Core Concepts

Core Concepts in Special Education

Julia Hart
The George Washington University

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Core Concepts in Special Education

Turnbull, Stowe, and Huerta (2007) outline Core Concepts of Disability Policy in their
book, Free Appropriate Public Education. These concepts define the beliefs and practices the
authors deem necessary to work with students with disabilities and their families. All of the
concepts reflect good practice for educators and adults in the field of special education. While
there is a great overlap among these principles, I will categorize them by the different roles I will
take on. These core concepts relate to my protective, ethical, professional, and educational roles
as a teacher.
Rights and Protections
Turnbull, et al. (2007) outline the protections afforded to students with disabilities. My
roles as an educator is to utilize these protections for my students. The Turnbull, et al. concepts
relating to protection are Confidentiality, Liberty, Antidiscrimination, and Participatory Decision
Making. The authors use the term I am my record to illustrate a number of points in the text.
Privacy and confidentiality are especially important to students with disabilities because their
records may be quite lengthy and personal. Only authorized individuals should be able to view or
alter such a record. The right to confidentiality is vital to maintaining the trust of families.
Liberty is a social and legal concept relevant to all people. There is a long history of
persons with disabilities being denied liberty in this country. Liberty is a right afforded to all
people in this country, regardless of race or disability. Turnbull, et al. note that whenever the
state has a legitimate reason to act (to deprive a person of his or her liberty), it must act in the
way that is least restrictive of the persons freedom (p. 358). Being a special educator means
respecting the freedoms allowed to all children.
Antidiscrimination principles guide special education law and practice. Between IDEA,

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Section 504, and the Americans with Disabilities Act, there are multiple sources of protection
from discrimination for students with disabilities. As an educator, it is my role to ensure that
students rights are not being violated. Students parents also take on an important role in
protecting their children. IDEA provides parents with certain rights not available to parents
whose children do not have disabilities. Participatory decision making is one way in which the
parents of children with disabilities are afforded protection from discriminatory practices.
Families have the right to Procedural Due Process if they feel their child is not receiving the
appropriate educational services.
Professional Conduct
Special educators must also meet professional standards. The Turnbull, et al. concepts
most related to professionalism are those of Accountability and Cooperation and Collaboration.
As a teacher, I am accountable to my students, their families, and my school/district. School
districts are also accountable to the children and families they serve. There are reporting
guidelines and oversights required to ensure that students receive a proper education.
Collaboration and cooperation amongst service providers is necessary to ensure that
necessary services are provided to students. As a special educator, I will work with Speech and
Language Pathologists, Occupational Therapists, Physical Therapists, and general education
teachers to ensure that my students get the services they need. Professionalism and cooperation
amongst providers will ensure proper delivery of services.
Ethical Responsibilities
Ethical standards and practices will also guide the work of any special educator. The
Turnbull, et al (2007) concepts most related to ethics are Protection from Harm,
Antidiscrimination, and Cultural Responsiveness. Children with special needs require certain

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protections. Turnbull, et al. explain that the behavioral interventions required under IDEA
provide one such protection for students with disabilities. The authors further assert that the
frequent evaluations and reviews of education plans required by IDEA provide added protections
to students.
While non-discriminatory practice is the law in this country, it is also what is ethically
appropriate. I will, of course, engage in non-discriminatory practices in my interactions with
students and families. Being a special educator requires more direct work with parents than is
needed in general education. Because of this, it is essential for special educators to understand
the cultural backgrounds of their students. Washington, DC is a very ethnically and culturally
diverse city and I am mindful of that in my interactions with families. It is important to be aware
of different cultural beliefs regarding children with disabilities and attitudes toward government
involvement in their childrens lives.
Educational Standards
Educators must utilize best practices in their teaching. The educational roles of a teacher
are all-encompassing. The principles outlined by Turnbull, et al. most relating to this area are
Integration, Family Unity, Individual and Appropriate Services, Classification, and Capacity
Based Services. Integration of students with disabilities is not only the law, but a best practice in
education. This concept is achieved through the inclusion of students with disabilities in general
education settings to the greatest extent possible (Least Restrictive Environment). I have seen
inclusion work, and will continue to work for inclusion in the future. Inclusion benefits all
children, not just children with disabilities.
Inclusion is successful when children receive individualized and appropriate services to
support their education. Turnbull, et al. state that the Individualized Education Program (IEP)

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translates antidiscriminatory ideals into practice. As a teacher I will participate in IEP meetings
and goal setting and work with my students to achieve their goals. Essential to an IEP is the
appropriate classification of needs. Students are entitled to a nondiscriminatory evaluation to
determine their eligibility for services. Appropriate classification of needs will also determine
the capacity-based services for a student. Special Education also goes beyond the classroom
setting. Capacity-based services recognize that the goal is to improve the students or familys
quality of life rather than solely to ameliorate the effects of a disability (Turnbull, et al., 2007, p.
355).
Conclusion
All of the above concepts will define my role as a special educator. Classrooms do not
exist in a vacuum and it is crucial to keep societal, cultural, and legal considerations in mind
while working with children and their families. Knowing my legal, professional, and ethical
responsibilities will guide me as I continue to learn the best educational practices for young
children with disabilities.

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References

Turnbull, H. R., Stowe, M. J., & Huerta, N. J. (2007). Free appropriate public education:
The law and children with disabilities. Denver, CO: Love Publishing Company.