Chapter 2: Literature Review
Chapter 2: Literature Review
Introduction
The chapter contains details of the information regarding special education and challenges associated with it. The chapter is divided into four sections to facilitate the users of the study. The theoretical framework comprises of theories and definitions of key terms mentioned in the study. Another section contains the material extracted from past studies that provide clear evidence on the arguments. A conceptual framework is also included that represents the selected approaches from past studies and elaboration of the definition. The summary is also provided at the end of this chapter to provide a concise view of the reader regarding the content written in each subheading.
Special Education
It refers to the type of education that is provided to the special students who have problems in understanding and learning like other students. It is different from general education in which education providers teach student by paying special attention to students who are not mentally or physically fit. In short, special schools and education are helpful for students who take excess time to understanding the thoughts that are provided to them (Bateman & Cline, 2016).
Special Education Programs
The programs are offered to students who are mentally or physically disable. These programs are different from ordinary programs in which teachers are entitled to teach those students with effective teaching methodology. These programs are provided to the students free of cost up to a certain level of age to support them (Mamlin, 2012).
Special Education Curriculum
The curriculum for special education contains relevant information about the courses and programs offered to special students. It is clearer than another curriculum due to the emotional factor associated with this type of education (Brown, 2016).
Past Studies
Relevant Scholarships
Ludlow (2014) presented a model of grant writing and clarified that suggestions are mentioned at each step of grant writing, and this is the only way to counter the weaknesses of special education programs in rural areas. The study is useful to those who are willing to address the issue clearly and trying to remove the issue in a reliable manner (Ludlow, 2014). Klingner, Boelé, Linan-Thompson, & Rodriguez (2014) also claim in the support of Ludlow (2014) that the education authorities should make policies to provide scholarships to the special students similar to that of the ordinary student to claim that the education sector is providing facilities to all. Physically challenged children to require financial help that can be provided by the education authorities to encourage them to work hard and ensure improvement in their respective fields (Klingner, Boelé, Linan-Thompson, & Rodriguez, 2014). Trant, Crabtree, Ciancio, Hart, Watson, & Williams (2015) argue on the study of Ludlow (2014) that HOPE Scholarship that was created in 1993 should be provided to all. The scholarship provides financial assistant to the students in receiving their desired diploma, degree, and certificates (Trant, Crabtree, Ciancio, Hart, Watson, & Williams, 2015).
Why Support is Needed
Riddell &Weedon (2014) provide an example of Scotland where changes are made through legislations. It increases the morale of special education providers that a helping hand is offered to the needy students, and they are not alone in overcoming the challenges come in front of them. Support also motivates such students to work hard and set an example to others. It is also beneficial for a country that early age people are active in receiving education and finding suitable and respectable jobs for them (Riddell &Weedon, 2014). Rief (2015) identifies that special education requires special instructions for students and teachers regarding the communications style, behavior, and manner as it is demanded by the nature of work (Rief, 2015). Algozzine, Campbell, & Wang (2015) also provide 63 ways of teaching diverse students in support of Rief (2015) that special instructions should be provided to the teachers that they are responsible for developing the career of special learners. Teachers are the main source of bringing development in personal skills and abilities of students so they should act as a supporter of these students (Algozzine, Campbell, & Wang, 2015). Lochtie (2016) also support the study of Riddell &Weedon (2014) and explains that support can result in the talent of students that is for a country. The US provides education support to the international student studying in the UK and set examples for others that support in this field is significant for the growth (Lochtie, 2016).
Influential Factors Lacking
Al-Zboon, Al_Jdababneh, & Ahmad (2015) state that high-quality teachers are required to tech special education as there is a requirement of extra attention to them. The main factor is the training and education of teachers who are entitled to provide extra care to the students and allow them to reach specific goals. The special education teachers should posses several qualities to deal with a critical situation that comes forward in this difficult task (Al-Zboon, Al_Jdababneh, & Ahmad, 2015). Arrieta&Palladino (2015) also supported the statements provided by Al-Zboon, Al_Jdababneh, & Ahmad (2015) that special students should also acknowledge the similar learning material as provided to others. It is observed that teachers lack in providing basic education to these children that can develop their skills to identify and understand basic things going on in this world. The development in special students is essential for enhancing the capabilities and maintaining stability in the education sector.
