Special Education the Key Points Journal

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Categorizations included 'steamer children', 'backward', 'defective', 'truant', and 'incorrigible'. At least two of these terms have persisted still today. In 1904, special procedures for identifying 'defectives' were presented at the World's Fair.

In 1951, the categorization changed again, with a major section of special education called the 'slow learner' what today we refer to as 'learning disability'. Even here, this term has split into countless subcategories such as 'ADD', 'ADHD', 'Asperger's', 'learning deficiency', 'special needs', 'borderline line special needs', and so forth.

The 'take home' points for inclusion in the classroom would be primarily the endeavor to respect each and every student as an individual and to look past the labels. I believe that the use of diagnostic labels are potentially stigmatizing to students locking student in an, oftentimes, undeserved categorization that impedes the teacher from seeing him as a complex, remarkably rounded individual who has tremendous potential.

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The label has the danger of fixing one in time -- permanently tagging him or her with a certain classification. Individuals, on the other hand, are shaped by their constantly fluctuating environments and experiences. Respect, dignity, compassion and understanding make them grow; perceiving them as objects may likely create negative self-reinforcers.

A good teacher -- all across the board but specifically for special-needs children who would need these characteristics most of all -- would embody the qualities of humanistic education: empathy, attentional listening, non- possessive warmth, genuineness, and -- most importantly -- respect for the particular individual......

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