What Really Is Special Education? Part 1.

Even to define Special Education is difficult. The Special Education child is now referred to as the Exceptional Child in some places.

The Exceptional Child is defined as a child who differs from the average or normal child in : 1) mental characteristics; 2) sensory abilities; 3)communication abilities; 4) behaviour and emotional development; or 5) physical characteristics. These differences must occur to such an extent that the child requires a modification of school practices, or special educational services, to develop her or his unique capabilities. This of course raises the questions of what is normal or average? And how extensive the difference must be for the child to require special educational services?

Children are exceptional in all kinds of ways, but only some ways seem to be important educationally speaking. There are a number of labels that are constantly being attached to children who are exceptional in one way or another. This seems to be leading to much confusion in education systems. One of the reasons for the confusion stems from the fact that the symptoms of these disorders are so overlapping. For example, aggressive behaviour could be interpreted as a sign of any conduct disorder or emotional disorder. Another reason is that there is no reliable test to accurately identify any of these disorders. Diagnosis depends on observation of behaviour over a period of time. And thirdly, the cause of “exceptionality” is not clear. Factors such as brain injury, trauma and abuse have been suggested as causes of behaviour disorders. There is even talk now that there may be three genes associated with conduct disorders and ADHD.

There are two major categories of exceptionality used for education purposes- difficulties with intelligence or learning disabilities and difficulties with behaviour or emotional disabilities. Within these two categories the list of disabilities or difficulties is long and complex, sometimes with a very thin line separating each.

I wonder about all these new labels. Is it really that we are making so many new discoveries in our children? Or are these new behaviours we are seeing just manifestations of an age-old thing that is now coming to light because of the way society has become. Is it that young people are finally standing up for themselves and refusing to do and learn some of the irrational things that adults have always demanded and expected of them? Or perhaps it is that adults’ demands are changing because of the pressures on them to survive. Yet they still expect the same things of young people. Then when the young people don’t bend to suit them they slap them with a new label. Is it that adults are losing the capacity to cope?

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