To Ensure the Learning of Every Child with a Disability

Abstract

Today, students with disabilities are identified earlier, attend school, graduate and go on to post-secondary education and jobs in larger numbers, and learn in more inclusive settings than ever in history (American Youth Policy Forum & Center for Education Policy, 2001). Special education outcomes have never been more positive. Too many students with disabilities, however, still do not graduate from high school, too many are excluded from challenging learning outcomes, too many do not successfully make the transition to independence, and too many end up living lonely, unproductive lives. These quality-of-life indices are inextricably linked to the quality of education that people with disabilities experience. Even though access to a free and appropriate education has been achieved, the educational quality of that experience remains problematic. The progress that special education has made in its three brief decades of existence is remarkable. Nevertheless, in the same spirit of social justice and advocacy in which special education was born and nurtured, special educators continue to advocate for improvements in the education of students with exceptionalities (Kode, 2002). Today, rather than advocating for inclusion in public education, special educators are working within the general education community to gain genuine access for students with disabilities to the challenging educational results that most individuals in our society take for granted. The push for research-based practice and results-driven accountability is being compromised by a crisis within the special education profession: Special educators labor under work conditions that contribute to attrition rates in special education that are twice as high as those of general educators (NCES, 2000). Recognizing this burgeoning problem, the Council for Exceptional Children (CEC) established a CEC Presidential Commission on the Conditions of Teaching in Special Education. The Commission (Kozleski, Mainzer, Deshler, Coleman, & Rodriquez-Walling, 2000) identified three outcomes fundamental to ensuring high and challenging learning results for every exceptional learner: 1. Every student with an exceptionality receives individualized services and supports of caring and competent professional educators. 2. Every special and general educator has the teaching and learning conditions to practice effectively.

Case Study Research: Examining Middle School General Education Teachers

“…Despite receiving little to no professional development during their tenure, all three teachers were confident in their ability to meet the needs of all students in their inclusive classroom. This conclusion differed from the findings of other studies (Burke & Sutherland, 2004;DeSimone & Parmar, 2006;Mainzer, Deshler, Coleman, Kozleski, & Rodriquez-Walling, 2003;Otis-Wilborn, Winn, Griffin, & Kilgore, 2005;Rea et al, 2002;Wilkins & Nietfield, 2004). Each of the participants in this research had at least six years of teaching experience and had completed a master's degree.…”

In Pursuit of Excellence: The Past as Prologue to a Brighter Future for Special Education

“…Accordingly, the most troubling issue regarding the past-to-present special education practices is the extent to which we rely on interventions that have been proven to be harmful. Previous authors (Forness & Kavale, 2001;Kauffman, 1999b;Kavale & Mostart, 2003;Mainzer, Deshler Van Acker (in this article) observes that one harmful effect involves using interventions that have little or no educational worth-the net result of which is the irreparable loss of critical instructional time. The other harmful effect entails use of interventions that have a demonstrated negative effect.…”