1
UNDERSTANDING SPECIAL EDUCATION
Understanding Special Education
EDLC 510: Instructional Strategies for Diverse Learners
2
UNDERSTANDING SPECIAL EDUCATION
Understanding Special Education
Special education is a range of services that help kids with disabilities learn in different
ways and settings. The Bible says, “When you give a feast, invite the poor, the crippled, the
lame, the blind, and you will be blessed, because they cannot repay you. For you will be repaid at
the resurrection of the just” (Luke 14:12-14). Special education is not a one-size-fits all approach
and is designed to meet the needs of individual kids. It’s important for students with disabilities
to receive the same opportunities as other students in a general classroom. Special education
helps them to achieve their goals and reach their full potential.
The law that established special education in schools was first known as, “Education of
All Handicapped Children’s Act” (EAHC). Today it is now known as “The Individuals with
Disabilities Education Act” (IDEA) and the term “handicapped children,” was replaced with
“students with disabilities.” It described disability areas that needed to be addressed in education
and emphasized providing students with access to the general curriculum (Orlich et al., 2018). As
an important component of IDEA, the least restrictive environment (LRE) states that students
with disabilities should be educated in the regular classroom with appropriate aides and supports
(Underwood, 2018). The free appropriate public education (FAPE) states that special education
services are provided at public expense and that standards meet the state educational agency.
They are to coincide with IDEA.
It’s difficult to characterize students with disabilities because there are no general
descriptors. Students come to school with a wide range of interests, learning preferences, and
behavioral characteristics. In order to receive services under special education, students be
evaluated by a multidisciplinary team of school professionals. These professionals can include
the special education teacher, school nurse, and counselor (Orlich et al., 2018). The evaluations
3
UNDERSTANDING SPECIAL EDUCATION
include standardized testing that tests in all areas such as academics, intellectual, physical, and
behavior. With parent and student permission, these individuals will observe and interview the
student. Once done with evaluation, the team will assess the results and see if the students meet
federal eligibility. Some special education services can include transportation, nursing,
interpretation, physical and occupational therapy, and assistive technology. In the classroom,
students can also receive support from paraprofessionals and supplementary aids. Additionally,
positive parent partnerships are important as well. Parent involvement can be positive for
students’ cognitive development and academic achievement (Summers et. Al., 2005). Together,
the parents and educators can help contribute to the student’s success.
The general classroom is the least restrictive environment for a student with disabilities.
The special education classroom is more restrictive because it’s a self-contained classroom. The
most restrictive environment is a hospital setting or their home (Orlich et al., 2018). The least
restricted environment may look different for each student because they’re all unique. I think
someone who might do well in a least restrictive environment is someone with attention deficit
hyperactivity disorder (ADHD). A student with ADHD might have problems focusing, be
disorganized, and have trouble multitasking but with the right classroom support such as a
paraprofessional, they may succeed. The next step would be a student who spends partial time in
the general classroom and then some time in the special education classroom. Students who
would do best in that type of environment might be someone who has dyslexia or a specific
learning disability (SLD) such as dyscalculia or dysgraphia (Andrew M.I. Lee, 2023). For the
more restrictive environment such as the special education classroom, I think students with
autism will do best in. Special education classes have specialized instructions for kids with
similar learning needs (Undivided, 2012). With that being said, the special education teacher can
4
UNDERSTANDING SPECIAL EDUCATION
focus on just them and the strategies in the class would be tailored for them. To figure out what
works best for each student, educators must look at the students individualized educational plan
(IEP). Additionally, remaining in contact with team members, parents, and any related service
providers and sharing data can be powerful.
Two responsibilities that the general education teacher might have when working special
education students is acting as progress monitor and working as a multidisciplinary team
member. The role of the progress monitor is important because they have to review and collect
data (Special Ed Coop, 2021). They should also be familiar with the students IEP and share the
students progress with parents, special education teacher, and case manager. The role of the
multidisciplinary team member is just as critical because they can provide input on the students
IEP. Additionally, because they’re in the classroom, they’re able to provide work samples that
will contribute to the decision making process. These roles are important because general
education teachers are the only ones who can talk about grade level curriculum and know the
resources available to students (Villegas, 2023). These roles provide necessary and appropriate
services that will lead students to successful outcomes.
All in all, special education students don’t want to feel isolated or alone. Including them
in the general classroom allows them to be amongst their peers and have the same lessons. I once
worked with a student who was homeschooled from 1st grade to 3rd grade and was finally in the
general education classroom in grade 4. He was so excited to be in a classroom setting and did so
well. Everyone thought he’d have problems because he hadn’t been in a classroom for a few
years, but he surprised the special education teacher, general education teacher, and
paraprofessionals. I thought it was so special to have a team that supported him and rooted for
him in a positive way. Genesis 1:27 says that, “God created mankind in his own image, in the
5
UNDERSTANDING SPECIAL EDUCATION
image of God he created them; male and female he created them,” and I think this is an
important reminder that we’re all created the same despite our differences.
6
UNDERSTANDING SPECIAL EDUCATION
References
Andrew M.I. Lee, J. (2023, June 15). Idea disability categories. Understood.
https://www.understood.org/articles/conditions-covered-under-idea
DC Special Education Cooperative. (2021). The Role of The Gen Ed Teacher in the Special
Education Process Webinar. Sign in to your account. Retrieved September 8, 2023, from
https://canvas.liberty.edu/courses/510181/pages/watch-the-role-of-the-gen-ed-teacher-in-
the-special-education-process-webinar?module_item_id=56168007.
Orlich, D. C., Harder, R. J., Callahan, R. C., Brown, A. H., & Trevisan, M. S. (2018). Teaching
strategies: A guide to effective instruction. Cengage Learning.
Summers, J. A., Hoffman, L., Marquis, J., Turnbull, A., & al, e. (2005). Measuring the Quality of
Family-Professional Partnerships in Special Education Services.Exceptional
Children, 72(1), 65-81. https://go.openathens.net/redirector/liberty.edu?
url=https://www.proquest.com/scholarly-journals/measuring-quality-family-
professional/docview/201194118/se-2
Underwood, J. (2018, November 1). Defining the least restrictive environment. EBSCO
Information Services, Inc. | www.ebsco.com. https://www.ebsco.com/products/ebscohost-
research-platform
Undivided (Ed.). (2012, November 4). What is least restrictive environment - IEP placement
options. Undivided. https://undivided.io/resources/least-restrictive-environment-and-
placement-options-in-an-iep-124
