Week 1 - Discussion 1 new class

This discussion is your opportunity to achieve the week’s learning objective to examine the history and service delivery options for students with a disability. This discussion aligns with Course Learning Outcome 3.

This week’s readings provided you with a look into the history of individuals who addressed the academic interests of children with disabilities. These individuals accepted many roles during the process because often there were no legal safeguards against social, academic, or legal injustices.

Starting in the United States in the 1960s, advocates for children with disabilities began a strong campaign for equality. The Education for All Handicapped Children Act (EAHCA) was passed in 1975 with reauthorizations, updates, and refinements occurring continuously. Contemporary special educators continue to serve in multiple roles advocating for equality in schools, communities, and workplaces. Although the federally mandated role of special educators has evolved notably, public education for children with disabilities continues to be a dynamic and progressive area of practice.

Initial Post - Begin by reading Chapter 1 in Murawski and Spenser (2011). Next, using the Ashford University Library or another source for scholarly writings, conduct additional research to explore the trends since 1950 in the United States related to service and delivery options for students with disabilities.

Then, construct a one paragraph response for each of the following: (a) examine how the special educator’s role has evolved as student rights have changed, including consideration for compulsory education, education placement, and education rights protected by federal law; (b) examine trends in special education and the special educators’ role in public education historically and hypothesize how that role might change in the next decade; and (c) identify leaders and other notable figures who have advanced legislation for and practice of special education since the 1950s.

Guided Response - Post replies to at least two peers before the close date of this discussion. In your replies, consider asking questions of peers about their responses to encourage further conversation. In replies to peers, you might consider how your peers’ hypotheses for the future role of the special education teacher vary from your own. Thinking critically, you might consider some reasons why your hypotheses differ. You might also consider which notable figures you chose to highlight in comparison with those your peers chose and why your selections may have differed. Though two replies is the basic expectation, you are encouraged to provide responses to any comments or questions others have given to you (including the instructor) before the last day of the discussion for deeper engagement and learning. This will further the conversation while also giving you opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic.

References

CCRInternational (2009, May 22). Conflict is for the birds! [Video file]. Retrieved from http://www.youtube.com/watch?v=wcs8yDeWm10

CPP, Inc. (2014, March 5). Four Tips for Managing Conflict [Video file]. Retrieved from https://www.youtube.com/watch?v=QJiJ95mHftE

JD. (2011, March 11). Five conflict management styles at a glance. Retrieved from http://sourcesofinsight.com/conflict-management-styles-at-a-glance/

Oudeh, G. W., & Oudeh, N. (2006). Conflict is for the birds!: Understanding your conflict management style. Ottawa: CCR International

Hull, M. (2006). Arguing birds.jpg [Photograph]. Retrieved from http://www.morguefile.com/archive

Windel, R., & Warren, S. (n.d.). Conflict 101. Retrieved from http://www.directionservice.org/cadr/section2.cfm#HOW%20CONFLICT%20IS%20CREATED