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What is Special Education?
Special Education is governed by Ed Code, The Individuals With Disabilities Act (IDEA), Family Educational Rights and Privacy Act (FERPA), as well as the Free And Appropriate Education (FAPE). A student receiving special education services is required to have an Individualized Education Plan (IEP), which is updated every year. Every 3 years the student undergoes a complete evaluation to re-determine eligibility.

Society
Although special education services target a small portion of the population, many of society's stakeholders are involved in developing, implementing and maintaining special education services. While engineers, researchers and educational professionals may design asisstive technology to support learning, communities and school districts may be interested in funding stream allocations to support special education services.

Obama Budget Seeks Boosts for Early Ed

“Obama Budget Seeks Boosts for Early Ed., High Schools, Technology,” was chosen because I appreciate the exchange of opinions and ideas in relation to special education. As a teaching practitioner it is also important to stay abreast of funding streams and budget allocations that not only relate to FAPE, but also impact education. This article provides an overview of President Barack Obama's previous 2016 fiscal year budget request. The article emphasizes that biggest opponents are likely to be the Republican Party, or those that would rather earmark funds for something else.

Breaking Down Barriers for Special Needs Children

Needing a better understanding of assistive technologies and legal influence, Breaking Down Barriers for Special Needs Children was an interesting read. Ramasubbu (2016) provides key highlights with the protections provided by special education law. Emphasis is placed on how technology promotes FAPE, while enhancing the special education teacher’s role.

[http://www.ascd.org/publications/educational-leadership/oct95/vol53/num02/In-New-Zealand-~-Computers-Empower-Students-with-Special-Needs.aspx In New Zealand / Computers Empower Students with Special Needs. Educational Leadership]

There continues to be a debate surrounding when special needs students should be using computers / Ipads for learning, as well as the duration of computer / Ipad use. Selby and Nolan (1995) explain that computers can be used to empower these students. A students self-esteem and communicative abilities can also improve because computer based learning is self-directed. The teacher can also tailor the computer intervention program to the student’s learning needs.

Technology Use in the Classroom
The challenge of teaching is multi-faceted. As a teacher I often serve students originating from low income households; while many own a cell phone there is no computer in their home. To close the achievement gap I am learning that I must help my students access computer technology, to strengthen their chance of being successful in the workforce.

Special Education rapidly improves with technology access.

Mobile Devices Empower Students With Special Needs

Special Education rapidly improves with technology access. My interest in mobile devices involves exploration of how to more effectively use a mobile device to monitor a student’s progress, while also teaching the student how to monitor their own academic progress.

[https://thejournal.com/articles/2013/06/30/the-top-10-ipad-apps-for-special-education.aspx The Top 10 iPad Apps for Special Education. Mobile Learning]

Palmer (2013) shares The Children's Institute's, of New Jersey, process for evaluation and recommendation of iPad apps most suitable for special needs students. The Children's Institute's evaluation criteria consist of the following: differentiation; alignment; data collection; student motivation. The article concludes with The Children's Institute's 10 recommended iPad apps.

The Surprising Ways BYOD, Flipped Classrooms, and 1-to-1 Are Being Used in the Special Ed Classroom

Schaffhauser (2013) explains that special education teachers are beginning to adopt utilization of the same assistive technology devices that are utilized in the general education classroom. Popular mainstream technology now includes flipped classroom approaches, mobile devices, and cloud based computing. Suggested ed tech initiatives include: bring your own device; Read & Write for Google Docs which generates vocabulary lists; customizing generic devices; screen casting in which the teacher flips the classroom by teaching the skill in video. The article concludes by offering advice to IT, from the perspective of the special education teacher.

Uses and Effects of Mobile Computing Devices in K–8 Classrooms

Swan et al (2005) discusses a research study in which 4 primary level classroom technology utilization were investigated to determine how students use mobile computing devices whether or not mobile device use effects a student's motivation and learning process. Although there were research limitations, the findings revealed that student utilization of mobile devices were effective in student learning and motivation. Yet, motivation may be delayed when technical failures or inadequate technical support is available.

