Special education focuses on providing education to children with learning disabilities by using unique instructional methods, equipment, learning aids and materials (Hallahan, Kauffman & Pullen, 2011). Besides, the learning environment of these children may be a special education program, regular classroom or both. Therefore, with the existence of least restrictive environment, children with educational disabilities would be able to gain effective educational program and develop into productive members of the society. The following is a visual representation of the relationship between goals, objectives, and outcomes of the special education program for children with disabilities.

The goals of the program are general statements of what of it intends to accomplish. Moreover, they are usually consistent with the mission of the program and the learning institution. The goals of the special education include the following. First, the program intends to provide a free and appropriate educational program and related services to individuals with disabilities from the age of three years to twenty-one years (Hallahan, Kauffman & Pullen, 2011). Second, the program focuses on providing activities to children with educational disabilities that will boost their social development to a higher level and assimilation into regular classrooms and society activities. The above goals of the program provide frameworks that determine the specific objectives of the special education program.

The objectives of a program entail statements that describe the learning outcomes. Besides, objectives are specific, measurable statements that reflect on the outcome of the program’s goals. First, the program will ensure that each resident preschool child that is disabled gets a chance in an approved preschool curriculum within a logical distance from its home or receive suitable similar services. With free educational programs, children with disabilities would be able to access education and enjoy the benefits of effective teaching and least restrictive environment (Crockett, Billingsley & Boscardin, 2012).  Second, the program encourages parents to engage, support and understand the intentions of the special education program. Activities that boost social development include playing games, art projects and interaction with parents (Hallahan, Kauffman & Pullen, 2011). Parental involvement in special education is critical because it fosters the social development of the child and their assimilation into the community activities.

Third, the program will provide appropriate vocational services to children with disabilities. Equality is significant in the education sector and with the provision of free, and appropriate educational program, students with disabilities, should develop and experience success so that they become productive members of the society. Moreover, vocational services ensure students get exposure and learn more by interacting with other people (Ysseldyke & Thurlow, 2012). Similarly, students will be able to break the monotony and enjoy the life outside the class.  Fourth, the special education program will provide transition services and create a post-secondary school plan to help each individual with an educational disability. It is important to plan and implement the special education program as basic parts of programs that entail nondisabled students. Similarly, we should consider the long-term goals and the transitioning of the program into the society.

Outcome encompasses statements that describe what the learners have achieved and can demonstrate at the end of the program. Precisely, it provides a description of the measurable behavior (Ysseldyke & Thurlow, 2012). First, upon completion of the program, the student will recognize that special education program undergoes evolution and changes according to relevant laws and policies, theories and principles that are evidence-based, historical point of view and philosophies. Second, students will demonstrate respect for people with disabilities. Moreover, they will be able to compare and contrast the features of individuals with or without disabilities. Third, students will recognize the effects of exceptional conditions on the learning and life of an individual. With the understanding of the learning differences, students will be able to design individualized instructions that will help in providing meaningful and challenging learning environment for students with exceptional learning needs.

Fourth, students will create a learning environment conducive for individuals with educational disabilities that promote safety and emotional well-being, positive social interaction, and cultural understanding. Students will employ direct motivational strategy and instructional intervention with special needs individuals to teach them to prepare and respond reasonably to the current expectations (Crockett, Billingsley & Boscardin, 2012). Fifth, students will demonstrate their understanding of typical and atypical language development. Similarly, they will demonstrate their knowledge of the interaction between the exceptional condition and the experience of using the language. On the same note, students will employ individualized strategies such as assistive technology to improve language development and educate individuals with exceptional needs about communication skills. Sixth, the ethical and professional practice standards will guide students. Besides, students will gain skills in various roles and complex situations on wide perspectives. Students will adhere to legal matters and maintain professional and ethical considerations.

References

Crockett, J. B., Billingsley, B., & Boscardin, M. L. (2012). Handbook of leadership and administration for special education. Routledge.

Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2011). Exceptional learners: An introduction to special education. Pearson Higher Ed.

Ysseldyke, J. E., & Thurlow, M. L. (2012). Educational outcomes for students with disabilities. Routledge.

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