Fraser Reading Response 1 Reading Response #1: (attach Reading Response Rubric found in folder) Please reflect on the readings and videos and respond in a multi-paragraph essay about how the definition of special education in the text is similar or different to your prior understanding. Offer information from the text and your own ideas to respond. How does special education fit into the context of equity? The definition of special education is similar to my prior understanding however I was able to further my knowledge after viewing the texts. While I was familiar with its definition, as reported by the USDOE, “Specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability”, I did not possess a complete understanding of its components. My definition of fairness was misconstrued nor was I aware of the complexity surrounding ones least restrictive environment. Prior to the readings I was mistaking fairness for equality when fair is not meant to be equal. Students should receive all that they need to succeed, not what everyone has. Receiving what everyone else has without any consideration for their personal needs may result in the inequality that was trying to be avoided. This was illustrated in Lisa Friedman’s side by side comparison photo. On the left are 3 people who have received what the other has, thus resulting in1 being at a disadvantage and another being overly accommodated. On the right each person received all accommodations that were needed, if any, and had enjoyable experiences. Whether what they need is different or like other students, this is how special educations fits into the concept of equity. Joe Bower’s illustration helped further this concept. He provided a photo proposing that all of the animals present climb a tree even though they were not physically equipped to climb. In the same token children should not be held to the same standards in an educational setting if they are not equipped to do so. Fraser Reading Response 2 Prior to the reading my belief of what is considered a student’s least restrictive environment (LRE) was as follows: IDEA further provides that States must have in place procedures assuring that, to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and that special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and supports. However not only is the students progress considered when choosing their LRE but so is the progress of their classmates. If it is determined that a students behavior prevents them from flourishing as well severely disrupts their classmates, this will prove that their needs are not being met in that setting. However, this seems to be a rare occurrence. The USDOE has reported increased test results, more socially positive attitudes towards peers with disabilities as well as increased self-concept, social, and problem-solving skills from students in inclusive settings. As an educator, I have recognized that I have much more to learn regarding special education and its multifaceted components. Nonetheless, I was able to gain a more concise understanding of what it means to provide one with the best LRE as well as the specific differences between fairness and equality. While very informative, these readings are the Fraser Reading Response 3 beginning of what is to come. Every great facility must have a sturdy foundation; this will contribute to its longevity. Fraser Reading Response 4 References (2017 May 2). Sec. 300.39 Special education. Individuals with disabilities education act. Retrieved from https://sites.ed.gov/idea/regs/b/a/300.39. Bower, J. (2011). Fair isn’t always equal. For the love of learning. Retrieved from http://joebower.blogspot.com/2011/04/fair-isnt-always-equal.html Friedman, L. (2013). Fair isn’t equal. Removing the stumbling block. Retrieved from http://jewishspecialneeds.blogspot.com/2013/07/fair-isnt-equal.html Heumann,J & Hehir, T. (1994 November 23rd). Questions and Answers on the Least Restrictive Environment Requirements of the Individuals with Disabilities Education Act. United States department of education office of special education and rehabilitative services. Retrieved from https://drive.google.com/drive/folders/1P3gq9Rl5BRWqUuqNFFcUouMZ584VlkBC.
