INTRODUCTION TO EXCEPTIONALITIES
TUESDAY 6-8:30 PM
The journal, “Hurry Up and Wait: Rethinking Special Education
Identification in Kindergarten,” explains how it is believed children should be able to be evaluated for special education as early as kindergarten. This approach is much preferred over the ignoring, delaying, and retaining, which has to do with the modern practice of not dealing with the issues of what should be done with the children that have disabilities and are not identified in kindergarten (Hurry up and Wait p. 207). The process shouldn’t be delayed if the child is eligible for special services at a young age. This will allow children who are struggling in kindergarten to be able to catch up and move forward with all their peers. There is no longer a reason to delay the process of identifying children with disabilities until after kindergarten because expectations, and day-to-day realities of kindergarten have changed and are no longer the same as they were before. By putting off the identifying process it is just giving the children a disadvantage instead of helping them (Hurry up and Wait p. 203).
This is relevant to our class textbook, “Exceptional Lives: special Education in Today’s Schools.” Our textbook has to do with disabilities children have that effect their school career. Congress made an act called “IDEA,” at first this act only had to do with children six to 18 and now it ranges from birth to age 21 (Exceptional Lives p. 9), this act opened schools up to all students including those with a disability. IDEA also helps make sure all the child’s special needs are met in the school they attend (Exceptional Lives p.10). Now, if a child in kindergarten does not get evaluated then, how is anyone supposed to know they need special education instead of general education? The answer to this question is that they won’t know, and this child...