Educational and Healthcare Outcomes for Exceptionale Individuals - Research Paper Example

Synthesis Paper Educational outcomes for exceptionality individuals and its related teams has emerged as the most outstanding issue in a democratic and equitable society that needs an immediate address. As a current emerging issue, special educational outcomes play a significant role in the impacts of accountability and data-driven model, Healthcare and medical trends, services and educational trends for family and Pre-school Aged Children programs respectively for special need students and teachers (Obiakor & Rotatori, 2010). Thus, handling students with disabilities and their teachers from multivariate dimensions is subjectively used to build supportive Concepts that analyze the challenges and threats of perceiving and participating to the IEP guidelines effectively. Based on the special education plan and medical management plan (p. 122), exceptional students and their teachers emerge as the most vulnerable subpopulation in an equitable and democratic society demanding educational and health risks assessment (National Association of Special Education Teachers, 2007). On a broad front, the impacts of accountability and data-driven models for the special education teachers and students as the question of focus between the Healthcare, medical and educational trends for special education students and Pre-school Aged children in special education has a greater impacts in its associated families and programs. Basically, the implications of accountability and data-driven model for special education as the question and the thesis statement of research, examine policies and practices in special education improvement strategies and implementation. According to Education Commission of the State (2007), the impacts of accountability and data-driven model for special education students and teachers intend to evoke the entire special education data (p. 56). Hence, the data obtained during Survey of the IEP meeting according to Bondy & Ross (2005) on the impacts of accountability and data-driven model for special education teachers and students include the special needs of children, the roles of the key program players and the special education program outcomes (p.17). Similarly, according to the Council for Exceptional Children (2014), Healthcare, and medical trends impacts the affected families and the programs used for special education students, educational accountability, and data-driven models. However, the effects contribute to the improvement of the special education performance (p. 79). According to Mamlin (2012), services and educational trends for special education pre-school aged children and families has significantly changed in the current special programs as a result of consistency in tracking and monitoring of large and complex special education programs (p. 259). The impacts of accountability and data-driven model as evidenced by high levels of tested achievements for all disabled students have reduced the performance gaps in various schools systems. The effects have been successfully used to help weaker special education schools to learn from developed school programs serving as a benchmark for manifesting sustained success (p. 264). Today’s accountability influences and data-driven model challenge draws a review of the existing the interaction between the culture/context use of data and improvement of accountability systems (Obiakor & Rotatori, 2010). Conversely, the kind of consequences attached to Healthcare, medical, and educational trends for families, pre-school aged children and special education programs according to the survey conducted indicates a uniformity of patterns application throughout the materials finding. However, divergence appears only in the way the impacts of accountability and data-driven model for the special education for teachers and students is driven out or maintained ((Bondy & Ross, 2005). The difference is evidenced due to the types of indicators used in tracking the progress of improvement and accountability systems. Interestingly, all the survey materials share multiple similarities in which they exploit the impacts of accountability and data-driven model for special education students and teachers. For example, as the National Association of the Special Education Teachers (2007) survey, address accountability and data-driven from a self-centered and individualized responsibilities and skills in implementing the special education program (p.312). In contrast, the Education Commission of the State (2007) applies similar ideas even though in a different point of view focusing on competence and integrity while administering duties and responsibilities (p.248). Comparatively, the Survey by National Association of the State Directors in contrast to the accountability and data-driven model for special need education advocated better policing at the at the state level directed towards improving the special education. The survey concludes by acknowledging how tailoring education resources can be achieved efficiently through accountability in meeting different special needs for families, programs and pre-school aged children (National Association of Special Education Teachers, 2007). Obiakor & Rotatori (2010) claims that, the special education teachers has a duty to understand the impacts of accountability and data-driven models in relation to the Healthcare and medical services trends affecting the families and special programs in carrying out disabled and pre-school aged children evaluation, explaining and interpreting the results (p. 154). In addition, the special educators consult and advise the rest of the teams on how the lesson plans within the IEP guidelines must be adopted or modified to fit inclusive learning and teaching for children with exceptionalities. Mamlin (2012) states that, general education teachers evaluate and interpret the general education curriculum for special need children thereby advising the rest of the teams on the kind of support, changes and medical trends needed to keep the children needs successively (p. 29). According to the Council for Exceptional Children (2014), the parent team related to potential impact of educational outcomes for individuals with exceptionalities is responsible for reporting relevant information for their special need children to the IEP meetings as well as offering suggestions and speaking their children’s needs behalf (p. 87). The IEP team members significantly contribute to democratic and equitable society in relation to services and medical trends for the entire children with disabilities and pre-school aged children in ensuring that there is a reduction of student population referred for special education. Bondy & Ross (2005 states that, special and general education teachers have a role to assess special education effectiveness while the parents’ argument their families in building the capacity to accept and respond positively to their children’s special needs promoting collaboration interventions (p. 264) References Bondy, E., & Ross, D. D. (2005). Preparing for inclusive teaching: Meeting the challenges of teacher education reform. Albany, NY: State University of New York Press. Council for Exceptional Children. (2014). Council for exceptional children. Mamlin, N. (2012). Preparing effective special education teachers. New York: Guilford Press. National Association of Special Education Teachers. (2007). National association of special education teachers. Obiakor, F. E., Bakken, J. P., & Rotatori, A. F. (2010). Current issues and trends in special education: Identification, assessment, and instruction. Bingley, UK: Emerald. Read More