principles of special education essay assignment

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Special Education and Disability Law – EDSP 522

CG • Section 8WK • 07/01/2018 to 12/31/2199 • Modified 09/05/2023

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Course Description

This course examines the historical, ethical, and legal foundations for the evaluation, identification, and education of students with disabilities, including an overview of federal and state regulations. Included in this course is an overview of the Individuals with Disabilities Education Act (IDEA), § 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA), The Strengthening Career and Technical Education for the 21st Century Act (Perkins V, 2018), and the Workforce Innovation Act (2014).

For information regarding prerequisites for this course, please refer to the  Academic Course Catalog .

Knowledge of the current regulations and procedures governing special education is essential for special educators. Special educators must know and advocate for the rights and responsibilities of parents, students, teachers, and schools as they relate to individuals with disabilities and disability issues.

Course Assignment

Textbook readings and lecture presentations/notes

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations , the candidate will complete the related checklist found in the Course Overview.

MAT Core Advising Guide Quiz

The candidate will review the School of Education Advising Guide and complete a brief, multiple-choice quiz.

Discussions (2)

Discussions are collaborative learning experiences. Therefore, the candidate is required to create a thread in response to the provided prompt for each discussion. Each thread must be at least 300 words and demonstrate course-related knowledge. In addition to the thread, the candidate is required to reply to 2 classmate’s threads. The reply must be at least 150 words. (CLO: A – E)

IEP and Section 504 Team Meetings Book Summary

After reading the Freedman IEP and Section 504 text, the candidate will complete one book summary. The book summary assignment will include an introduction, conclusion, and a summary on the Christian Perspective (each section should be 150 words in length). The summaries must be formatted according to current APA style and include a title page and reference page. (CLO: A, B)

Article Analysis: Special Education Law Assignment

After reading and reflecting on an article centered on special education and the law, the candidate will discuss the most foundational elements of special education law that professionals in the field need to have knowledge of and the ramifications of ignorance.  (CLO: C, D)

Principles of Special Education Essay Assignment

The candidate will develop a 5–8-page paper discussing the perspectives, theories, principles, philosophies, and/or trends that provide the basis for contemporary education practice. The paper must follow current APA format, include at least 5 references (1 must be the course textbook), and follow the instructions and guidelines provided in the Assignment Instructions folder. The page requirement excludes the title, abstract, and reference pages. (CLO: A)

Presentation: Laws Addressing Individuals with Disabilities and Special Populations Assignment

The candidate will create a comprehensive presentation that

• Compares and contrasts legislative and judicial mandates related to education and special education, including the Individuals with Disabilities Education Act (IDEA), § 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA), and federal education legislation (i.e., reauthorizations of the Elementary and Secondary Act (ESEA) of 1965), and The Strengthening Career and Technical Education for the 21st Century Act (Perkins V, 2018), and the Workforce Innovation and Opportunity Act (2014).
• Details the rights and responsibilities of parents, students, teachers, and schools as they relate to individuals with special needs and disability issues.

The presentation must address the points above but may be tailored to an audience of the candidate’s choosing (i.e., a secondary student transitioning into post-secondary education or employment, a parent of a child with a disability, or a professional development session for teachers). The candidate will prepare a 20 – 25 slide PowerPoint presentation, include at least 5 sources, and follow current APA format.  (CLO: B, D)

Quizzes (6)

Throughout the course, the candidate will complete quizzes that correspond with the Learn material. All quizzes are open-book/open-notes and contain 10 short-answer questions. The candidate will have 2 hours to complete each quiz.

Quiz: Introduction to Special Education Law, Least Restrictive Environment & Response to Intervention (Chapters 1 – 2)

Quiz: Free Appropriate Public Education and Response to Intervention (Chapters 3 – 4)

Quiz: IDEA for Transition-Age Youth and Disciplining Students with Disabilities (Chapters 5 – 6)

Quiz: The Individualized Education Program, The Elementary and Secondary Education Act and Accountability (Chapters 7 – 8)

Quiz: Early Childhood Education and Bullying Prevention (Chapters 9 – 10)

Quiz: School Mental Health and Preparing General Education Teachers  (Chapters 11 – 12) (CLO: A - D)

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Home — Essay Samples — Education — Special Education — Inclusion of Special Education Students in Classroom: an Overview

Inclusion of Special Education Students in Classroom: an Overview

• Categories: Special Education Students With Disabilities

About this sample

Words: 1643 |

Published: Aug 14, 2023

Words: 1643 | Pages: 4 | 9 min read

Table of contents

Introduction, inclusion of special education students .

