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Special Education and Child Development

Towards the end of the 20th century, educational theorists presented meaningful insights that continue to support the needs of more learners with special needs. Such changes emerged after the passage of the Individuals with Disabilities Education Act (IDEA) in 1975 (Belkin, 42). This Act echoed the ideas of the civil rights. Since then, American schools were required to provide adequate and free education to children with disabilities. Afterwards, disabled children were mainstreamed with their peers for music lessons and lunch breaks. As well, most of the disabled learners were allowed to join others in classes and academic lessons (Belkin, 42). This essay gives a detailed analysis of the importance of special education for disabled learners in different schools.

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Special education has emerged as “a field that seeks to provide adequate support and education to children with physical, behavioral, and learning difficulties” (Kidder, 22). In order to produce desirable results, teachers should have the best resources and tools. Special schools have emerged in order to address the educational needs of many disabled children. Past research findings have supported the use of effective teaching models to support the needs of children with learning disabilities in schools.

The provision of special education to children with learning disabilities is something that has the potential to promote child development. This is the case because special education avails the best resources, teams, and assistive technologies that can result in development (Kidder 38). Consequently, the practice improves the quality of education. Special education in the mainstream classroom has therefore continued to gain momentum. For instance, experts and professionals have focused on the concept of inclusion in order to support the needs of more learners.

This concept has been supported by educationists because it makes it possible for schools to design the best multidisciplinary teams. Such teams are characterized by students with learning disabilities, parents, guardians, psychologists, teachers, and social workers (Kidder, 76). These professionals present meaningful ideas and concepts that can eventually support the educational needs of more children with learning disabilities.

Special Education and the Schooling of the Children in the Book

The provision of special education can impact the schooling of disabled children. Special education teachers should be able to use inclusive techniques and treat the targeted learners equally. Those with disabilities should be given more time and attention. Learners should be allowed to integrate, play, and support one another (Belkin, 44). By so doing, the approach will ensure more learners benefit from the process.

Theorists and educationists have also outlined a number of strategies that can produce positive results. Within the mainstream classroom, educators can include assistive technologies and devices that can improve the learning outcomes of more children. This practice has been observed to produce positive results in many learning environments. For instance, children “who cannot see have the potential to learn Braille” (Belkin, 44). Some of the common tools that can be used to support disabled children include Tech/Talk devices and assistive technologies. Speech technology brands make it easier for non-verbal children to be heard.

The mainstream classroom brings together more children with diverse educational needs. The children can support one another in an attempt to produce quality results. The inclusion of a special education strategy in the mainstream classroom is something that can improve the performance of many learning institutions. The targeted learners with diverse needs and capabilities will be able to socialize (Belkin, 44). The special educator will ensure every disabled child socializes with his or her classmates. The learner will also make more friends and acquire new language skills.

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Mrs. Zajac’s Case

It is notable that Mrs. Zajac is taking several aspects into account in her teaching. This is the case because she appears to understand that learners tend to have diverse needs. Such ideas influence most of her classroom decisions. The use of appropriate assistive devices in the classroom is a clear indication that Mrs. Zaajc is always ready to meet the needs of her disabled learners. The case of Valente (one of the disabled children) shows how special education specialists should use the best approaches to empower their learners (Belkin, 44). The principal of the institution, Susan Rappaport, indicated that Valente was “the most challenging student they had worked with” (Belkin, 44).

The absence of appropriate support systems affected the quality of education delivered to this disabled child. The case of this student therefore indicates clearly that adequate support and care is essential for every disabled learner. Learning institutions should acquire adequate equipment to address the educational needs of their disabled students (Belkin, 44). As well, disabled students should “get personalized training and the most appropriate moral support” (Belkin, 44). A multidisciplinary team should also be designed in order to ensure the changing needs of the learner are addressed.

The case of Mrs. Zajac explains why educationists and theorists should focus on the best approaches in order to ensure the needs of such learners are met. The inclusion of standard classrooms characterized by wide aisles and adaptive furniture is critical (Belkin, 44). ­­Kidder indicates that small activity rooms can also be set aside for learners with diverse needs (39). The best strategies should be used to ensure the disabled learner is never pulled out of the class in an attempt to provide physical therapy. Instead, theorists have explained why schools can ensure both disabled and normal learners are allowed to engage in organized classroom exercises. This approach has the potential to create fun and ensure the best results are realized.

Recommendations for Mrs. Zajac

Mrs. Zajac can use modern assistive technologies to empower more disabled learners with diverse educational needs. This approach will ensure the learners acquire new writing and reading skills. Computer games, graphs, charts, and photographs can also produce better results (Kidder 72).

Such learners will have their educational needs addressed within the shortest time possible. The level of concentration will also improve significantly in the classroom. The other approach should focus on the best physical activities. Assistive devices will enhance interaction, movement, and communication during the targeted physical exercises. Multidisciplinary teams can also be designed in order to offer personalized support to the learners.

In conclusion, theorists and educationists have identified the major practices and approaches that can ensure special education is availed to disabled learners in mainstream schools (Kidder, 89). This approach has been observed to address the needs of many learners in different parts of the world. Educators should have appropriate competencies in order to be able to provide individualized instructions to the targeted learners. The IDEA has therefore encouraged many schools in America “to include more learners with special needs into regular classroom systems” (Kidder, 64).

Works Cited

Belkin, Lisa. “The Lesson of Classroom 506”. New York Times. 2014: 40-49. Print.

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Kidder, Tracy. Among Schoolchildren. New York, NY: Harper Perennial, 2014. Print.

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