Exceptionalities and Special Education

It’s amazing how misconceptions shape our thoughts and perspectives. A study of human exceptionalities brought me to terms with several misconceptions I had about the subject of ‘disability’ or ‘exceptional learners.’ Exceptional learners are those who require special education and related services in order to realize their full human potential (Kauffman & Hallahan, 2005a). Due to the diversity of disabilities and the need for special education for these individuals, they would require instructions that differ from what most typical or average learners require (Hallahan, Kauffman, & Pullen, 2012).  Individuals with disabilities must be seen as having many other abilities and the exceptional learner differs in some way from the average learner (Hallahan, et al., 2012).

          Hallahan, et al., (2012) highlights the fact that professionals are presently unable to identify the exact reason why a person is exceptional but are making progress in determining the causes of some disabilities. However, there is reason to be optimistic because scientific advances, medical breakthroughs and ongoing research is giving more insight into how an individual’s psychological, social and educational environments relate to learning (Hallahan, et al., 2012). This case for optimism gives rise to the hope that many of the disabling forms of exceptionality will eventually be eradicated. As a special education professional, I believe we must not allow people’s disabilities to keep us from recognising their abilities or to become so much the focus of our concern that we overlook their capabilities.

          Although a disability is a type of inability, but it may not always be a handicap. All disability are an inability to do something, but not every inability to do something is a disability. Consequently, disability could just be a significant difference from what we expect most people to be able to do, given their age, opportunities, and instruction (Hallahan, et al., 2012). I also believe that people could be easily shaped by the way they are nurtured, or by the nature of their society or environment.

          What bothers my mind however is how sometimes, disabilities could be identified but special education is not provided therefore causing opportunities for the child’s development to be squandered. In my view, this appears to be the unfortunate situation in many developing nations including my country, Nigeria.

          Hallahan, et al., (2012) noted that “the best general education cannot replace special education” due to the range of disabilities (p.10). This gives most special educators a huge sense of responsibility. It’s however, sad that there have always been exceptional learners, but there haven’t always been enough special education services to address their needs. One can only imagine the kinds of traumatic experiences of people with disabilities in developing countries, especially children in this category.

          Fortunately, some factors have influenced the needed attention towards disabilities. These factors include people and ideas, growth of the discipline, professional and parent organisations, and legislation. I think the legislation found in different countries, (for example, the United States Individuals with Disabilities Education Act (IDEA) and American with Disabilities Act (ADA)) gives a level of hope to individuals with disabilities. However, they can only be effective if they are often reviewed. Also, countries, particularly in the developing world which are yet to adopt and implement legislation for people with disabilities need to do so in order to protect their future and guarantee a full, happy and productive life for them.

References:

Hallahan, D.P.., Kauffman, J.M., & Pullen, P.C. (2012). Exceptional learners: An introduction to special education. (Ed.12). Pearson.

Kauffman, J.M., & Hallahan, D.P. (2005a). Special education: What it is and why we need it. Boston: Allyn & Bacon/Pearson.