EDLC 510
Understanding Special Education
Understanding Special Education
EDLC 510
Brittany Casteloes
June 4, 2023
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EDLC 510
Understanding Special Education
Special education is referred to as a specialized learning environment created to enhance
learning based on each student’s unique ability and needs. It is necessary to have this level of
instruction for a variety of reasons but most importantly, because regardless of ability, every
child should be given the opportunity to learn. 1 Corinthians 12:12-27 talks about the body of
Christ. This passage of scripture refers to the unique parts of the body and how each part serves a
particular purpose. Within each purpose and functional part lies specific gifts and differing
abilities. It references within this passage that no one part of the body is favored over another and
regardless of our gifts and abilities we are bound together for a particular purpose. To glorify
God. We need each other. We are here to lift one another up and help each member of the body
along the way. This passage is particularly relevant in terms of special education. We are called
as the body of Christ and particularly as educators to build each other up, instruct, and work with
those that cross our path in love and understanding. Each child, each functioning part is designed
perfectly and purposefully. Psalm 139: 13-14 says, “For you created my inmost being; you knit
me together in my mother’s womb. I praise you because I am fearfully and wonderfully made;
your works are wonderful, I know that full well.” (NIV) Within a Christian worldview,
regardless of ability, every human being is part of God’s miraculous creation. Specifically, a
special education teacher values the lives of their students and individuals with a deeper level of
understanding and must best discern how to help each student succeed. An educator in this
setting must respect the purpose, meaning, and differing capabilities within their classroom.
A special education classroom is a unique and sometimes demanding environment. There
are specific laws that regulate the special education classroom; from opportunities the students
are afforded to how they can be disciplined. On a large scale, the Individuals with Disabilities
Education Act (IDEA) was enacted in 1975. It is the law that affords children the right to learn
regardless of ability. It affords students with disabilities the right to be given adequate instruction
based upon their needs and as outlined in their Individualized Education Program (IEP). “The
Individuals with Disabilities Education Act (IDEA) is the nation’s federal special education law
that ensures public schools serve the educational needs of students with disabilities.” (IDEA-
NCLD, 2019) It requires that schools provide these much-needed services to eligible students
and ensure they are given the same educational opportunities. Further, the IDEA provides
specific requirements and protected rights for individuals needing special education services. It
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Understanding Special Education
guarantees free appropriate public education (FAPE) for these students who have disabilities and
within the least restrictive environment (LRE). All children, regardless of age and ability will
need discipline within the school setting at some point. This fact is not lost to students with
disabilities, but it is important to understand how a child in a special education setting can be
reprimanded. In terms of disciplining children with disabilities, students with disabilities and
who have IEPs or 504 Plans can only be suspended for a maximum of ten (10) days. (Gjelten,
2019) This ideal falls under the IDEA and Right to Stay Put that refers to a set of principles that
govern how and to what degree children can be reprimanded within a school building. These
specific laws that govern special education are perhaps the most fundamental regarding special
education. There may be some discrepancies and differences on the state level and between
individual districts, but these particular federal laws lay the foundation for the rights of these
students.
There are several defining characteristics of children who receive special education
services. Most importantly these characteristics fall under the following criteria: the student has
a disability or disabilities; the student’s educational performance is directly affected by the
disability/disabilities; the students unique needs are not or cannot be address through general
education alone, so they therefore require specially designed instruction. (OSPI, n.d.) Whether or
not a child receives these services is determined by the parent/guardian and/or a team of
qualified professionals. The group of qualified professionals includes the teacher, necessary
administrators, a school psychologist, and possibly a speech-language pathologist. In addition to
receiving SDI, certain children might also receive the following related services: transportation,
speech-language services, psychological services, physical therapy, occupational therapy,
therapeutic recreation, assistive technology, social work services, counseling services, and school
nurse services. In addition to these helpful services students in a special education classroom can
expect to receive supplementary aids and services. “This might look like modifications to the
regular curriculum, assistance of a co-teacher in an inclusion classroom, visual supports, and
various other accommodations which might include preferred seating and more frequent breaks.”
(CHOP, n.d.) Regardless of the type of modifications received, each selection is specifically
tailored to the child in need based on what is practical, necessary, and proper for the environment
in which they are in.
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EDLC 510
Understanding Special Education
The service delivery models for special education allow teachers to support students with
disabilities in different classroom settings. The continuum of these options ranges from least
restrictive to most restrictive. This is highly dependent on the criteria and the level of support
which is needed for each student. Within the realm of support, educators must look at what
amount of support is needed for the student to succeed and how much time is needed away from
a general classroom setting to do so. (NYSED, 2023) Specific service delivery models include
the following and range from least restrictive to most restrictive: inclusion, resource room
access, or self-contained instruction. These levels are all based on the student's response to
intervention (RTI). The type of student who would be best served in each type of environment
depends on their individual needs, strengths, preferences, and goals. Generally speaking, students
with disabilities who can benefit from inclusion typically have mild to moderate disabilities.
These disabilities do not significantly interfere with their overall behavior or academic
performance in the general education setting.This is considered to be the least restrictive
environment. Additionally, certain students with disabilities might be better suited for settings
that incorporate the use of a resource room. This area and environment is typically designed for
students who have moderate disabilities. These students require intervention and additional
instruction in specific areas of learning. Lastly, self-contained is considered the most-restrictive
environment and is reserved for children with severe or multiple disabilities. These disabilities
might possibly affect their “cognitive, physical, social, or emotional development and require
extensive modifications and accommodations.” (Types of Special Education Services, n.d.)
Children, regardless of ability, all require some special attention in some area of learning.
In terms of special education, the needs and focus of each particular student will likely vary.
There is no one size fits all approach to education to begin with. Special education is often
regarded or viewed as services for students who are not up to par or perhaps even considered as
less than in their ability to learn. To the outside world who does not understand, this
misconception can be detrimental to the success of these students. Matthew 25:40 (NIV) states
that “Truly, I say to you, as you did it to one of the least of these my brothers, you did it to me.”
This verse is used often in special education as individuals like to refer to them as the “least of
these.” While not an irrelevant verse because it references the way we are to treat others,
“different or lowly” does not mean “least or incapable.” Just because a child learns differently or
has been diagnosed with a disability does not mean they are the least of these or incapable of
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EDLC 510
Understanding Special Education
learning. It just means that those in charge of their care and education are required to be a little
more creative in their use of particular services on how the move the students to achieve some
level of mastery.
References
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Understanding Special Education
IDEA - NCLD. (2019). NCLD. https://www.ncld.org/get-involved/learn-the-law/idea
Gjelten, E.A.. February 6, 2019 What Are the Rules for Disciplining Special Ed Students?
Lawyers.com. https://www.lawyers.com/legal-info/research/education-law/disciplining-
an-iep-student.html
Eligibility for Special Education | OSPI. (n.d.). Www.k12.Wa.us. https://www.k12.wa.us/student-
success/special-education/family-engagement-and-guidance/eligibility-special-education
What Kinds of Special Education Services Are Available? | CHOP Research Institute. (n.d.).
Www.research.chop.edu. Retrieved June 4, 2023, from
https://www.research.chop.edu/car-autism-roadmap/what-kinds-of-special-education-
services-are-available
NYSED. 2023. Continuum of Special Education Services for School-Age Students with
Disabilities. New York State Education Department. https://www.nysed.gov/special-
education/continuum-special-education-services-school-age-students-disabilities
Types of Special Education Services. (n.d.). Jan.ucc.nau.edu.
https://jan.ucc.nau.edu/~ldg/ese424/class/understanding/types/services.html
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