Special students are also considered as an important contributor to the society, so they are entitled to get extra ordinary services as possess by others getting an education in the society (Arrieta&Palladino, 2015). Goldhaber, Krieg, Theobald, & Brown (2015) also highlighted the same issue as Al-Zboon, Al_Jdababneh, & Ahmad (2015) by suggesting that the improvement is required in the quality of special education teachers as they are not providing the desire outcomes to the institutions and this sector. There is a lack of special and effective training for teachers who are the main source of transferring knowledge in the mind of students (Goldhaber, Krieg, Theobald, & Brown, 2015).
Challenges
Special Education Institution Challenges
. Mamlin (2012) highlighted the special education issues of institutions and presented a suggestion that high-quality teachers can be obtained by strengthening the overall process of recruitment and hiring that is essential in this field. Also, there is a need for changes in the tenure of teachers working in the same institutions for the years and appoint them to provide training to the new job seekers (Mamlin, 2012). Hourigan (2014) mentioned the challenges of lack of availability of potential resources that are helpful in educating all children. Unfortunately, talented students are supported by the institutions, and other children are not offered such services due to lack of funds and other financial issues (Hourigan, 2014). Wang, Mu, & Michael (2014) highlighted the challenge of shortage of teachers in special education in China. The challenge results in the declining graph of this area due to the lack of quality teachers who can deal effectively with the weaknesses of special students (Wang, Mu, & Michael, 2014). Thorius & Maxcy (2015) argue that RTI policy is practiced by various special education providers to overcome the challenges of eligibility and placement. The disproportionate factor is also a big challenge that is effectively managed and controlled by the authorities .
Special Education Theory
Klingner, Boelé, Linan-Thompson, & Rodriguez (2014) presented the theory of special education essentials by claiming that special students also have right to get high educational services as it is provided to others. There is a difference in teaching ordianry students and special education student that should be properly understand and identified by teachers.In fact, special students need extraordinary attention from the providers as their physical and mental capabilities of understanding such things are similar to that of ordinary students (Klingner, Boelé, Linan-Thompson, & Rodriguez, 2014). Trant, Crabtree, Ciancio, Hart, Watson, & Williams (2015) also support the argument of Klingner, Boelé, Linan-Thompson, & Rodriguez (2014) by explaining that it is manadatory to adopt change theory that ensures high satisfaction of special students (Trant, Crabtree, Ciancio, Hart, Watson, & Williams, 2015). Brown (2016) also supported the points presented by Klingner, Boelé, Linan-Thompson, & Rodriguez (2014) and states that policy makers should acknowledge the theory of special education in the civilized society and prepares effective regulations that should be strictly followed by everyone (Brown, 2016).
Special Education Progress
Yoo & Palley (2014) identify that is observed in South Korea where progress is observed in special education (Yoo&Palley, 2014). Terjesen&Politis (2015) also supported the evidence provided by Yoo & Palley (2014) that policy are made to support special education and ensure that the progress will be helpful in achieving the desired outcomes in the end (Terjesen&Politis, 2015). Scott (2016) identifies that medical and healthcare education sectors are working on Faculty fellowship program that comprises of scholarships, teaching methods, and human services programs. The efforts represent that improvement is made in this sector, and special education will reach to a great extent (Scott, 2016). More, Spies, Morgan, & Baker (2016) criticize the perception provided by Scott (2016) by claiming that not all the education providers do not know English so how could they claim that progress is shown in this area. Basic learning and education require English learning for removing the communication gap and provide efficient services to special students.
Importance of Improvement in Special Education
Hourigan (2014) presented the study by highlighting that there is still a difference in the education of ordinary and special students that should be reduced to bring prosperity in society. The programs provided to special students needs to be changed according to the standards prepared for them by welfare and care concerned institutions (Hourigan, 2014). Arrieta & Palladino (2015) also used the concept of Hourigan (2014) by explaining that teachers should adopt emotional behavior in dealing with special students so that they could not feel hesitation and loneliness. Special education is entirely different from ordinary education due to the inclusion of students who takes the time to cope up their talent. The teachers should not avoid the fact that they have the ability to provide desired outcomes in future . Bateman & Cline (2016) also draw attention towards the challenges as there is a need of improvement in special education to maintain equality and development in society. A society free from any discrimination where everyone has the right to high-quality education, stability and sustainability are important. Improvement in this basic necessity is also mandatory for providing help to the needy people (Bateman & Cline, 2016).
