Special education | Understanding and definition of Special education

Special education is the education of students with special needs in a way that addresses the students' individual differences and needs. Ideally, this process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, accessible settings, and other interventions designed to help learners with special needs achieve a higher level of personal self-sufficiency and success in school and community than would be available if the student were only given access to a typical classroom education.

Common special needs include challenges with learning, communication challenges, emotional and behavioral disorders, physical disabilities, and developmental disorders. Students with these kinds of special needs are likely to benefit from additional educational services such as different approaches to teaching, use of technology, a specifically adapted teaching area, or resource room.

Intellectual giftedness is a difference in learning and can also benefit from specialized teaching techniques or different educational programs, but the term "special education" is generally used to specifically indicate instruction of students whose special needs reduce their ability to learn independently or in an ordinary classroom, and gifted education is handled separately.

In most developed countries, educators are modifying teaching methods and environments so that the maximum number of students are served in general education environments. Special education in developed countries is often regarded less as a "place" and more as "a range of services, available in every school." Integration can reduce social stigmas and improve academic achievement for many students.

The opposite of special education is general education. General education is the standard curriculum presented with standard teaching methods and without additional supports.

A special education program should be customized to address each individual student's unique needs. Special educators provide a continuum of services, in which students with special needs receive services in varying degrees based on their individual needs. Special education programs need to be individualized so that they address the unique combination of needs in a given student.

In the United States, Canada, and the UK, educational professionals used the initialism IEP when referring to a student’s individualized education plan.

Students with special needs are assessed to determine their specific strengths and weaknesses. Placement, resources, and goals are determined on the basis of the student's needs. Accommodations and Modifications to the regular program may include changes in curriculum, supplementary aides or equipment, and the provision of specialized physical adaptations that allow students to participate in the educational environment to the fullest extent possible. Students may need this help to access subject matter, to physically gain access to the school, or to meet their emotional needs. For example, if the assessment determines that the student cannot write by hand because of a physical disability, then the school might provide a computer for typing assignments, or allow the student to answer questions orally instead. If the school determines that the student is severely distracted by the normal activities in a large, busy classroom, then the student might be placed in a smaller classroom such as a resource room.

Schools use different approaches to providing special education services to identified students. These can be broadly grouped into four categories, according to whether and how much contact the student with special needs has with non-disabled students (using North American terminology):

• Inclusion: In this approach, students with special educational needs spend all, or at least more than half, of the school day with students who do not have special educational needs. Because inclusion can require substantial modification of the general curriculum, most schools use it only for selected students with mild to moderate special needs, for which is accepted as a best practice. Specialized services may be provided inside or outside the regular classroom, depending on the type of service. Students may occasionally leave the regular classroom to attend smaller, more intensive instructional sessions in a resource room, or to receive other related services that might require specialized equipment or might be disruptive to the rest of the class, such as speech and language therapy, occupational therapy, physical therapy, or might require greater privacy, such as counseling sessions with a social worker.
• Mainstreaming refers to the practice of educating students with special needs in classes with non-disabled students during specific time periods based on their skills. Students with special needs are segregated in separate classes exclusively for students with special needs for the rest of the school day.
• Segregation in a separate classroom or special school exclusively for students with special needs: In this model, students with special needs spend no time in classes with non-disabled students. Segregated students may attend the same school where regular classes are provided, but spend all instructional time exclusively in a separate classroom for students with special needs. If their special class is located in an ordinary school, they may be provided opportunities for social integration outside the classroom, e.g., by eating meals with non-disabled students. Alternatively, these students may attend a special school.
• Exclusion: A student who does not receive instruction in any school is excluded from school. Historically, most students with special needs have been excluded from school, and such exclusion may still occur where there is no legal mandate for special education services, such as in developing countries. It may also occur when a student is in hospital, housebound, or detained by the criminal justice system. These students may receive one-on-one instruction or group instruction. Students who have been suspended or expelled are not considered excluded in this sense.

Different instructional techniques are used for some students with special educational needs. Instructional strategies are classified as being either accommodations or modifications.

An accommodation is a reasonable adjustment to teaching practices so that the student learns the same material, but in a format that is accessible to the student. Accommodations may be classified by whether they change the presentation, response, setting, or scheduling. For example, the school may accommodate a student with visual impairments by providing a large-print textbook; this is a presentation accommodation.

