Quality Special Education For The Deaf and the Blind Children

Quality awareness for special education for the deaf and blind children should be on constant scrutiny to educational bodies and institutions so that these kids can be assured of getting the right learning for their almost independent growth. These kids have a different way of learning because of their physical limitations but their education should not be substandard or less impressive than what common schooling could offer.

Special education for these children should be given in quality instructions and caring educators who can have the skills and knowledge on how to teach these kids in a way that can get around either of their auditory or visual physical limits. Braille reading skills, sign language, and creative learning are keys of quality educators in teaching these kids some of the lessons they have to know and understand.

Some of these children are often gifted in some ways and their educators should cultivate their individual and signature talents to boost the child’s esteem and confidence. For example, a child may be blind but he can be a piano prodigy because of his superior auditory skills. Some children often develop higher sensory perception in their other functioning faculties because their body adjust their sensory functions to compensate for their lack of sight, hearing, or speech.

Putting this children in public educational institution can be harmful in their psychological and social capacities as they can be isolated or have special considerations that might upset others who cannot understand their condition. This can lead to bullying and general hostility from the other students who have no physical liabilities. That is why it is recommended for the deaf and the blind to have a special education in an institution or be home schooled by special educators. Ironically, back in 1975’s All Handicapped Children Act mandated a fair and equal opportunity for the special able kids to have education and special services in any local educational institution. And yet, about 85% of these special kids are still being educated separately from the other common population.

Sadly, state education boards are not prioritizing these set of special students due to the minority of their population against the whole public schooling. An expert told that educational practices should be invented to help build quality in special education so that special able kids can have better chances of future employment and semi-independence.

The lesser focus of the state government in managing the educational systems for the special able kids can be disheartening to most of their parents. That is why most of these folks tend to home-school their kids to at least give them some leverage in learning about the world and what it has to offer. It is quite hard for parents to watch helplessly as their kid wallow in a enclosed world where he cannot function socially as a normal child.

But studies are being compiled to be able to appeal to the state educational regulators to consider having a quality-assured practices in special education. Special able kids can be limited in their physical attributes, but their minds can have the learning capacity that most of kids in school can. This is an issue that should involve the parents, educational board, and the schools.