Introduction
In recent years the federal government has initiated several flagship programs meant to put children with disabilities on the same level as other children. One of those programs is the Individualized Education Program. This program is entrenched in the Individuals with Disabilities Education Act. Teachers are expected to assist the learners through the available resources to attain their educational dreams by individualizing the teaching methods such that they can handle each student with great consideration on their disability. This program requires the teacher to specialize on individual student at a time considering the varying disabilities since it can be rightly argued that teaching methods suitable to one type of disability may not be suitable for another.
Special education teachers are mandated with a tough responsibility of ensuring that disabled children achieve their educational dreams early enough and with little or no hiccups along the educational journey. These teachers have done a lot and deserve credit for the much they have achieved. The government too has never lagged behind in ensuring these children get as much attention as others while studying. It is the sole reason the government launched the No Child Left Behind Act of 2001 to set out the guidelines to ensure all disadvantaged children have the platform and chance to achieve their dreams.
Although these have been commendable, I think the district authorities have been overstepping their mandate by issuing more guidelines, standardized programs that they have been referring to as research-based approaches. While it is right to do as much as possible for these children, the new guidelines set out will not only be of little help to the students but will inconvenience the teachers too. There is no prove that current methods of handling these students have failed nor is there any prove that the proposed programs have higher success rates. Teachers have always been comfortable with the current approaches and there was need to consult them before suggesting new techniques.
What suggestions would you give these teachers as they deal with these systematic responses to educational mandates?
My advice to teachers at this point is to remain steadfast and use the same methods they have been using to handle these students. Although if they feel that some of those proposed by the district authorities can be of great benefit to the learners, they should also adopt them.
While individualizing the system is important for the learners, it should be implemented only at some specific points where the teacher deems necessary. You have the experience of handling these students and you are more familiar with their requirements at each particular point. Implement what you suppose is important for the learners at each instance.
What can teachers do when they feel they are being asked to engage in practices that don't fit with their views about theories and philosophies that form the basis for best special education practice?
In the short term, teachers should use the current approaches they have used for years as these approaches have proven to be successful. While doing this it is important that they keenly study the programs proposed by the district authorities and countercheck with the current approaches so that they can suggest ways in which they can be merged without compromising the quality of education.