• Free and appropriate public education
• Appropriate education
• Development of an individualized education program (IEP)
• Education provided in the least restrictive environment (L.R.E.)
• Parent participation in decision making
• Procedural safeguards to protect the rights of parents and their child with a disability.
• General education classroom placement with few or no supportive services.
• General education classroom placement with collaborative teacher assistance.
• General education classroom placement with specialist assistance.
• General education classroom placement with resource room placement.
• Special education classroom with part-time in a general education classroom.
• A full-time special education classroom.
• Homebound instruction.
• Hospital or institution.
• getting acquainted
• exploration
• ollaboration 
• Salend, S. J. (2005). Creating Inclusive Classrooms: Effective and Reflective Practices. Pearson.
• Turnbull, A., Turnbull, H. R., Shank, M., & Smith, S. J. (2004). Exceptional Lives: Special Education in Today's Schools. Prentice Hall.
• Martin, N. A., & Huber, M. (2016). Inclusion: Making Room for Grace. Wipf and Stock Publishers.
• Friend, M., & Bursuck, W. D. (2018). Including Students with Special Needs: A Practical Guide for Classroom Teachers. Pearson.
• Hanson, M. J., & Lynch, E. W. (2013). Understanding families: Applying family systems theory to early childhood practice. Young Exceptional Children, 16(1), 3-13.
• Giangreco, M. F., & Doyle, M. B. (2002). Quick fixes and powerful miracles: Labels, inclusion, and special education. Phi Delta Kappan, 84(3), 228-238.
• Hardiman, R., McDonnell, J., & Welch, M. (2016). Classroom integration of special education students: A pedagogical analysis. The Journal of Special Education, 9(3), 277-291.
• United States Department of Education. (n.d.). Individualized Education Program (IEP). [Online] Available at: https://sites.ed.gov/idea/regs/b/a/300.320
• Salend, S. J. (2001). Creating Inclusive Classrooms: Effective and Reflective Practices for All Students. ERIC.

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Special Education: Principles and Legal Background

