SPECIAL EDUCATION

1. SPECIAL EDUCATION And Its’ Ancestor; Torture & Punishment

2. OBSERVATION A well disciplined system proceeds from the distribution of people in space • To control and in the spirit of improvement to understand, • To render visible those who are inside it…and thereby coerce, • Infinitely scrupulous concern with surveillance shows up in documentation requirements

3. FUNKY CHART

4. ENCLOSURE Specific heterogeneous space closed in upon itself • A protected place of disciplinary monotony • Places people are managed in that are especially appropriated for their use

5. PARTITIONING To enhance the efficiency of the disciplinary intent of enclosure. • To control the influences that reach the mind. • To reduce the risk of unfavorable environmental factors. • Time, resource rooms, transportation, etc.

6. FUNCTIONAL SITES Architecture designed for supervision or useful space • Nurses stations built to see the corridors of several wards. • Apartment programs clustered in specific area. • Large resource rooms with multiple functions occurring.

7. EXAMINATION & ASSESSMENT Combination of an observing hierarchy and a normalizing gaze which makes it possible to qualify, classify and punish. The process and results have been signified as having curative power.

8. FUNKY CHART THING 2

9. THE FAMILY TREE OF PUNISHMENT AND SPECIAL EDUCATION • The treatment of criminals and the treatment of students with disabilities is not differentiated enough so as to create the development of different assumptions or paradigms. • The separation of body and soul. • The dissection of behaviors and traits. • The purpose of cure as opposed to development of talents. • The use of punishment or simulated reward as means of growth. • The industrialization and institutionalization of observation.

10. Institutions are built, with or without walls, to manage the process, control the prisoner, client, patient, student, etc., and select the inductees. • Common bond is the relegation to a low and deviant status.

11. Special education services created resource rooms, specially certified professionals and life goals that do not always match the cultural norms. • The code of “you and your career” forms the roots of vocational special education which was created to assist people only to attain gainful employment.

12. SEVEN PATHS TO OPEN DOORS • Making sure that participants understand that learning is valuable. • Seeing mistakes as integral to learning. • Drawing on and valuing the experiences of participants. • Connecting new facts or insights with what people already know. • Building in direct and frequent feedback to the educator. • Developing sensitivity to non-verbal forms of communication. • Encouraging participants to take responsibility for their • own learning. (Educating for a Change, 1991, 21)

13. PRINCIPLES OF AN UNFOLDING LEARNING ENVIRONMENT • Understand and use the processes of community building. • Assure that 50% of the learning happens outside the classroom setting. • Each child must have more unpaid learning partners than • paid learning partners. • Family, friends, community leaders and neighbors must be • learning partners. • Base learning strategies on the interests of the learner.

14. PRINCIPLES OF AN UNFOLDING LEARNING ENVIRONMENT (continued) • Consistent contributions are made by the learner to her/his own learning. • Consistent contributions are made by the learner to others • learning. • Consistent contributions are made by the learner to the • betterment of her/his town & neighborhood. • Work on diverse teams to accomplish tasks the learners are • exited about. • Use the needs of the community and the students as your • mentor.

15. The process so focuses on segments of a person that the individual is lost.

16. Many education principles are made powerful by an evolving unconsciousness that places punishment as a signifier of growth and learning.

17. Education is founded on general methods which devalues the student and values the process.

18. The discipline of education plans, treatment, therapy and punishment makes individual description a means of control and a method of domination.

19. OBSERVATION AS A FOUNDATION • The assumptions inherited from the prison systems are • unconsciously pervasive in the design of the majority of state of • the art special education designs. • The result familiar to the surveilled is the wound of loss of control, autonomy and rights. • The justification of observation is not only to control but, in the • spirit of improvement, to understand. • People who spend most of their day in physical surroundings • where they are continually observed only gain power which is • conceded to them by the observer.

20. OBSERVATION AS A FOUNDATION (continued) • The assessment and the following educational services brand the student as a set of objectified characteristics to improved. • An observer is one who is sent to officially watch but not take part • in the activities. In the dynamic world of learning this is an • impossible task. • The process proclaimed to be individualized for special education students has managed to deindividualized them. • We assess, interpret, break down deficiencies into categories and divide those deficiencies up to distribute among a variety of • therapies and programs. • Wounding is the impact of techniques meant to educate.

21. OBSERVATION AS A FOUNDATION (continued) • The wounding, the punishment, the objectification to power • systems is experienced by professionals and clients. • Person becomes known as those labeled parts. • It all has a branding effect. • We neglect both the origins and the continuing uses of intelligence testing to facilitate educational and social stratification. • The documented observations are understood to be the person.

22. THOUGHTS FOR EDUCATORS • Transform from roles of observation to roles of partnership. • Progress from a ranker of characteristics to a door opener. • Cease being a professional specialist and start being a convener of community. • From the expert and holder of knowledge to the facilitator of learning opportunities.

23. THOUGHTS FOR EDUCATORS (continued) • The student will only learn as much as the teacher learns. When the teacher stops learning so does the student. • The teacher is responsible to create lesson plans for all learners, this includes the teacher. • Teachers have told me they feel a sense of being alone. The one with all the responsibility and no partners. • In essence; self-directed does not infer “all alone.”