Quality Special Education Program Essay

Recent reforms in didactics turn out emphasized the need for sensitiveness and responsiveness to students tender contexts. This is to increase non yet the effectiveness of educational political political platforms provided in like manner to create respective(prenominal) relevance to the student learning. behavioral management is critical in particular(prenominal) education programs because students behavior are often used by the common to determine the affectionate roles and value of superfluous-needs children.This can prove to be contend for special education programs since amicable standards may vary in communities and thence behavioral and social integration requirements volition vary as well(p) (Kopelowicz et al, 2006). Therefore, there is a need for special education teachers to have the operator to evaluate individual student socialisation requirements to ensure that they accomplish not only academic and behavioral educational goals but also to prove th eir social integration and empowerment. ProposalThe augmentment of academic and behavioral programs that foreground acculturation requires educators access to relevant research and the capacity to some(prenominal) research and their individual experience in developing interventions. In either depicted object, Williams and Reisberg (2003) breaker point out that teachers depend greatly on institutional support of much(prenominal) objectives and often have little look 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 thus come downing the social relevance of interventions (Sailor et al, 2007).Therefore, there is a need for individual educational programs to develop their own evaluation methods to determine the socialization and social integration requirements of their students Recognizing the limit point on resources and manpower common to special education in itiatives in existence schooltimes, the researchs target population will be restrict to its existing students and extent of integration will only range from family to the school community interactions (Kopelowicz et al, 2006).It should be noted that the project should emphasize community and passkey collaboration to create awareness and collect to multi-dimensional perspectives in improving socialization components to currently implemented academic and behavioral programs. Moreover, the evaluation or sound judgment programs must be easy to replicate so that it can be habituated in other educational settings and provide a baseline for socialization component evaluation. Rationale The assessment will then act to develop high-impact low cost interventions, each intervention or program having a duration of twelve weeks.According to the studies conducted by Barry and Burlew (2004), Smith and Gilles (2003) and Koh and Robertson (2003), educators train of commitment to educational programs is often used as an indication of institutional commitment and concern to an issue. Thus, it is important 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 more critical in special education programs since there is a limitation to public awareness and apprehensiveness 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 impac t the level of social competency developed by students (Kopelowicz et al, 2006). More importantly, the 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 initiate 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 overa ll social acceptance of conditions being addressed by special education curriculum (Koh & Robertson, 2003). 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 fully meet this need, education stakeholders must not only develop programs but also institute evaluation and feedback systems to ensure the fulfilment of not only program objectives but also create hazard to develop competencies, collaborations and public knowledge about special education concerns and issues.ReferencesBarry, Leasha M. and Burlew, Suzanne B. ( 2004). using kindly Stories to Teach Choice and Play 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 curriculum on the friend ly and Psychological Adjustment of Children in circumscribed Education. daybook of Emotional and Behavioral Disorders, Jan 12 66 78. Koh, Myung-Sook and Robertson, Janna Siegel ( 2003). School Reform Models and Special Education. 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