How Public Schools have Adapted to Research on Special needs Students

In recent years, more scientific studies have centered on education and the role that adults play in shaping children during their formative years. Public school systems can offer institutions that promote community and social networking and have standard curriculums touching on a wide range of subjects; however, these schools are geared more toward educating the masses rather than teaching individual students based on their unique needs and differing learning styles.

The answer that most public school systems have provided has been to integrate “programs” which group students into labeled “categories” based on their skill level which effectively isolates children from their peers, and can negatively impact them in many different ways.

Today, most public schools are saturated with students and overcrowding has become such a problem that the student population seeps out into temporarily placed “portables” to accommodate them. How secure can a child possibly feel when their “safe” learning environment is temporary and transient? A child will undeniably learn most efficiently in an established environment with readily available resources which they know to be secure.

For me, the idea of “special needs” or “special education” as a commonly used phrase is a little disheartening. For a country like America, which is so centered on the promotion of individualism and self-sufficiency, to promote a mass-oriented educational system seems rather hypocritical. In my belief, every child is special and unique and has special needs accordingly. Therefore, every child should be treated with the same respect and regard in an equal manner rather than isolating children into categories and classes that essentially bound them to labels for the rest of their lives, even labeling themselves as “smart” or “dumb” as a result of these differentially “leveled” classes.

Fortunately, current teaching methods and alternative educational styles have been drawing more attention from administrators, partially due to increasingly vocal parents who have clearly and loudly stated their opinions on their local education systems.

Hopefully, as awareness about the importance of individually tailored curriculums spreads, more parents will be more involved in contributing to the design, establishment, and implementation of an innovative, more efficient public education system.