Public Policy and the Education of Children with Special Needs

Abstract

This paper reviews several programs for children with special needs, from historical perspectives, current involvements, and one particular orientation, railed the “child development model.” With respect to programs based on the child development model, it is recommended that each state consider planning toward the eventual organization of a child development agency, responsible for all children with special needs, irrespective of their characteristics, educational attainments, and prognoses. Further, it is recommended that, to the degree programs encourage and support the maintenance of children in community environments, they should be reworded in both specific and general ways: and for purposes of better guaranteeing human rights and due process, citizen advisory and other advocacy groups should be organized throughout a state and given such support as would be needed to make these groups active and responsive grass roots partners in policy and decision making.

Teacher Expectancies and the Label “Learning Disabilities”

“…[p 108] Maurer is only one of many investigators who have attacked the labeling process in recent years. Blatt (1972) argues that "there is widespread usage of the systems for labeling children that dehumanize and stigmatize both these children and their families" (p, 542). He further points out that labeling emphasizes the deviancy and makes unidimensional a multidimensional problem.…”

The Reality of Early Childhood

“…Children in Head Start programs face the double bind that confounds most programs that receive federal funds. The use of special education labels engenders negative attitudes by the teachers (Blatt, 1972); however, the label is necessary to meet the mandated 10% and to receive the necessary support services (Coleman & Gilliam, 1983).…”

Mothers' Predictions of the Self—Concept of their Normal or Learning-Disabled Children

“…Equivalence of self-concept across the regular and special-class children groups was interpreted through social comparison theory and the possibility that reduced heterogeneity of ability evident in special classes may bolster the self-concept of children educated in such environments. The lowered estimates of self-concept generated by mothers of LD students were discussed as an indirect effect of the labeling process whereby the label alters the perceptions of significant others as to the abilities of the labeled individual.T here are numerous references in the special education literature as to the detrimental effects of labeling and special-class placement (Blatt, 1972;Dunn, 1968;Haywood, 1971;Johnston, 1969;Jones, 1972). The most frequent charge is that applying labels (such as mentally retarded or learning disabled) to children and segregating them from the larger school population results in stigmatization and concomitant reduction of self-concept (Guskin, Bartel, & MacMillan, 1975; MacMillan, Jones, & Aloia, 1974).…”

“…T here are numerous references in the special education literature as to the detrimental effects of labeling and special-class placement (Blatt, 1972;Dunn, 1968;Haywood, 1971;Johnston, 1969;Jones, 1972). The most frequent charge is that applying labels (such as mentally retarded or learning disabled) to children and segregating them from the larger school population results in stigmatization and concomitant reduction of self-concept (Guskin, Bartel, & MacMillan, 1975; MacMillan, Jones, & Aloia, 1974).…”