The Impact of Technological Change in Education

Boggs (2014) shares his experience teaching with technological changes, as far back as 1968. He explains that the advancement of educational technology has influenced the students experience. In the classroom teachers and students now have more opportunities to personalize the learning experience using tools such as: electronic web links and video conferencing to teach; personal laptops; computer software to track student performance. Boggs (2014) also explains that the student’s interaction with campus departments such as the Bookstore, as well as Admissions and Records has also changed. Students can now manage enrollment and textbook purchases remotely.

How to start using Apple TV in the Classroom

Dunn (2005) provides an overview of available educational technology for the classroom. It is suggested that the teacher evaluate which educational technology device will be most appropriate for the classroom, highlighting the benefits of Apple TV paired with an IPad.

A window on the world: Using Skype in the classroom

Phthisic (2016) provides an overview of Skype, a free web-based videoconferencing tool. Suggestions are provided for implementation in the classroom. The article concludes with suggestions on how to use Skype to teach (e.g. virtual field trips; developing professional communication skills; collaborating with other professionals; having experts virtually visit the classroom).

Privacy
While IDEA ensures that special needs students receive FAPE, FERPA protects student and family record privacy.

Forum Guide to Protecting the Privacy of Student

As a follow up to recent National Forum on Education Statistics findings, the “Forum Guide to Protecting the Privacy of Student Information,” offers guidelines on how state and local education agencies can best preserve the privacy of student information. A summary of key federal laws, acronyms, and suggestions for the following are made: providing parent access to student records; securing privacy of data that is gathered, used and maintained by the agency; release of student information outside the agency.

The rise of individualized digital curricula and assessments, introduces new threats to preserving the privacy of student-data. Edweek (2015) features relevant incidents that may be of public concern. This includes schools sharing student data, as well as security breaches stemming from either weak or poorly planned procedures. Edweek (2015) shares proactive steps to alleviate future issues including: a request for Congress to clarify the preexisting unclear and vague legal language; proposing that school districts either implement or improve training systems on maintaining privacy of student data; increased purchasing for insurance to preserve privacy of student data, which are detailed in the list below. IDEA and FERPA Confidentiality Provisions
 * A Special Report on Student-Data Privacy
 * Schools, Government Agencies Move to Share Student Data''
 * Schools Learn Lessons From Security Breaches
 * Threat of Data-Privacy Litigation Fuels District Insurance Purchases
 * Why K-12 Data-Privacy Training Needs to Improve
 * ' Educators Hope Congress Provides Clarity, Support on Privacy Issues

The U.S. Department of Education. (2014) provides IDEA and FERPA provisions in regards to eligibility for specific federal education funding; confidentiality; consent; inspection and review; retention of records; procedural safeguards; dispute resolution

Safety Risks in Special Education Classrooms
The safety of special needs children are threatened by internet accessibility, neglect, and abuse. As a special education teacher, and former classroom aide I am constantly staying alert; looking out for potential safety threats that may arise.

Children with special educational needs – Internet Safety Concerns

To determine the possible dangers of internet accessibility, Del-Manso et al, distributed a survey to parents of special needs students. Survey respondents disclosed their concerns in regards to their child’s potential access to violent content, adult pornography, online bullying and online grooming. Other risks surround the classroom learning environment. While the risk of being a special education teacher can be legal repercussions or disgruntled families, the physical safety risks are equally high. A student triggered by an uncomfortable environment, undesirable task, or other antecedent may respond violently, often because they do not understand the appropriate behavior. The caring adult might also be injured in effort to accommodate the student’s needs.

Parents of special needs students say school district covered up Abuse

Students with non-verbal abilities are at an even greater risk, because they are unable to make a complaint. After formally investigating one child abuse allegation of Fulton County School district of Atlanta, Georgia, parents discovered that a teacher had also physically and verbally abused other special needs students. BDI, an outside investigation firm, noted that several of the school district’s nurses and teachers had made reports, alleging that the teacher was abusing students. It was concluded that the school district was trying to cover up evidence, to protect its staff members.

Special Education Teachers Face Risks But Find Rewards' 

Pohlig (2002) shares the safety risks of working with severely disabled students with behavior problems. This article also explains that the behavior is often a product of the disability and that the focus should be on changing the behavior. This can be achieved if school districts are proactive in providing sufficient de-escalation training, and school districts comply with delivery of cumulative records nationwide.

