My first year teaching, in 1974, I had 42 sixth graders in one self-contained sixth-grade
classroom. I’m sure some of them would’ve
been special education, but no such programs existed. In fact, I took a night class that year that
introduced me to such things as learning disabilities and emotional/behavior
disorders. I did the best I could for my kids.
Most educators today can’t
remember a time like that when special education didn’t exist. The rules for special education came from the
enactment of Public Law 94-142 by the United States Congress 40 years ago. That law became known as the Individuals with
Disabilities Education Act or IDEA. It
provided that all school aged youngsters would receive a free and
appropriate education (FAPE) in the least restrictive environment (LRE).
Now, 40 years after creation,
special education is an accepted part of every school district’s responsibility. We do everything we can to educate each child
in his/her home school (LRE) so that they may interact and learn with with
their non-special education peers to every degree possible. Each child who meets the requirements for
special education receives help under the guidance of his/her Individual
Education Program, known as the IEP.
The vast majority – around 98% -
of students with IEPs are capable or learning the regular curriculum and are on
track for a high school diploma. Some student IEP’s call for little if any special treatment or intervention. The students are in a regular classroom. They may need more time than others on a test. They may need a special space to work or specially designed materials.
Some who need a little more help
may be assigned to what we call a co-taught classroom. That is a room with two teachers - a content area
teacher and a special education teacher working together for the benefit of the
whole class, some who have IEPs.
Some students leave their
classroom for various periods of time for special instruction. They may meet with the Speech teacher a few
days a week. They may get extra help on
one particular subject. They may see a
specialist to work on behavioral issues or physical therapy.Students who are the lowest functioning or who have severe emotional/behavioral challenges may spend all or most of their time in a special class in their home school or in a regional or county program.
A handful of students are found to be best served by unique programs that are outside of Calvert County Public Schools. Most get to their school by bus each day and travel as far as Baltimore. A very few may attend private, residential schools.
Special student needs have
evolved over the years as new challenges become better understood. Today we are seeing a huge increase in
students with autism as well as emotional/behavior disorders. These new challenges are met each day by a
dedicated group of special educators with a variety of special skills.
In my career I’ve learned to
appreciate the benefits of educating children in their home school. I’ve seen some marvelous partnerships between
regular and special education teachers.
I’ve also seen some marvelous partnerships and friendships between
regular and special education students.
It’s a beautiful thing.
Here’s to all our special
education students and IDEA. Our lives
are richer knowing them.