The Special Education Field
The Unique and Specialized Nature of The Special Education Field
In an ideal world, the general education classroom teacher would be able to differentiate instruction to allow all students to succeed. However, considering realistic limitations and constraints of teacher efficacy, time, and resources, some researchers have been skeptical of what can realistically be implemented with valid and reliable results. (Fuchs & Fuchs, 2015; McMaster & Fuchs 2002; O’Connor & Jenkins, 1996). Although there are various general education approaches designed to scaffold students of varied achievement levels, including cooperative learning (CL) and peer-assisted learning strategies (PALS), they have not been proven to reliably help students with special needs …show more content…
As the trend of inclusion blurs the lines between special and general education, DBI and similar strategies are not being used as originally intended (Deno, 2014).The reiterative nature of DBI that allows it to be so intensive and individualized to student needs is arguably only possible in a special education setting. DBI and CBM were designed to be implemented frequently and with fidelity by specifically-trained special educators. It seems unrealistic to expect a general educator to conduct, assess, and redesign such intensive evaluations at the rate that these interventions require to be most effective, while also balancing the needs of twenty-plus other students. We must consider these constraints in our efforts to ensure that all students are receiving the appropriate education supports that they need to …show more content…
(1964). The problem of brain damage in children. In H.G. Birch (Ed.), Brain damage in children: Biological and social aspects. New York: Williams and Wilkins.
Caffrey, E., & Fuchs, D. (2007). Differences in performance between students with learning disabilities and mild mental retardation: Implications for categorical instruction. Learning Disabilities Research and Practice, 22, 119-128. Deno, S.L. (1990). Individual differences and individual difference: The essential difference of special education. The Journal of Special Education, 24(2), 160-173. Deno, S.L. (2014). Reflections on progress monitoring and data-based intervention. Advances in Learning and Behavioral Disabilities, 27, 171-194. Emerald Group Publishing.
Fuchs, D., & Fuchs, L.S. (2005). Peer-Assisted Learning Strategies: Promoting word recognition, fluency, and reading comprehension in young children. The Journal of Special Education, 39, 34-44.
Fuchs, D. & Fuchs, L.S. (2015). Rethinking service delivery for students with significant learning problems: Developing and implementing intensive instruction. Remedial and Special Education, 36(2),
In an ideal world, the general education classroom teacher would be able to differentiate instruction to allow all students to succeed. However, considering realistic limitations and constraints of teacher efficacy, time, and resources, some researchers have been skeptical of what can realistically be implemented with valid and reliable results. (Fuchs & Fuchs, 2015; McMaster & Fuchs 2002; O’Connor & Jenkins, 1996). Although there are various general education approaches designed to scaffold students of varied achievement levels, including cooperative learning (CL) and peer-assisted learning strategies (PALS), they have not been proven to reliably help students with special needs …show more content…
As the trend of inclusion blurs the lines between special and general education, DBI and similar strategies are not being used as originally intended (Deno, 2014).The reiterative nature of DBI that allows it to be so intensive and individualized to student needs is arguably only possible in a special education setting. DBI and CBM were designed to be implemented frequently and with fidelity by specifically-trained special educators. It seems unrealistic to expect a general educator to conduct, assess, and redesign such intensive evaluations at the rate that these interventions require to be most effective, while also balancing the needs of twenty-plus other students. We must consider these constraints in our efforts to ensure that all students are receiving the appropriate education supports that they need to …show more content…
(1964). The problem of brain damage in children. In H.G. Birch (Ed.), Brain damage in children: Biological and social aspects. New York: Williams and Wilkins.
Caffrey, E., & Fuchs, D. (2007). Differences in performance between students with learning disabilities and mild mental retardation: Implications for categorical instruction. Learning Disabilities Research and Practice, 22, 119-128. Deno, S.L. (1990). Individual differences and individual difference: The essential difference of special education. The Journal of Special Education, 24(2), 160-173. Deno, S.L. (2014). Reflections on progress monitoring and data-based intervention. Advances in Learning and Behavioral Disabilities, 27, 171-194. Emerald Group Publishing.
Fuchs, D., & Fuchs, L.S. (2005). Peer-Assisted Learning Strategies: Promoting word recognition, fluency, and reading comprehension in young children. The Journal of Special Education, 39, 34-44.
Fuchs, D. & Fuchs, L.S. (2015). Rethinking service delivery for students with significant learning problems: Developing and implementing intensive instruction. Remedial and Special Education, 36(2),