INCA Education around the world
USA : Context and principles of education
1.2.1 Aims, objectives, values, principles
1.2 Purposes of education
1.2.1 Aims, objectives, values, principles
General/national
Users should note that, in October 2001, President George W Bush established a Commission on Excellence in Special Education. This Commission made recommendations - in a report published in summer 2002 - to improve the educational performance of students with disabilities and to set a new course for special education policy and the spending of federal funds for special education. The Commission also investigated the effectiveness and cost of special education services; the role of the Federal Government and how it can best assist states and local education agencies; teacher quality issues; the impact of early intervention; and the inclusion of children with disabilities in performance and accountability systems. See the Office of Special Education and Rehabilitative Services website at http://www.ed.gov/offices/OSERS and the Commission's website for a full copy of the report.
The main basis of legislation relating to the education of children with special educational needs is the:
Individuals with Disabilities Education Act
Federal law, the Individuals with Disabilities Education Act (IDEA), originally introduced in 1975 and further amended in 1997, mandates that all children have available to them a free and appropriate education designed to meet their unique needs.22 IDEA also requires that 'all students with disabilities be educated in the least restrictive education environment appropriate'. In other words, its main aim is to ensure that as many children with special educational needs as possible are educated in mainstream publicly-funded education and not excluded from opportunities which other children are afforded.6 'Least restrictive (education) environment' (LRE) is a legal principle requiring students with disabilities to be educated as closely as possible with students without disabilities, and the less an educational setting resembles the general education environment, the more restrictive it is considered to be.6 As a result, it is intended that most students requiring special education are educated in their local school district, in educational settings with non-disabled students. Students with severe disabilities may, however, still be placed in self-contained classrooms within a mainstream/ordinary school for all or part of the day, or may be in special schools.1
According to the IDEA, school districts are obligated to ensure that:
- to the maximum extent appropriate, children with disabilities are educated with children who are non-disabled; and
- special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily (IDEA Regulations, 34, C.F.R., paragraph 300.550(b)).26
Inclusion is, however, not mandated by law. The law does mandate that the primary consideration in determining the least restrictive environment for a particular student must be made in accordance with his or her individual needs. A student's individualised education plan (IEP) planning team determines the educational programming and placement for students with disabilities in accordance with these principles.26
Over one million children, many of whom would previously have been placed in separate, special schools and institutions are now educated in their local (neighbourhood) school.6
The IDEA represented a national commitment to provide free, appropriate public education for students with disabilities. Further, the law was an effort to end the isolation of students with disabilities by requiring that they be educated with their non-disabled peers.26
In the United States of America, special education is moving towards inclusion. However, traditionally, most special education is delivered in the United States by taking students out of their regular classroom (and placing them in some form of special provision), or by having whole classes comprising students with special educational needs. 23
Under the IDEA legislation, since 1 December 1998, states have been held accountable for the academic progress of special needs students. As a result of this legislation, local districts are also required to involve parents in all decisions about their child's placement and have to educate disruptive students with disabilities who are removed from school. These new regulations will require states to regularly test the academic progress of children with special educational needs for the first time.18 See also 6.5.1.
Maryland
Gifted children
Maryland law defines a gifted and talented child as "an elementary school or secondary school student who is identified by professionally qualified individuals as having outstanding abilities in the area of either:
- general intellectual capabilities;
- specific academic aptitudes; or
- the creative, visual or performing arts.
A gifted and talented child needs different services beyond those normally provided by the regular school programme in order to develop his potential." 19
These educational services for gifted and talented students are locally selected and implemented. Currently, the state enhances the services provided by local boards of education through the availability of programme technical assistance and grants for programme enhancement and development.19
See section 1.2.2 below and section 3.2.5 in addition.
Wisconsin
Legislation defines a child with a disability as:
"a child evaluated by an individualised education plan (IEP) as having mental retardation, a hearing impairment including deafness, a speech or language impairment, a visual impairment including blindness, serious emotional disturbance, an orthopedic impairment, autism, traumatic brain injury, an other health impairment, a specific learning disability, deaf-blindness, or multiple disabilities and who, by reason thereof, needs special education and related services". (http://www.dpi.state.wi.us/dpi/dlsea/een/govtaskchd.html)
Gifted and talented students
Legislation requires each school board to provide access to an appropriate programme for students identified as gifted. School districts must ensure that the special needs of gifted and talented students are understood and accommodated in all Wisconsin public schools from Kindergarten to Grade 12 (aged 5-18). This is consistent with the philosophy of Wisconsin school districts that children are entitled to an education commensurate with their abilities and interests. (http://dpi.wi.gov/dae/)
1.2.2 Special programmes
General/national
Users should note that, in October 2001, President George W Bush established a Commission on Excellence in Special Education. This Commission made recommendations - in a report published in summer 2002 - to improve the educational performance of students with disabilities and to set a new course for special education policy and the spending of federal funds for special education. The Commission also investigated the effectiveness and cost of special education services; the role of the Federal Government and how it can best assist states and local education agencies; teacher quality issues; the impact of early intervention; and the inclusion of children with disabilities in performance and accountability systems. See the Office of Special Education and Rehabilitative Services website at http://www.ed.gov/offices/OSERS and the Commission's website for a full copy of the report.
Maryland
Gifted children
In 1994, the Maryland Gifted and Talented Education Task Force submitted to the State Board of Education its report entitled Renewing our Commitment to the Education of Gifted and Talented Students: An Essential Component of Educational Reform. This reform reaffirmed the right of all students to an education responsive to their needs. For gifted and talented children, this means opportunities to learn at a different level, depth and pace. Following on from this, the 'Excellence in Education' initiative was introduced in 1996, which aimed at improving educational services and options for gifted and talented students across the state, particularly those at-risk through economic, ethnic or culturally disadvantaged circumstances.19
Continuing this tradition, the state currently runs a "Maryland Summer Centres programme" to provide summer educational opportunities for gifted and talented students from across Maryland. Summer Centre programmes are designed to enhance and expand upon local programming for gifted and talented students by offering an intensive experience working with resources, settings, and instructional formats not available during the regular school year. Summer Centre programmes also represent the commitment of institutions of higher education, educational foundations, business and industry, and local school systems to developing the abilities of gifted and talented students.19 See section 1.2.1 above and section 3.2.5 also.
See section 1.2.2 of the mainstream USA Archive in addition.
