Teachers in the Special Education Field
Special education, says James Kaufmann, has ten problems today. It is considered to be: (a) ignorant of history, (b) apologetic for existing, (c) preoccupied with image, (d) lost in space, (e) unrealistic in expectations, (f) unprepared to focus on teaching and learning, (g) unaware of sociopolitical drift, h) mesmerized by postmodernist/deconstructionist inanities, (i) an easy target for scam artists, and (j) immobilized by anticipation of systemic transformation. James M. Kauffman, Commentary: Today's Special Education and Its Messages for Tomorrow. Vol. 32 no, Journal of Special Education, 01-15-1999.
James Kauffman writes for the Journal of Special Education, and he most definitely has a true trend here. Special education is a diminishing program, at least it is in Ontario. The constant government cuts to education have saw its budget being slashed in every area, resulting in a system with more troubles than the students it serves.
Special education used to involved small remedial classes with extensive help for troubled students. My daughter once attended a session because her Rs sounded like Ws. Now, however, these classes are a part of history. Students who are behind or in need of extra help are simply sent to the basement, where one, or at most two special ed teachers serve a school of 700 people. It is rather daunting.
This new program is not just hurting the students who need extra help, nor just the teachers who have lost their jobs; it is hurting the entire system of education. Stronger students must wait in boredom as classroom teachers spend significant amounts of time with the struggling students. Less material can be taught and students fall behind their peers at other schools.
Obviously Kauffman’s ten points are the result of a lack of funding. It is extremely difficult to correct any of there things if the money isn’t there. Teachers need to speak to their boards, talk to the trustees, and even send letters to education officials. We need to let our governments see how much our special education systems are suffering as a result of their funding cuts. Obviously a poorly funded education system can not provide students with a rich and sufficient education. It should be part of a teacher’s goal to reverse these funding cuts. Until then, teachers must do as much as they can for their struggling students, including giving them extra help even after school and during lunch break. In this way, students will not become disillusioned and behind.