Eight Myths About Special Education

Kauffman, James M.; Pullen, Patricia L.

doi:10.17161/fec.v28i5.6854

Cited by 2 publications

(3 citation statements)

References 7 publications

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“…In addition, suggestions to modify negative practices, as well as descriptions of enhancing and promising practices, are given in the following paragraphs. Kauffman and Pullen (1996) argued against those who would abandon labels on the basis of their being damaging and useless. Instead, they suggested the culprits are the meanings we attach to them.…”

Section: Promoting Dignity and Competencementioning

confidence: 99%

Promoting Dignity: Taking the Destructive D's out of Behavior Disorders

Gallagher¹

2017

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Each year since the passage of PL 94-142 in 1975, about 1 % of the school-age population has been identified as seriously emotionally disturbed and has received special education and related services. Caring, knowledgeable adults who work with these children have had positive influences on their lives. At the same time, however, some adults unknowingly have done a disservice to them.Have the rules and regulations of PL 94-142-which require diagnostic, educational, and support services to children in stress-been implemented by professionals who inadvertently have contributed to a picture of discouragement to the children and their families, as well as school and community members? Have we missed opportunities to develop educational programs that emphasize greatness and show how to attain it? Troubled children rarely are afforded the opportunity to view themselves as valuable and worthy. For a long time they have been the recipients of special services, and "we have inadvertently given them the message that they are in an inferior position" (Curwin, 1993, p. 65). Given this backdrop, it is time we concentrate on positive, successful practices and develop new ones that emphasize courage and dignity, thereby rejecting the destructive "D's."This article describes some common discouraging practices that have been used since the passage of PL 94-142 by teachers, psychologists, administrators, university educators, therapists, and related service personnel, many of whom have otherwise dedicated their careers to supporting and guiding troubled youth. These accounts will be followed by descriptions of ways to modify discouraging practices and increase practices that emphasize the creation of safe classroom climates that are permeated with care and include hope, a precursor to optimism and the engine of change. THE DESTRUCTIVE "D'S"Current school practices that fail to recognize or emphasize the dignity of troubled children include scornful labels, negative multiassessment practices, IEPs that do not include students' strengths, punitive management programs, disparaging remarks to children, and behavioral descriptions that accentuate weaknesses.

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Section: Promoting Dignity and Competencementioning

confidence: 99%

Promoting Dignity: Taking the Destructive D's out of Behavior Disorders

Gallagher¹

2017

focusXchild

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“…In fact, the term special education is defined in the IDEA (2004) as specially designed instruction in which the content, methodology, or instructional delivery is specifically adapted to address the unique needs that result from a student's disability, and ensure access to the general curriculum so that the student can meet education standards that apply to all students [34 CFR s300.39 (b) (3)]. In other words, instructional practices that are effective for students with LD are thought to include explicit, intensive, systematic, and individualized approaches (Crockett, 2004;Kauffman, 1996;Vaughn et al, 2000;Williams, 2000).…”

Section: Effective Instruction For Students With Ldmentioning

confidence: 99%

“…Not surprisingly, most examinations of special educators' instruction of elementary students with LD have taken place in the resource room and focus on reading instruction. Researchers and recent legislation (i.e., IDEA) suggest that special education is instruction that is more intensive, more highly structured and explicit, more carefully monitored, and specially designed to meet the individual academic and behavioral needs of students with special needs (Kauffman, 1996).…”

Section: Students With Ld and Special Education Instructionmentioning

confidence: 99%