Harford special education program under Scrutiny

Often autistic students have either over or under sensory to smell, touch, sound and sight. Recently an investigation of Hickory Elementary School’s self-contained Autism Program, of Baltimore, Maryland was conducted. There were concerns regarding abuse and neglect of the students. The students were frequently punished with furniture, potent scents (e.g. markers) and the noise of a rolling pin. Staff also failed to Individualized Education Plans (IEP). But the staff were poorly trained to meet the needs of this population.

Keeping Children With Disabilities Safe' ''  

The Centers for Disease Control and Prevention's National Center on Birth Defects and Developmental Disabilities provides guidelines on how to best keep special needs children safe. When thinking about the safety of the child one should consider the child's mobility, appropriate safety equipment (e.g. protective head gear, seat belt; smoke detector alarm (which may need to either vibrate for the hearing impaired; hand rails); verbal, hearing, vision and smelling abilities; exploration interests; attention/focus (e.g. a child that has ADD or ADHD may need to learn strategies for managing impulsivity).

Crime
Public Officials often come under attack for misappropriation of funds. Within the city of San Jose, California, lawsuits and public complaints have arisen against multiple local district and school site administrators. Having witnessed these misfortunes first hand, the correlation between criminal engagement and disability, as well as misappropriate use of public funding makes these three literary works attractive.

NYC's special education system fails disabled students

Colangelo and Chapman (2016) provide a summary of a recent lawsuit, alleging that the city of New York's special education student information system was ineffective in ensuring adequate distribution of Medicaid reinbursements. This error jeopardized the educational needs of special education students.

Pipeline to Prison: Special Education too often leads to jail for thousands of American Children

[http://www.pacer.org/jj/pdf/JJ-8.pdf Students with Disabilities & the Juvenile Justice System: What Parents Need to Know. Pacer Center Inc].

Believing that students are capable of navigating their career, I find profiling to be both unethical and controversial. Mader and Butrymowicz's (2014) "Pipeline to Prison", as well as Pacer Center's (2013) "Students with Disabilities and the Juvenile Justice System," explain that children are often tracked for prison based on reading and math skills, as early as third grade. Both literary works also explain that teachers often deal with the student’s behavior before the disability; most times this is because the ill prepared school district does not provide adequate deescalation training. Impact on the at risk high profile student may be a series of suspensions, alternative education and eventually imprisonment.

Future of Special Education
In conclusion, as a special education specialist of 4 years, I have found myself taking a stance on the future of special education. Full Inclusion involves having the special education student in the general education setting 100% of the time. While some believe that full inclusion benefits all special education students, I believe that full inclusion reduces the intent of specialized academic instruction, FAPE and LRE. Full Inclusion also enables school districts to save money, who often consider special education an encroachment. Another issue that I see with full inclusion is that while the special education student's needs may no longer be met, everyone suffers. The general education teacher is ill prepared because their credentialing program may have not focused on special education. To alleviate this potential problem general education teachers are being pushed to pursue a special education credential. Yet this is unfair because teachers initially selected a instructional discipline because that was their interest not their employer. Other issues involve innapropriate diagnoses; there tends to be over-representation of African Americans and Hispanics both in Special Education, juvenile justice system and prison system. Conduct Disorders have become the new diagnosis for the special needs student that refuses to comply with directives. The articles below elaborate on some of these controversial perspectives.

The future of special education is exciting if we dare to reimagine it

Eileen Soon, Special Education Teacher is interviewed by Krishnan (2016). Soon shares her recommendations on missing components of education which include a need for creativity, innovation, tenacity, and vulnerability. She also explains that students need to be encouraged to celebrate and learn from their failures, while discovering which multiple intelligences they can excel in.

Past, Present, and Future of Special Education

Ryan (2015) presents opposing arguments on special education. Some believe that poor struggling learners may being misdiagnosed as having a learning disability, Meanwhile opponents may believe that there are student some students with learning disabilities, that have not been made eligible to receive special education services. The "expand-to-reduce" approach is considered a solution to some, which involves all students accessing instructional interventions, which in turn will reduce the number of special education students.

Task force unveils plan to overhaul special education

California's Statewide Task Force on Special Education recommends an increased integration of special education such as application of evidence-based practices, data tracking, early interventions for children as young as 3 years old, and teacher training. Another goal is to save money by transitioning to full inclusion. However opponents argue that full inclusion may diminish a Least Restrictive Environment, which is tailored around the needs of the special education student.

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