Personal Beliefs Our personal beliefs are that showing educators and parents' specific tactics to use when interacting with special needs students will improve their ability to learn. In the future, this will prepare them for the challenges they will face on their own. Once this happens, is when the student has a good chance of living an independent and productive life. Literature To determine what technique are most effective in reaching out to

Gerl (2010) points out in his advocacy of metaphysics as a way of approaching the philosophy of special education that this helps to construct a legal perspective which is evolving in a way that is consistent with the evolution of ethical perspectives of human dignity, individual rights and the treatment of those with disabilities. While this strikes as relevant, Gerl even concedes that one may not be suited for

Special Ed Disproportionate Representation of Minorities in Special Education Special Education is intended to function as a powerful resource for giving extra attention, assistance and educational resource to those with severe and irreparable learning deficiencies. However, there is also a danger that situational learning deficits may be perceived as deficiencies, leading to the incorrect classification of young students as special needs. Where improperly classified, the results to one's learning potential and academic

The IEP takes into account the results of the assessment while developing a plan for the future. The evaluation results include not only behavioral observations but also socio-cultural background. If the student has a physical disability, the IEP might address the need for specialized technologies or classroom adaptations. On the other hand, if the student has a learning disability, the IEP might include recommendations for lesson adaptation. The IEP is

Regular educators are also frustrated with the way NCLB penalizes schools that have high numbers of special education students. Even when those schools are serving special education students well enough to become local "magnets" because their good programs, the government can penalize them using the MCA-II and similar tests (Caputo 2006). Other issues also complicate special education in the inclusive classroom. Regular educators are addressing a more diverse student body than

J. This limitation is summarized in the following passage: Sometimes, disagreements about educational benefit are called "Cadillac-Chevrolet" disputes. Remember: In Rowley, the Supreme Court ruled that children are entitled to an appropriate education (i.e. A Chevrolet), not the best education money can buy (a Cadillac). http://www.wrightslaw.com/advoc/articles/iep_guidance.html#Law_and_Regulations The above accurately describes some of the limitations that public schools have to meet the needs of special education children. This may or may not be