This chapter covered a very controversial issue for many teachers. Exceptional Children.
My first point of interest comes from a line that starts the section on identifying exceptional children. "Although it may be said that on some level every child is exceptional, with unique abilities and needs, current practice defines exceptional children as "those whole require special education and related services if they are to realize their full human potential (Hallahan and Kauffman, 2000, p. 7).
This quote bothers me because it leaves a lot to be desired. As an educator I want to know what an exceptional child is. This definition makes me confused by using the term 'special education' and 'full human potential'. I think that every child is exceptional and should be specially educated so they can achieve their full human potential. I do not think that this definition is correct at all.
The one point I would like to get across (to stop myself from writing a philosophic epic) is that even if every child is not a 'exceptional child' they should be taught as if they are. If the goal of teaching exceptional children is to help them reach their full human potential then every child should be taught as if they are exceptional.
The IEP and music also caught my eye. For my educational psychology class I wrote an essay on the IEP in our schools and its effects. I found that the number of students who attain an IEP has skyrocketed since the installment of the IEP. This is why I think that the IEP should be done with.
The IEP was meant to help both the student and teacher. The student would get the appropriate help that they needed and the teacher was given the exact parameters of the student's needs. While the IEP does accomplish this, it has been heavily abused.
Many students obtain an IEP but, do not show a specific deficiency in which they would actually need an IEP for. Some of my research showed that while the number of students with IEP's increased in major cities, the number of students with disabilities (both physical and learning) was going down. This fact showed me that many students, who may not necessarily need the IEP, were getting them like candy.
My third point of interest is a bit of a cop out. I found this chapter very interesting in that it is so controversial. While every student does need to be educated, it cannot be at the cost of other students. I find that many special education programs start impacting other students negatively. If it is the right of all Americans to have a public education then another student's education may not come before another student's.
While this comment may seem harsh, I do firmly believe it. There is a saying from one of the founding fathers, "My rights end where my fellow citizen's rights begin." This should follow through to education. It is our goal as educators to find a way to educate all of our students to a point where they can understand and appreciate what we are teaching them.
As a music educator I want my students to accomplish three things. They must be able to sing happy birthday, clap to a steady beat, and pick a favorite piece of music. I feel that these three things carry through everyone life. If, at the base of my teaching, I accomplish these three things, then I have succeeded in starting the love of music in a student's life.
1 comment:
Yes, Ian, every child is exceptional in their own way. If you use strategies that are shown to work with children with special needs, often times these are strategies that are also beneficial for typically developing students. The approach to teaching all with this view is Universal Design of Learning. We'll talk more about it in class.
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