Quality Special Education Program Essay

recent reforms in learning have emphasized the need for sensitivity and responsiveness to students fond contexts. This is to increase not scarcely the effectiveness of instructional programs but overly to create individual relevance to the student learning. behavioural management is critical in picky education programs because students behavior atomic number 18 often used by the public to determine the social roles and value of special-needs children.This can prove to be challenging for special education programs since social standards may pull up stakes in communities and in that locationfore behavioral and social integration requirements pull up stakes vary as well (Kopelowicz et al, 2006). Therefore, there is a need for special education teachers to have the means to guess individual student socialization requirements to ensure that they accomplish not only academic and behavioral educational goals but also to enhance their social integration and empowerment. ProposalT he dampment of academic and behavioral programs that high spot socialization requires educators access to relevant research and the qualification to both research and their individual experience in unfolding interventions. In either case, Williams and Reisberg (2003) point out that teachers depend greatly on institutional backup man of such objectives and often have little direct participation in program development. This may be because of the need to develop general policies, procedures or methodologies but it also limits social context input thereof diminishing the social relevance of interventions (Sailor et al, 2007).Therefore, there is a need for individual educational programs to develop their avow rating methods to determine the socialization and social integration requirements of their students Recognizing the limitation on resources and manpower common to special education initiatives in public schools, the researchs target population will be moderate to its existi ng students and extent of integration will only range from family to the school community interactions (Kopelowicz et al, 2006).It should be tell that the project should emphasize community and professional collaboration to create awareness and collect to multi-dimensional perspectives in change socialization dowerys to currently implemented academic and behavioral programs. Moreover, the evaluation or assessment programs must be easy to replicate so that it can be utilized in other educational settings and submit a baseline for socialization component evaluation. Rationale The assessment will then serve to develop high-impact low cost interventions, each intervention or program having a duration of twelve weeks. consort to the studies conducted by Barry and Burlew (2004), Smith and Gilles (2003) and Koh and Robertson (2003), educators take of commitment to educational programs is often used as an indication of institutional commitment and concern to an issue. Thus, it is impor tant for educators to take an active role in initiatives particularly where external stakeholders are involved. This is not only to utilize the social recognition of teachers role in education but also to utilize their professional practical experience.This becomes even much(prenominal) critical in special education programs since there is a limitation to public awareness and understanding of the socialization requirements of special needs students (Sailor et al, 2007). Even more critical is that without direct involvement in the evaluation or assessment program, educators will diminish their capacity to rational research and study results which in turn will impair the development of individual interventions and programs.Considering that the component of concern is socialization, the degree of sensitivity and relevance of the programs to specific social contexts will directly impact the level of social competency developed by students (Kopelowicz et al, 2006). More importantly, th e assessment or evaluation program will be able to create a means to discuss perceived limitations in special education programs in addressing social stigmas and misconceptions regarding special education students, curriculum and requirements (Sloan et al, 2003).This will afford educators insights to the socialization impediments not only in education settings but society as a whole. In addressing such issues, programs will not only be able to sustain the relevance of programs after school but also get long-term social support systems for students. Conclusion In the case special education, this has become even more critical as the advocacy for social recognition and participation become critical to policies and treatments (Kam et al, 2004).Furthermore, research suggests that social skills development has been linked directly with perceived quality of special education and overall social acceptation of conditions being addressed by special education curriculum (Koh & Robertson, 200 3). This has translated to the inclusion of social integration objectives in both academic and behavioral interventions. This has increased the demand for collaborations between schools, parents and community (Sailor et al, 2007).However, to be able to richly meet this need, education stakeholders must not only develop programs but also institute evaluation and feedback systems to ensure the fulfillment of not only program objectives but also create opportunity to develop competencies, collaborations and public knowledge about special education concerns and issues.ReferencesBarry, Leasha M. and Burlew, Suzanne B. ( 2004). Using Social Stories to Teach Choice and mutant Skills to Children With Autism.Focus on Autism and Other Developmental Disabilities, Jan 19 45 51. Kam, Chi-Ming, Greenberg, Mark T. and Kusche, Carol A. ( 2004). Sustained Effects of the PATHS platform on the Social and Psychological Adjustment of Children in Special discipline. Journal of Emotional and Behavior al Disorders, Jan 12 66 78. Koh, Myung-Sook and Robertson, Janna Siegel ( 2003). School Reform Models and Special Education. Education and Urban Society, Aug 35 421 442.Kopelowicz, Alex, Liberman, Robert Paul and Zarate, Roberto ( 2006). Recent Advances in Social Skills Training for Schizophrenia. Schizophr Bull, Oct 32 S12 S23. Sailor, Wayne, Stowe,Matthew J. , Turnbull, H. Rutherford and Kleinhammer-Tramill, P. Jeannie ( 2007). A Case for Adding a SocialBehavioral Standard to Standards-Based Education With Schoolwide Positive Behavior Support as Its Basis Remedial and Special Education, Dec 28 366 376. Sloan,Morris, Hughes, Marie Tejero, Elbaum, Batya and Sridhar, Dheepa ( 2003).Social Skills noises for Young Children with Disabilities A Synthesis of Group Design Studies. Remedial and Special Education, Jan 24 2 15. Smith, Stephen W. and Gilles, Donna L. ( 2003). Using Key Instructional Elements to Systematically Promote Social Skill Generalization for Students with Challeng ing Behavior. Intervention in School and Clinic, Sep 39 30 37. Williams, Gregory J. and Reisberg, Leon ( 2003). 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