I agree with Oxford University Press ELT (2013), when they encourage educators to see beyond the label and have a positive attitude. “The government is promoting a policy of inclusion for learners with special education needs…many teachers are anxious” (Oxford University Press ELT, 2013). I believe labels support students in the classroom by providing appropriate accommodations and modifications related to individual needs. Understanding the categories of exceptionalities can help educators determine the specialized method of teaching, assessment approaches and behavioural interventions. Bennett et al. (2019), affirms that “many advocacy groups have argued vehemently for either broadening or eliminating the categories of exceptionalities” and uses the example of a student who has a brain injury that would not fit into any category of exceptionality by current definition. I fear that broadening the scope of exceptionalities may lead to categories that are not associated with a formal medical diagnoses which would lead to confusion in terms of specific laws that protect the rights of individuals with exceptionalities, and the supports that students receive.
Resources:
Bennett, S., Dworet, D., Gallagher, T. L., Somma, M., & Weber, K. (2019). Special education in Ontario schools. St. Davids, ON: Highland Press.
Oxford University Press ELT. (2013). 5 Myths About Teaching Learners With Special Educational Needs. Retrieved from https://oupeltglobalblog.com/2013/07/18/5-myths-about-teaching-learners-with-special-educational-needs/
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