A modification changes or adapts the material to make it simpler. Modifications may change what is learned, how difficult the material is, what level of mastery the student is expected to achieve, whether and how the student is assessed, or any another aspect of the curriculum. For example, the school may modify a reading assignment for a student with reading difficulties by substituting a shorter, easier book. A student may receive both accommodations and modifications.

Examples of modifications

• Skipping subjects: Students may be taught less information than typical students, skipping over material that the school deems inappropriate for the student's abilities or less important than other subjects. For example, students whose fine motor skills are weak may be taught to print block letters, but not cursive handwriting.
• Simplified assignments: Students may read the same literature as their peers but have a simpler version, for example Shakespeare with both the original text and a modern paraphrase available.
• Shorter assignments: Students may do shorter homework assignments or take shorter, more concentrated tests, e.g. 10 math problems instead of 30.
• Extra aids: If students have deficiencies in working memory, a list of vocabulary words, called a word bank, can be provided during tests, to reduce lack of recall and increase chances of comprehension. Students might use a calculator when other students are not.
• Extended time: Students with lower processing speed may benefit from extended time in assignments and/or tests in order to comprehend questions, recall information, and synthesize knowledge.

Examples of accommodations

• Response accommodations: Typing homework assignments rather than hand-writing them (considered a modification if the subject is learning to write by hand). Having someone else write down answers given verbally.
• Presentation accommodations: Listening to audio books rather than reading printed books. Agencies like Recording for the Blind and Dyslexic in America and RNIB National Library Service in the UK offer a variety of titles on tape and CD. These may be used as substitutes for the text, or as supplements intended to bolster the students' reading fluency and phonetic skills. Similar options include designating a person to read text to the student, or providing text to speech software. (Considered a modification if the purpose of the assignment is reading skills acquisition). Designating a person to take notes during lectures. Using a talking calculator rather than one with only a visual display.
• Setting accommodations: Taking a test in a quieter room. Moving the class to a room that is physically accessible, e.g., on the first floor of a building or near an elevator. Arranging seating assignments to benefit the student, e.g., by sitting at the front of the classroom.
• Scheduling accommodations: Students may be given rest breaks or extended time on tests (may be considered a modification, if speed is a factor in the test).

All developed countries permit or require some degree of accommodation for students with special needs, and special provisions are usually made in examinations which take place at the end of formal schooling.

In addition to how the student is taught the academic curriculum, schools may provide non-academic services to the student. These are intended ultimately to increase the student's personal and academic abilities. Related services include developmental, corrective, and other supportive services as are required to assist a student with special needs and includes speech and language pathology, audiology, psychological services, physical therapy, occupational therapy, counseling services, including rehabilitation counseling, orientation and mobility services, medical services as defined by regulations, parent counseling and training, school health services, school social work, assistive technology services, other appropriate developmental or corrective support services, appropriate access to recreation and other appropriate support services. In some countries, most related services are provided by the schools; in others, they are provided by the normal healthcare and social services systems.

As an example, students who have autistic spectrum disorders, poor impulse control, or other behavioral challenges may learn self-management techniques, be kept closely on a comfortingly predictable schedule, or given extra cues to signal activities.

At-risk students (those with educational needs that are not associated with a disability) are often placed in classes with students who have disabilities. Critics assert that placing at-risk students in the same classes as students with disabilities may impede the educational progress of people with disabilities. Some special education classes have been criticized for a watered-down curriculum.

The practice of inclusion (in mainstream classrooms) has been criticized by advocates and some parents of children with special needs because some of these students require instructional methods that differ dramatically from typical classroom methods. Critics assert that it is not possible to deliver effectively two or more very different instructional methods in the same classroom. As a result, the educational progress of students who depend on different instructional methods to learn often fall even further behind their peers.

Parents of typically developing children sometimes fear that the special needs of a single "fully included" student will take critical levels of attention and energy away from the rest of the class and thereby impair the academic achievements of all students.

Some parents, advocates, and students have concerns about the eligibility criteria and their application. In some cases, parents and students protest the students' placement into special education programs. For example, a student may be placed into the special education programs due to a mental health condition such as obsessive compulsive disorder, depression, anxiety, panic attacks or ADHD, while the student and his parents believe that the condition is adequately managed through medication and outside therapy. In other cases, students whose parents believe they require the additional support of special education services are denied participation in the program based on the eligibility criteria.