• The principle of zero rejects addresses two issues. First, it is aimed at ensuring that no child is denied access to education because of his or her disability (Friend, 2011, p. 14). Secondly, this principle guarantees free special education services to children with disabilities.
• The first part of the IDEA Act describes the edibility criteria for receiving special education services. The second one focuses on the development of individualized education plans for students with special needs. The third one describes those services that families can receive from the state. Overall, these components of the IDEA Act are supposed to help several groups of people. First, they should parents who have children with disabilities. Secondly, they can benefit students and ensure that they have access to high-quality education.
• The IDEA Act provides a specific list of disabilities that make a child eligible for special education services. However, some conditions are not mentioned, for instance, enuresis or asthma. The IDEA act contains provisions according to which every child with a disability can ask for special education services, provided the disability prevents him or her from receiving conventional education. This stipulation gives more people access to specialized educational services. Moreover, it minimizes the risk of exclusion and denial of access to free special education services.
• The reauthorization of the IDEA Act that took place in 2004 named students who have emotional or behavioral disorders. Previously, the term disability included mostly physical or mental disorders. Thus, this reauthorization widened eligibility criteria for receiving special education services.
• According to Marilyn Friend, special education undergoes rapid transformation (Friend, 2011, p. 64). Two issues have a profound effect on this area, namely, increasing paperwork, and the shortage of special education teachers (Friend, 2011, p. 64). The current changes are aimed at addressing these problems.
• Labeling or identifying a student with his or her disability can have a stigmatizing effect on a person (Friend, 2011, p. 75). The thing is that in such a way, people can emphasize the single characteristic of a person, for instance, deafness, blindness, or a learning disability, and overlook the individuality of a student. Such labels as “mentally retarded”, or “handicapped” can lead to a child’s inferiority complex. Therefore, one should avoid using them to describe the identity of a child.
• There are three types of the special education team. First, one can speak about multidisciplinary teams that are comprised of professionals who coordinate their efforts but have separate responsibilities. They don’t usually work together. Secondly, one can mention interdisciplinary teams in which members also have different responsibilities, but they more actively discuss their work with one another. Thirdly, there are transdisciplinary teams in which professionals share expertise, information, knowledge, and skills with one another (Friend, 2011, p.111). Thus, special education teams differ mostly in the degree of cooperation.
• Assistive technologies, high-quality instructions, and a positive outlook can contribute to the inclusion of a child. First, technologies will provide a student with aids that can support his or her learning (Friend, 2011, p.26). For instance, it is possible to mention pens and pencils that be better handled by students with cerebral palsy. Additionally, high-quality instruction will enable a student to understand the requirements that have to be met. More importantly, proper instruction will outline the main steps that a child will have to do to cope with educational tasks. Finally, positive behavior and outlook are significant because a student has to see that other people are willing to help him or her and that there is some likelihood of success.
• If the team decides that the student needs assistive technology, the school will be obliged to provide it to the family. The parents can become part-time owners of this technology during the time their child will receive special education services. If a child moves to a different school, his parents will have to give the device to the school. If they wish to use it further, they would have to compensate the school for this technology.
• Strategy instruction enables a student with a disability to have more meaningful educational experiences. A teacher, who takes such an approach, outlines the key steps that a student has to take to cope with various academic tasks (Friend, 2011, p.152). This approach provides more opportunities for independent learning.
• To proceed to post-secondary education, a student with a learning disability should have various skills. First, one has to speak about the main academic skills such as reading, writing, or the knowledge of basic mathematical operations. Yet, it is also important to mention such skills as independent learning or metacognition or the knowledge of one’s learning style and thinking. Without them, it would be rather difficult for a student to transition to post-secondary education.
• Five symptoms are typical of emotional and behavioral disorders, namely, 1) learning difficulties that cannot be accounted for by physiological causes, 2) inability to maintain interpersonal relations with other people, especially peers and teachers; 3) feeling of unhappiness or depression; 4) inappropriate reaction to common situations; 5) and physical conditions that can be associated with emotional disorders such as insomnia (Friend, 2011, p. 199). A person may have one or more of these conditions. Yet, the diagnosis of a mental or emotional disorder cannot be valid, if these conditions are not demonstrated consistently in different settings.
• Wraparound philosophy emphasizes the holistic approach to children with disabilities (Friend, 2011, p. 219). Educators have to take into account the social, emotional, educational needs of a child and his or her family. Moreover, according to this philosophy, disabled students and their families must have access to various agencies that are supposed to protect and uphold their rights. This philosophy stresses such aspects as interaction with peers, self-care skills, safety needs. Overall, this philosophy enables children and families to cope with various real-life problems, and this is its major advantage.
• Metacognition can be understood as the knowledge of how to use various learning strategies or how to approach problem-solving (Friend, 2011, p. 133). Metacognition is extremely important for executive functioning, such as planning, error correction, or sequencing various tasks. For instance, metacognition enables a person to understand what kind of steps should be taken to answer a question or solve a math problem. Moreover, the knowledge of one’s thought process helps a person identify an error or miscalculation. Thus, metacognition supports executive functioning because helps a person to monitor and assess his or her thinking and learning.
• There are several possible causes of ADHD (Attention Deficit Hyperactivity Disorder). Researchers believe that this disorder can be attributed to genes that affect the transportation of dopamine (Friend, 2011, p. 160). Additionally, one can mention possible environmental factors such as parent’s smoking. There are some discounted theories, such as the evolutionary interpretation of ADHD and the social explanation of this disorder.
• There are several classroom arrangements a teacher should make when dealing with ADHD students. First, their desk should be placed near the teacher so that he or she could monitor their activities. Secondly, they should not be seated near windows as in this way they will become more distracted. Thirdly, a teacher should ensure that classroom activities are frequently alternated; otherwise these children may not be able to keep attention.