Promoting Teachers to Improve Services
Mamlin (2012) presents a framework for the suggestion provided by Algozzine, Campbell, & Wang (2015). The quality of teachers work can be improved by maintaining sustainability and credibility in their respective subjects (Mamlin, 2012). Algozzine, Campbell, & Wang (2015) state that changes should be adopted by special education teachers and they should be presented as a role model for the students. (Algozzine, Campbell, & Wang, 2015). Goldhaber, Krieg, Theobald, & Brown (2015) also claim regarding the problem highlighted by Algozzine, Campbell, & Wang (2015) that problem should be addressed by the authorities to provide high-quality teachers who have experience in dealing with special students. Only qualified and expertise teachers can help in achieving the goal of providing effective education to them. (Goldhaber, Krieg, Theobald, & Brown, 2015).
Why Improvement is Needed in this Area
Klingner, Boelé, Linan-Thompson, & Rodriguez (2014) agree with that it is essential to appoint teachers who know English. The English learning is important in the global world where all the matters are discussed in the international language, and its importance cannot be denied. Ludlow (2014) also supported Klingner, Boelé, Linan-Thompson, & Rodriguez (2014) and suggested that grant writing is important in the course of special education that will improve the quality of education, and disabled people will learn how to react and deal with critical situations. Although the mental or physical abilities of special students are not sufficient, they have right to get a high education with extra efforts by teachers (Ludlow, 2014). Scott (2016) also claims on the argument of Ludlow (2014) that improvement is needed in the education sector especially in special education areas so that the problems and issues of special students can be resolved. (Scott, 2016).
Benefits from Special Education
Brown (2016) explains that there is a requirement of strict policies for education sector especially that is provided to physically challenged and weak students. Children are future of society and country, but it is essential to maintain equality so that everyone agrees to the concept (Brown, 2016). More, Spies, Morgan, & Baker (2016) also provides evidence for the argument presented by Brown (2016) that the English language should be included in the course and programs provided to special students that would be beneficial in long-term (More, Spies, Morgan, & Baker, 2016). Bateman & Cline (2016) further elaborate that guidance is required for the special education providers. The guidance will enhance their learning and education so that they can provide effective services to the beneficiaries. The guidance will prove to be helpful in emerging out the talent so that special student can contribute their part to an economy (Bateman & Cline, 2016).
Conceptual Framework
The section provides an elaboration of the material extracted from past studies. The importance of the section is useful to the reader to get a quick view of the important elements identified in the literature.
Performance of Special Education Institutions
Special education providers are making efforts to improve their services by providing training to teachers regarding the special method of teaching so that they can deliver their best to students. It is true that they require time in understanding what the institution or society demand from them, but they should be treated with extra care. The polite behavior and appreciation is a tool that allows them to live freely in a diverse society (Bateman & Cline, 2016; Goldhaber, Krieg, Theobald, & Brown, 2015; Mamlin, 2012).
Factors Affecting Progress
Lack of specialized teachers and unavailability of potential resources are the two main factors that are an obstacle to the growth of special education. It indicates that changes are required at upper, and lower level of the sector and everyone should take part in analyzing the changes required in it. The solution with the mutual consent can emerge out an effective solution that will prove beneficial in the long run (Al-Zboon, Al_Jdababneh, & Ahmad, 2015; Brown, 2016; Yoo&Palley, 2014).
Attention Required from Authorities
There is a need of further improvement in the curriculum, programs, and learning courses of special students so that they can sharp their talent. Assessment of Performance of Special education providers is also demanded so that they can develop their capabilities and contribute their potential role in the economy of a country (Hourigan, 2014; Riddell &Weedon, 2014; Terjesen&Politis, 2015).
Summary
The chapter provides sufficient knowledge regarding the special education, its challenges, and benefits. It is cleared that many efforts are made to improve the overall sector, but there is a need for legislation and its implementation to ensure effectiveness in this area. However, there are loopholes such as lack of teachers who are experts in delivering their best to the institutions so that talent can be emerged out among these students. The internal assessment of these institutions is required to ensure that the quality teachers are available to serve their best to the organization. It is also observed from the previous studies that authorities are trying to bring development programs and training in the curriculum of special education, but the desired goal is not accomplished till now.
