education system considers equitable access to education in America, with learners with disability mingling freely with other peers. Nonetheless, important features of the traditional special education program have vanished spontaneously and there impact in delivering learning instructions to students professionally has diminished as well. Co-teaching, collaboration, and consultation have eroded significantly following such reforms.
Reference List
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