Special Education & Social Justice

Special Education

Glamiry Gonzalez

EDU363: Education & Social Justice

Instructor: Betty Rember

May 30, 2016

Social Justice & Special EducationAs we send our children to school we often

think and wonder if they are being treated right,“fitting in”, or are they okay. Teachers as weassume, are there to treat them equally and teachthem. However, that is not always the case, wehave to really get to know the expectations of theclassrooms as well as where is my child beingplaced and are they learning anything. The role of educationin promoting equality and social justice is a majorpreoccupation of the politicians who play a central role indeciding what is taught in schools, where it is taught, towhom and by whom (Smith, 2011).

Injustice anywhere is a threat to justice everywhere.

Rev. Dr. Martin Luther King, Jr.

What is going on?

The social justice issuethat is going on in theschools regarding specialeducation is that studentsare being treateddifferently regarding theircapabilities.

• Low expectations from teachers who fail to challenge minority students

• Placement criteria is subjective and arbitrary

• Behavioral issues; the desire to get rid of a challenging child (Cox, 2008).   

In recent Studies…

In a study by Harry and Klinger (2007) oneteacher from the southeast United Statesadmitted to removing students from their

classroom and instead requesting placement in

special education because they were a “pain in the neck.” 

What is Social Justice?

Adams, Bell and Griffin (2007) define social justice as both a process and a goal. "The goal of social justice education is full and equal participation of all groups in a society that is mutually shaped to meet their needs. Social justice includes a vision of society that is equitable and all members are physically and psychologically safe and secure.“

Affecting our students

Social justice has been affecting our students inthe special education programs. They are lookedat as students whom can not or are not capable oflearning or interacting socially with theclassroom.Teachers do not communicate well with themalmost as if they were not there. They are notreceiving a warm welcome as they should be dueto their disability.

How do these students feel?Student achievement has gone down thedrain for these students. They do not want toperform as they should because they are notgetting recognized by their teachers or peers.Students with disabilities are looked at withlittle confidence that they too can achievethings. If teachers and others would sit downand acknowledge how much they are capableof doing then they will continue to workharder to have others recognize them.

What’s expected?

We understand that classrooms are sites ofcultural and social re- production and thereforecultural and social hierarchies must be carefullyexamined for the ways inequality and injustice areproduced and perpetuated within the curriculum,the classroom, and the school (Oyler, 2001).

In the school systems…

The dual system of special education andgeneral education divides children into twocategories: normal and abnormal. Thus, disabilityis viewed as pathology and after a full diagnosticprocess, a label is attached to the child. Specialeducation professionals then relievegeneral educators of the responsibilityfor educating the child and design special,remedial educational services (Oyler, 2001).

Everyone is Equal!

Policy on treating each other..

As an educator I would apply as much knowledge to parents, peers and other students regarding our special needs students. We are all to be treated as equals and should all be given an opportunity to show others what we are capable of doing. Students have no boundaries they are capable of feelings, and interacting.

As a community we must learn to understand that we may be different but we still need to treat each other as individuals and with respect. Treat others as you would like to be treated.

Continued Policy…

As a community and partnership with parents we must work together to ensure the success in our students in the special needs programs. We will have monthly trainings and meetings to address any concerns. In each class we must make every attempt to teach and acknowledge when hard work as been taken. By inspiring others to change in the way they view our special needs students and showing them how successful and full of love and knowledge they have.

Every child has potential…

Barriers and SolutionsThere are many factors that could

affect or hinder the growth for this opportunity in helping our students, the funding available for our programs, classrooms, instruments and resources.

There are many solutions for these barriers: fundraisers, donations, yard sales and government assistance for resources.

Lets make a commitment!

Including everyone in the community will help to spread the word out on equality and special needs awareness. These individuals are people just like us with many ways to amaze us on their teachings and doings. Lets get involved in the community showing them that we welcome them and their differences. There will be many relays, fundraisers, awareness meetings, and activities to become involved.

Wear your Special Needs or Education t-shirts to support our cause on teaching others how differences are always welcomed.

ReferencesGoogle Imageswww.google.comCox, S., (2008).Equity In Elementary and SecondaryEducation: Race, Gender, and National OriginIssueshttp://sitemaker.umich.edu/Oyler, C., (2001). Preparing Teachers ofYoung Children to be Social JusticeOriented Educatorshttp://www.academia.edu/Smith, (2011). An Introduction to Education &Social

Justicehttp://www.sagepub.com/

References

Harry, Beth and Klinger, Janette (2007).  Discarding the Deficit Model, Educational Leadership, 64, 5, pp. 16-21.