Reference List

Friend, M. (2011) Special Education: Contemporary Perspectives for School  Professionals . Boston: Allyn & Bacon, Inc.

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Basic principles of Special Education

Back to: Special Education B.ed Notes, M.A Notes, IGNOU Notes and Graduation Notes

The special education came with following six major provisions/principles:

1) The first principle “Zero reject” is a rule of providing a free appropriate public education to all students with disabilities. Schools must educate all children with disabilities. This principle applies regardless of the nature or severity of the disability; no child with disabilities may be excluded from public education.

2) The second principle “non-discriminatory evaluation,” a rule of fair evaluation of the student in order to determine whether the student has a disability Testing and evaluation procedures must not discriminate on the basis of race, culture, or native language. All tests must be administered in the child’s native language, and identification and placement decisions cannot be made on the basis of a single test score.

3)The third principle “Free appropriate public education,” a rule of providing individualized special education, including related services, to the student, as set out in the student’s Individualized Education Program (IEP). The IEP specifies the child’s unique educational needs, states present levels of performance, identifies measurable annual goals and short-term objectives, and describes the specific special education and related services that will be provided to help the child attain those goals and benefit from education.

4)The fourth Principle “Least restrictive environment” (LRE) means that a student who has a disability should have the opportunity to be educated with non-disabled peers, to the greatest extent appropriate. They should have access to the general education curriculum, extracurricular activities, or any other program that non-disabled peers would be able to access. The student should be provided with supplementary aids and services necessary to achieve educational goals if placed in a setting with non-disabled peers.

5)The fifth principle is “procedural due process,” commonly known as the safeguards. These safeguards create checks and balances. They are ways for assuring that the student benefits from being in school and that the school is providing the services and placements required by the other principles. Although due process hearings are a last resort to resolve conflicts or problems between school districts and parents. The majority of due process hearings are over placement or program issues.

6)The sixth principle is parent and student participation, a rule of shared decision-making between the school and the student’s parents. Schools must collaborate with parents and students with disabilities in the design and implementation of special education services. 

PRINCIPLES OF SPECIAL EDUCATION

Principles of Special Education Essay Assignment Instructions The candidate will develop a 5–8-page paper discussing the perspectives, theories, principles, philosophies, and/or trends that provide the basis for contemporary education practice. The purpose of this paper is to synthesize the various elements discussed in this course, forming a set of 2–3 principles from table 4.1 that you could use in your particular leadership role. Describe the Family- school partnership. Organize the paper according to the principles that you have learned, using different principles for each heading.   The paper must follow current APA format, include at least 5 references (1 must be the course textbook), and follow the instructions and guidelines provided here. The 5–8-page requirement excludes the title, abstract, and reference pages.   Follow these guidelines in your paper:

• Each heading must be a leadership principle that you have learned in the course and a guiding principle for the leader (topic) you have chosen.
• Under each heading, include (as citations) where the principles are found in the various assignments and how they all fit together.
• Be sure that all the paragraphs under each heading relate directly to the principle being discussed.
• Related reading assignments
• Course presentations
• Do not use first-person perspective.
• Use double-spacing in the paper.
• Include an abstract.
• Use internal citations. (Any in-text citations must have corresponding references in the reference list.)
• Include a properly cited reference list. Some reminders:
• Cite references from the various materials from the course (and any other references) that support your choice of principles.
• Do not use underlining.
• The words in the titles of a journal article or a book are not capitalized (except for the first word, proper nouns, and the first word following a colon).
• References must have corresponding in-text citations.
• The content must reflect higher-level thinking skills: synthesis, analysis, and evaluation.
• The content must demonstrate an understanding of the principles and ethics of the Christian educational leader.
• Do not write less than 5 pages or more than 8 pages. Page limit does not include the title page, abstract, or references. Quality, not volume, is required.
• Thoroughly edit your paper for correct spelling, grammar, punctuation, clear sentence structure, and precise word choice.

            Table 4.1  Definitions and Examples of the Indicators of Family–School Partnerships

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