The Impact of Special Education Law on Teachers and Students

This essay, "Special Education Law from a Teacher's Perspective," analyzes the critical role of teachers in special education. It emphasizes teachers' responsibilities in identifying and supporting students with learning disabilities, highlighting the increasing number of such students globally. The study examines the limitations within regular classroom settings and the importance of teachers' awareness of special education law. It also discusses the lack of focus on special education by teachers and support personnel and the impact of this deficiency on students' eligibility for services. The essay concludes with a call for teachers to gain sufficient knowledge of special education law to improve educational outcomes for students with disabilities. This study is a valuable resource for educators and students alike, offering insights into the complexities of special education.

SPECIAL EDUCATION LAW FROM A TEACHER'S PERSPECTIVE
Prepared by:
Mohammad Faruk Hossain

ABSTRACT
Teachers play a significant role in students' learning. They are the first to identify students'
learning disabilities. The worldwide number of students in need of special education is
increasing, and teachers have vast responsibilities to educate them properly so that they can
cope with others. Unfortunately, many teachers fail to evaluate the students in need of
special education due to the lack of awareness and knowledge about the special education
law. The contents of the special education laws are critically analyzed to know insights and
responsibilities of teachers. This study highlights various limitations in a regular class
setting that matters proper education of students with disabilities. The findings of this study
are practical and effective in spreading knowledge about the students' disabilities and
relevant issues that may resonate with the learning difficulties in the current education
system.

SPECIAL EDUCATION LAW FROM A TEACHER'S PERSPECTIVE
1.0 Introduction
Teachers are generally the first to recognize students who may require special services, and
they usually describe students for necessary assessment and evaluation. In referring to Sack
(2007, p-24), there are thirteen (13) categories of disability existing in more than 6.7 million
students, and half of them with special needs attend in the ordinary classroom (Bocala,
Morgan, Mundry, & Mello, 2010; Holdheide & Reschly, 2008). Therefore, teachers'
perception of special education law is crucial to boost and ensure better learning for students
with special needs.
Research reveals that "Currently about fifty-seven percent (57%) of students with disabilities
spend more than eighty percent (80%) of their day in general education classrooms.
Unfortunately, general education teachers consistently report that they do not have the skills
to instruct diverse learners, including students with disabilities, effectively (Blanton, Pugach,
and Florian, 2011, p.4)." This study, therefore, aims to discuss the relevant laws on special
education, considering the significant number of students with disabilities worldwide. The
special education law will be analyzed critically to know insights by deploying library
research in this study. So that the vast teachers' community will benefit from this study and
be motivated to provide necessary care for the student needs of special education.
2.0 Definition of issue
There is a widespread expectation that teachers will ensure the essential accommodations for
the learners with special needs in their teaching space to meet educational standards (Vaughn,
Bos, & Schumm, 2010). Nevertheless, students with learning disabilities and mental or
behavioral disturbance do not meet academic expectations in practice as they require
effective instruction addressing their academic difficulties (Blanton, Pugach, & Florian,
2011; Nelson, Benner, Lane, & Smith, 2004; Reid, Gonzalez, Nordness, Trout, & Epstein,
2004). The rationale behind this failure is the regular classroom, where teachers are more
likely to educate all students in a pervasive manner. They fail to consider the need of a
student with special needs. It is, therefore, very urgent to spread the knowledge of special
education law among the teachers. So that teachers will perform careful teaching activities
and ensure a better academic environment for all irrespective of the types of students.

3.0 Current Status
At present, there is a lack of focus on special education by the teacher as well as other
support personnel, who are typically the source of special education information for teachers.
There has been limited research assessing school personnel's perceptions and understanding
of special education laws regulating their role while working with students with learning
disabilities.
4.0 Personal impact
As professionals working with students, teachers must be conscious of legislation that
influences students' eligibility for services. Because the basis for teachers' understanding of
education laws comes mainly from those who also lack knowledge, this strengthens the
chances of possibly passing on misinformation (Militello, Schimmel, & Eberwein, 2009;
Schimmel & Militello, 2008). According to Leschied, Dickinson, & Lewis (2000, p. 40),
"Teachers report being poorly equipped to act in the best interests of their students, their
profession and themselves because they do not understand their legal obligations and rights
fully." Hence it is not an added attribute but urgent for every teacher to know the special
education law.
5.0 Conclusion
Due to teachers' progressively significant part in special education, it is imperative to assess
their understanding, training, and knowledge. This study pleads teachers to have sufficient
knowledge of education law to implement appropriate special education services for the
benefit of their students. If so, a better education system will be achieved.

REFERENCES
Blanton, L. P., Pugach, M. C., & Florian, L. (2011). Preparing general education teachers to
improve outcomes for students with disabilities. Washington, D.C.: American
Association of Colleges for Teacher Education & National Center for Learning and
Disabilities.
Bocala, C., Morgan, C., Mundry, S., & Mello, D. (2010). Do states have certification
requirements for preparing general education teachers to teach students with
disabilities? Experience in the Northeast and Islands Region. Issues & Answers. REL
2010-No. 090. Newton, MA: Regional Educational Laboratory Northeast & Islands.
Holdheide, L.R., and Reschly, D.J. (2008). Teacher preparation to deliver inclusive services
to students with disabilities. Washington, DC: National Comprehensive
Leschied, A., Dickinson, G., & Lewis, W. (2000). Assessing educators' self-reported levels of
legal knowledge, law-related areas of concern and patterns of accessing legal
information: Implications for training and practice. Journal of Educational
Administration and Foundation, 14(2), 38-67.
Militello, M., & Schimmel, D. (2008). Toward universal legal literacy in American schools.
Action in Teacher Education, 30(2), 98-106.
Militello, M., Schimmel, D., & Eberwein, H. J. (2009). If they knew, they would change:
How
legal knowledge impacts principals' practice. NASSP Bulletin, 93(1), 27-52.
Reid, R., Gonzalez, J. E., Nordness, P. D., Trout, A., & Epstein, M. H. (2004). A meta-
analysis of the academic status of students with emotional/behavioural disturbance.
The Journal of Special Education, 38(3), 130-143.
Sack-Min, J. (2007). The issues of IDEA. American School Board Journal, 194, 20-25.