Special Education and Behavior Modification An online guide to special education processes and behavior modification principles for educators and parents.

Oftentimes as parents and/or educators we find ourselves asking questions that we think have a simple answer and yet, come to find out, have multiple and very complex answers. “What is special education?” happens to be that type of question. So, what is it? Let’s start with the definition. According to Merriam-Webster, special education can be defined as: (n) “classes or instruction designed for students with special educational needs”. However, to fully appreciate what that means, a brief (and I mean brief) walk through the history of special education would be beneficial.

By 1918, all 48 states of what was then the United States, had signed compulsory education laws which required the states to offer a free public education to school-aged children within the state. However, these laws did not specify what type of children within that age range they intended to educate. Each state had its own idea of who could benefit from the law, and why. There were multiple court cases where families attempted to have their children with special needs educated in the public setting. Many of which landed in the Supreme Court, such as the Department of Public Welfare V. Haas. In this case, the state of Illinois held to the fact that compulsory attendance did not apply to those children who were “feeble minded” or “mentally deficient” and were considered to be unable to reap the benefits from a good education.

Following many years, multiple court cases, and hundreds of upset guardians in 28 states, Congress passed two monumental laws. The first occurring in 1973, which required all states to provide a Free and Appropriate Public Education (FAPE) to all individuals with disabilities between the ages of three and twenty-one. The second being PL 94-142, otherwise known as Education for All Handicapped Children Act (EAHCA) in 1975, which brought together various pieces of multiple state laws into one comprehensive law regarding the education of students with disabilities.  It was now official that mentally retarded students, and others with similarly handicapping conditions, were to be educated in the public schools in order for those school districts to receive federal funding. The EAHCA's significance is often compared with that of Brown v. Board of Education, the 1954 Supreme Court decision that barred racial segregation in schools. 

In 1990, EAHCA was amended and renamed the Individuals with Disabilities Education Act (IDEA). One major change to EAHCA incorporated placing an emphasis on the language that was being utilized placing the students first, not the disability. For example, changing the wording “handicapped student” to a “child/student/individual with a disability”. Another addition stated that a transition plan was required to be in every student’s Individualized Education Plan (IEP) by the age of 16. Furthermore, included in this amendment, was the fact that students with autism spectrum disorders (ASD) and traumatic brain injury (TBI) were entitled to the benefits of the law.

On June 4 1997, IDEA was amended again which enacted PL 105-17. This amendment placed emphasis on improving the performance and educational achievement of students with disabilities in both special and regular educational settings. This law also required that all goals and objectives, which were written into a student’s IEP, were to be measurable. This way parents and educators could accurately report on students’ annual yearly progress (AYP). Another considerable addition in this amendment addressed the discipline of students with disabilities. The amendment stated that if a student exhibited behaviors that are of concern the IEP team will consider strategies and interventions that can be addressed in multiple classroom settings. Such interventions may include: positive behavior interventions and systems (PBIS) that can be executed in the classroom setting by a general or special educator, positive behavior management plans, functional behavior analysis (FBA) and a systems of rewards and/or consequences that could occur in the natural environment.

In 2004 another amendment was added to IDEA, one which required each state to collect comprehensive data reflecting student achievement to be examined by the state level Special Education Advisory Counsel. According to the Office of Superintendent of Public Instruction (OSPI), “The state and local educational agencies must be able to collect, examine, evaluate, and report data to demonstrate that IDEA 2004 is being effectively implemented”. In other words, states must now make sure the data they collect is both accurate and reliable. Not only can this data be examined by the state, but more importantly, it is to be the major driving force behind changes to IEP’s for students.

So, this all brings us back to the original question “what is special education?” Yes, Special Education reflects numerous laws ensuring the rights of students with special needs. Yes, Special Education refers to several documents and assessments proving that students with special needs are making progress in their educational settings and yes, special education ensures that all students, regardless of their classification, can and will learn. Further, special education is not about isolating students with special needs from the general public and curriculum. It is not about creating a fabricated curriculum to prove success, and special education is not a “one size fits all” program for all students with special needs. It may take one intervention to make a substantial difference in the education of a student with special needs or it may take hundreds, but the point is that all students can and will learn, and Special Education is the gateway for students with special needs to succeed.

"Categories of Disability under IDEA Law." National Dissemination Center for Children with Disabilities. Web. 27 Dec. 2010.

Department of Public Welfare V. Hass. Supreme Court. 154 N.E. 2^nd 265. 26 Nov. 1958. Print.

"Special Education - Definition and More from the Free Merriam-Webster Dictionary." Dictionary and Thesaurus - Merriam-Webster Online. Web. 23 Dec. 2010.

Yell, M. L., D. Rogers, and E. L. Rogers. "The Legal History of Special Education: What a Long, Strange Trip It's Been!" Remedial and Special Education 19.4 (1998): 219-28. Print.