Early Childhood Special Education

Education is one of the most important aspects in the development of a child. The state acknowledges this fact and addresses this issue by providing public education. Public education is accessible for regular students and the government supports it, however there is a considerable number of children that needs special attention especially education. Over the past years the interest of researchers and psychologists on young children with developmental liabilities has risen. According to Judith Garrett and Michael Kelley (2000, p. 267) studies in neurological imaging and early learning have been acknowledged as a great influence in the development of the structure and physiology of a young brain. And as cited in Garrett and Kelley (2000, p.267) correct intervention in children with special needs can improve learning and alleviate the development. These pieces of information became the basis for the development of measures in early intervention and special education programs for children with learning impediments. Unfortunately there is a small number of qualified staff and educators available for may special children. Inadequate facilities and staffing are one of the major issues early childhood special education is currently facing.

One of the most relevant concerns in the world regarding special education is the preparation of educators and the delivery of the service to the children. In the study of Elizabeth Whitten and Liliana Campos (2003, p. 139) the authors discussed that because of the rising demand for special education teachers, the preparation programs for the educators were essential in intensifying the time and resources. The outcome of the programs encouraged more teachers to complete certification requirements even if they are already under employment and the availability of distance learning makes it easier for teachers in remote areas to gain Special Education (SPED) certificates. And because of these new alternative preparation programs, the number of teachers with a degree in SPED education has increased and will not be decreased anytime soon. However, Garrett et al argued that the traditional preparation via coursework and practicum in which colleges and universities gives, it still doesn’t meet the essential intervention and childhood special education community. Hebeller discussed, as cited in Garrett et al, in his investigation, not only shortages of personnel is not only the issue but individuals having appropriate credentials still lack the knowledge and capacities needed in meeting the particular needs of “infants, young children and their families.” That is the reason why even regions having rich resources still lack the appropriate services.

Regardless of the fact that the traditional approach in the preparation still remain the appropriate program for a number of students, the colleges and universities needs to amend the programs so that the priorities of non-traditional and working SPED practitioners will be addressed. The practitioners that require additional preparations are grouped into three categories: (a) “the non-certified personnel currently working as SPED systems”, this group comprises of individuals that attained four-year college degrees but still lack the highest standard training or do not have professional certification. (b) “Licensed professionals without early pediatric and family experience,” this group is composed of clinical personnel such as “physical therapists, occupational therapist, speech-language pathologists, special educators and nurses” this group already have a license but may have limited experience in meeting some other special needs. (c) And “early childhood educators working in inclusive settings,” a large number of individuals move their children from natural environments like regular schools to inclusive services, the educators in an inclusive setting must accommodate the needs of the increasing special children. (Garrett and Kelley, 2000, p. 267)

Another concern is the delivery of the service, Whitten and Campos discussed that over the past years students having impediments are in segregated settings like self-contained classrooms in which these children receive their education. The basic assumption in institutions that specializes in special education is that disabled students cannot be instructed in the general education curriculum even if it has enough support. The state laws mandated schools to include students with disabilities in the class together with the nondisabled. But several studies have determined that teachers in general education classrooms are not prepared in the inclusion of disabled students. In addition the SPED teachers and general teachers have no definite idea on their roles when SPED students will be included. Special Education is the answer to these problems, teaching special students individually reduces school problems like behavior and achievement problems. The teachers and university professors must be prepared in the changes regarding the special education sector.

Special Education was recognized in Japan on the last part of the 19^th century. The establishment of the first special school in the year 1878 in Kyoto, which caters for deaf and blind children, marked the start of special education in Japan. The class for intellectually impaired children was launched in Matsumoto City, Nagano Prefecture in the year 1890. Otherwise stated the special education for children in Japan is over a hundred years old. (Kaoru Yamaguchi, 2005)

Until the year 1930 there was a considerable increase of special classes for children with different disabilities, and because of the Second World War the special education schools were destroyed. There were only around 100 special schools left after the war ended and all the special classes were closed except for one school in Tokyo. The special education in Japan was reconstructed after World War II, with the basis on the philosophy of democratic education. An education law was enacted new in the year 1947, in which the education system for six years in elementary and three years of middle school was compulsory. The progress of special education after the war was fast. Schools for blind and deaf children were rebuilt and there was an increase in classes for intellectually impaired children. And on the year 1979, special education schools became compulsory. The development of Special Education in Japan after World War II divided in three eras: “the development of special schools and special classes: 1947-1979, Introduction of integrated education, which might be considered dumping: 2000 and the development of special needs education.” (Yamaguchi, 2005)

According to Kaoru Yamaguchi, on the year 1979 there was a rapid and radical movement on integrated education. Radical students in Tokyo Gakugei University occupied the University President’s office and demanded for the abolishment of the Department of Special Education due to the reason that it raises discrimination in the education. Prof. Yamaguchi was the only faculty member that upheld the significance of having a compulsory education in special schools because the author believes that compulsory education for special children is the key in receiving proper school education. She added that integrated education received a number of criticisms in the West and was even considered as “dumping,” in which children are placed upon an environment in which they are not prepared to interact and an environment that is not ready to handle their special needs. And during that time Japan was not ready for an integrated education and was regarded as unworkable because the teachers and educators do not have enough knowledge and were not prepared to deliver the proper education for all students with impediments in a regular class. And due to the circumstances at that time the campaign for integrated education gradually vanished. In this contemporary period, a new campaign has begun. Shifting from special education to special needs education is the current trend. The special need education, “provides appropriate education to all children, in the least restrictive educational environment, including those children who have the most severe and profound disabilities.”(Kaoru Yamaguchi, 2005)