Special Education
Special
education (Also known as special ed, SPED or defectology)
refers euphemistically to the teaching
of students
with a learning
disability, a developmental
disability or a behavioral problem,
or to that of gifted
children. Source:
Wikipedia.
Master in Special
Education
International degree
seeking students must meet certain admission
requirements ... PED3041 Fundamental issues in education
(practical training included) ...
SERI - Special Education Resources on the
Internet
... interest to those
involved in the fields related to Special Education.
This collection exists in order to make on-line Special
Education resources more ...
Special Education (Masters) - Continuing
Education - USU Extension
The Distance Master's of
Science/Education degree programs are designed for
persons who desire a graduate program that will improve
their competencies as ...
Special Education Degree - Special Education
Teachers, Education ...
Special Education Degree:
Search this directory for information about Special
Education ... Special education degree programs are
differentiated, however, ...
MS Degree in Special
Education
Download a Master's
Degree: Special Education Plan (PDF file) ... A special
education degree plan must be filed within the first
semester of the program. ...
Special Education
Programs
Department of Special
Education and Communication Disorders ... An
undergraduate degree in speech-language pathology is a
pre-professional degree which does ...
Teachers-special
education
Many States require a
master’s degree in special education, involving at least
1 year of additional course work, including a
specialization, ...
SPECIAL EDUCATION
TEACHER
A bachelor's degree in
special education is the usual entry-level degree.
However, teacher certification requirements differ
greatly from state to state, ...
Information taked from Wikipedia:
Several journalists and
commentators have argued that special education programs
drain resources from mainstream classes, and that the
teachers of those classes will have to do more with less
resources. They feel that these teachers are unable to
provide as much assistance as they would like to the
"less-capable" members of the class. They argue that, in
turn, such students' academic performance may suffer and
they may be tracked into special ed programs as well.
The standard counterargument is that the resources for
special education do not take away from the resources for
the mainstream classroom, but rather will add resources
(such as additional staff and material support) for the
class in which a child with a disability
is included. In addition, the
educational experience and lifetime lesson of including a
student with disabilities is invaluable to all of the
children in the class.
Naturally, many students' challenges have historically
driven their placement in classes which are specific to a
particular disability. However, the goal is for all
students to be placed in a learning environment that is the
least restrictive for each individual learner. In the past
10 years, that has come to mean inclusive environments: all
students learning together with each individual's specific
learning needs being met within a typically occurring
classroom environment. The fact that this has been less
than successful may have more to do with the resources
allotted such programs, and the inability of an entrenched
model of education to change to accommodate such an
educational process, than with the legitimacy of such a
model itself.
While terms such as "normal" and "typical" can be debated
endlessly, there is research that shows that students with
the most significant disabilities benefit academically and
socially in a classroom and a curriculum that is adapted
and modified to help them be successful in school. Some
learning activities may be best presented away from the
chaos of a general education classroom, but any student can
benefit from this type of intervention.