Special Education Philosophy: Children With Special Needs (Essay Sample)

Student Name
State University
Course Code
Professor’s Name
September18, 2015
Special Education Philosophy
The law lays thorough emphasis on the right to education. No child, including a disabled child, should be denied this right. The Education right in the US is clear that disabled children have a right to public education at no cost to their families (PBS Parents). Disabled children should be allowed to learn under specialized care, in special schools, and through special tutors rather than in public schools. Through this channel, their understanding is evaluated, and assistance provided in reaching their full potential.
Under the Act of Individuals with Disabilities Education, funding is provided for special schools through the education agencies. Eligible services relating to children with disabilities that guarantee their safety and comfort are funded to oversee their work. Section 504 of the Rehabilitation Act protects against discrimination on the basis of disability but does not advocate for additional funding for special needs children. The Office of Special Education and Rehabilitative Services (OSERS) and the Office for Civil Rights (OCR) administer IDEA and Section 504 respectively (PBS Parents). The effect of these Acts is that children have access to special and public education. Complaints are received with the acts providing points of reference as applies to children placement, parental consent, non-compliance and any form of retaliation. The result is acceptance of children with special needs.
The most common challenge faced by children with special needs is discrimination that has been overcome by enforcement of the IDEA and Section 504 Acts. Since they are physically or mentally challenged, disabled children have difficulty in communicating and accessing assistive tools. For better communication, the implementation of Augmentative and Alternative Communication (AAC) has assisted both at school and at home. Use of voice output communication aid (VOCA) has helped overcome the challenge of communication barriers (PBS Parents). Access to assistive technology including typing phones, braille devices, and specialized wheelchairs has been provided for by the state and federal governments under IDEA. Their progress has been monitored by qualified evaluators to determine more ways of helping the challenged children cope with life.
Serene environments complete with structures for wheelchairs, Yoga facilities, and electronic control switches are the most important consideration for special needs schools. Braille signs, automatic door openers, and ramps are assistive technology for the physically challenged that assists in their movement. Adjustable chairs, talking computer software, wedges, adapted bicycles, voice output communication devices, and picture boards also provide a conducive environment for children with special needs. Toys, swings, rockers and playground features should also be provided for in the special schools for building tone muscle.
Actual instructions given to inclusion classrooms by special education teachers vary depending on the mild to moderate disabilities. Meeting goals established in students IEPs is their primary role. Such teachers are charged with familiarizing the special children with assistive technologies and in some way, foster independence in them. Special education teachers are expected to engage regular education teachers in the design and planning of the curriculum. They must regularly review the Individualized Education Plans (IEPs), hold meetings with parents, quality evaluators, counselors, and concerned parties for the well-being of the disabled children. Further, t...