It has been noticed that countries are also playing a dominant role in making development in the education sector and provides financial supports to special students, but the main thing is to provide care to those who are expecting something from leaders. In fact, support refers to the moral support that is far away from any other kind of help. Special students require someone who is willing to give time to them. The major drawback is that their curriculum, programs, and courses are not changed according to the development in a global era so they are facing difficulties in achieving those objectives that can be easily available for ordinary students. In short, regular changes in special education is mandatory besides the challenges that are an obstacle in its progress and the authorities are required to come forward and provide real support to special students who are eligible to live a happy life in society.
References
Algozzine, B., Campbell, P., & Wang, A. (2015). 63 Tactics for Teaching Diverse Learners: Grades 6-12. New York: Skyhorse Publishing.
Al-Zboon, E. K., Al_Jdababneh, K. A., & Ahmad, J. (2015). Quality of Work Life: Perceptions of Jordanian Special Education Teachers. Education., 135 (3), 380-388.
Arrieta, S. A., & Palladino, J. M. (2015). A Multiple-Case Study of Special Education Teachers' Approaches to Lgbt Students with Emotional-Behavior Disabilities. Journal of Ethnographic & Qualitative Research., 10 (1), 1-12.
Bateman, D. F., & Cline, J. L. (2016). A Teacher's Guide to Special Education. New York: ASCD.
Brown, Z. (2016). Inclusive Education: Perspectives on Pedagogy, Policy and Practice. London: Routledge.
Goldhaber, D., Krieg, J., Theobald, R., & Brown, N. (2015). Refueling the STEM and special education teacher pipelines. Phi Delta Kappan, 97 (4), 56-62.
Hourigan, R. M. (2014). Intersections Between School Reform, the Arts, and Special Education: The Children Left Behind. Arts Education Policy Review., 115 (2), 35-38.
Klingner, J. K., Boelé, A., Linan-Thompson, S., & Rodriguez, D. (2014). Essential Components of Special Education for English Language Learners with Learning Disabilities: Position Statement of the Division for Learning Disabilities of the Council for Exceptional Children. Learning Disabilities Research & Practice, 29 (3), 93-96.
Lochtie, D. J. (2016). A ‘special relationship’ in higher education? What influence might the US higher education sector have in terms of support for international students in the UK? Perspectives: Policy& Practice in Higher Education, 20 (2/3), 67-74.
Ludlow, B. L. (2014). Secrets of Successful Grant Writing to Support Rural Special Education Programs. Rural Special Education Quarterly, 33 (2), 29-37.
Mamlin, N. (2012). Preparing Effective Special Education Teachers. New York: Guilford Press.
More, C. M., Spies, T. G., Morgan, J. J., & Baker, J. N. (2016). IncorporatingEnglish Language Learner Instruction Within Special Education Teacher Preparation. Intervention in School & Clinic, 229-237.
Riddell, S., & Weedon, E. (2014). Changing legislation and its effects on inclusive and special education: Scotland. British Journal of Special Education, 41 (4), 363-381.
Rief, S. F. (2015). The ADHD Book of Lists: A Practical Guide for Helping Children and Teens with Attention Deficit Disorders. Hoboken: John Wiley & Sons.
Scott, C. (2016). Transforming the Future of Public Health Law Education through a Faculty Fellowship Program. Journal of Law, Medicine & Ethics, 44 (1), 6-17.
Terjesen, S., & Politis, D. (2015). From the Editors: In Praise of Multidisciplinary Scholarship and the Polymath. Academy of Management Learning & Education, 14 (2), 151-157.
Thorius, K. A., & Maxcy, B. D. (2015). Critical Practice Analysis of Special Education Policy: An RTI Example. Remedial & Special Education, 36 (2), 116-124.
Trant, E., Crabtree, K., Ciancio, D., Hart, L., Watson, T., & Williams, R. (2015). Why Some HOPE Scholarship Recipients Retain the Scholarship and Others Lose It. Innovative Higher Education, 40 (3), 201-214.
Wang, Y., Mu, & Michael, G. (2014). Revisiting the Trajectories of Special Teacher Education in China through Policy and Practice. International Journal of Disability, Development & Education, 61 (4), 340-361.
Yoo, J. P., & Palley, E. (2014). The Diffusion of Disability Rights Policy: A Focus on Special Education in South Korea. International Journal of Disability, Development & Education, 61 (4), 362-376.
