Alienation in special education has two possible meanings. Firstly, it may mean that too many students are identified who require special education in a school or district. Estimates by students requiring special educational services fell from 3% to 8% of all students. Head office staff generally try to stay within a 10% range but sometimes reach 13% or more. Secondly, this may also mean that a certain group of students is over-represented in the special education population compared to the general population of students. Ideally, the proportion of students subgroup in the special education population should be the same for the general population.
Overestimating students requiring special educational services results in a number of negative results for students, school districts, and to a greater extent society. Students identified with the use of special educational services often do not receive the same strict curriculum as those who do not receive services. That is why they are not as well prepared for the next year's requirements as unidentified students. They often reduce their expectations, are burdened, socially stigmatized, and may face major behavioral problems requiring disciplinary action, and are more likely to fail to attend school or learn less at school than other students.
is burdened with the already limited resources of the school and remove the existing resources from the learners who really need them. Staff time is prepared to prepare their daily needs, extra meetings, and evaluations. If the discipline becomes a question, the administrator takes time away from other tasks.
Because of the potential impact on society, due to overlaps, obesity curricula and potential social stigma, students are unprepared to continue their studies or lack the skills needed to play a productive role in the workplace and to support themselves. When these students can not become more socially productive after school, their educational institution has failed.
The reasons for the alienation are:
- Inability to Access Early Intervention
- Lack of Training on Access to Special Education and Placements
- Lack of Knowledge of Different Populations ]
Research has shown that poorer disadvantaged students are more likely to be prepared for the difficulties of education and do not have the background knowledge and experience of their wealthy counterparts. The Head Start program was developed in 1965 to meet this need and provided comprehensive services to low-income families during kindergarten years. However, although improvements have been made, there is still a difference and many families are unable to access these services for various reasons.
Schools are not always properly funded by schools that require students to work, lack resources for vocational preparation, or lack full-time kindergarten funds or hire a sufficient teacher for smaller classes. When funding schools appropriately, the area often determines where and when to spend money, which is not necessarily the greatest need, or those that make the biggest difference in the long run.
always make appropriate references or placement decisions. Sometimes they wait too long before a referral is made and sometimes they are too early. The intervention response (RTI) can help in this area as schools have to give students feedback on interventions before the referral.
The lack of understanding of different cultures and the way children learn can also lead to learners, such as behavioral concerns. Not all children can sit in a chair to learn six hours a day. There are many ways to learn, and learners need to be exposed to more than one before identifying with disability.
Parents and educators need to be aware of the need to identify students with special educational services for short and long term long-term consequences. These consequences influence student, school and potentially society. It is the responsibility of the school to keep an open picture, to examine individual differences and every opportunity before adapting students to the needs of specialized education services.