Special education: Myths and reality

Abstract

After decades of research and improvements in educational practices, special education (SpEd) provides reliable instruction and services to exceptional children with varying degrees and disabilities. Mental retardation, Learning Disabilities, Emotional Disturbances, Communication Disorders, Hearing and Visual Impairment, Physically impaired and Giften Children are included in these special groups. Numerous definitions of “special education” and “exceptional children” have been suggested so far, but not a single definition is accepted by everyone or even by a majority of people. The purpose of this study is to bridge these differences on the basis of the findings of an empirical research and conclude to a more reliable, workable and accurate definition of both terms. This will maximize the effectiveness of services provided to persons with special needs. The following problem statements-questions were asked to the sample of 683 persons, parents of exceptional children and special education teachers surveyed. (a) How have you been aware of the exceptionality of the child? (causal), (b) To what extent do you believe that inclusion will help exceptional children? (relationship) and (c) To what extent do you agree with certain characteristics attached to the various exceptionalities? (impact). Common special needs include, among others, the case of gifted individuals. This appears to be a paradox. In no way can giftedness be considered as a special needs condition. This paper will, in the conclusion and recommendation sectors, highlight the various misconcepts about special education, will focus attention to the importance of caring for gifted individuals and deal with the social side of special education. Additionally, it will propose measures that will ensure the most effective involvement of parents of exceptional children in the study of differences. It is believed that a close link between families, teachers and educationalists will produce better results to the benefit of all parties concerned. In parallel, reference will be made to measures taken by a number of countries worldwide for the support of handicappers and gifted, that can be used as an example to be followed.