Children often wrestle with demanding scenarios in academic institutions, and with time, it has become important to explore why. It’s true that every child should share the same opportunity as the child beside them – and it is why their needs have been prioritised, heard and equally implemented into actions. However, a monumental rate of institutes are found to opt out from emphasising the needs of students who have either developed or have difficulty in certain areas since birth, clearly exacerbating the situation at hand. Which makes it even clearer why every student deserves the same opportunity as their fellow classmate, despite whether they experience a difficulty in life or not.
Special education is a set of instructions or a form of pedagogy, especially centred around children who have one or multiple disabilities, that help achieve their academic goals by dedicated courses, mainly by vocalising the unique needs they have. First proposed by IDEA (Individuals with Disabilities Education Act), this law bestows the same opportunity as any student around the world would. In definition, the law grants children the right to receive any form of special assistance in school, despite whether they have an in-born difficulty in learning or not.
In times where equality is raging high, there are several cohorts impacted due to external factors, much like the community that needs unique attention. Despite growing technology, the gap in learning is still bombarding the room. Many have dug through the concerns of guardians, sporadically spiralling up, in fact post pandemic. The pandemic was an unforeseen annihilation that curbed human growth, catalysing every form of catastrophe in fact until it disseminated globally. It gradually led to a maximised cut down of students, alongside adults, who required special education from various sectors, including schools and workforces.
The situation has aggravated after many began putting the needs of students outside the frame, especially those who had the Autism spectrum. Many researchers agreed and claimed, “Since the pandemic was unanticipated, there have been changes not many thought about. It is true that special children naturally require more attention and closely knitted supervision which is not fully possible either because both parents belong from a working background, or because many aren’t as attentive to the needs of children as they should be. The possibilities range from the bottom to a sky-high limit. However, most parents have worked through the rough edge and are striving to cement the gaps that once formed due to lack of communication. Parents have undergone an extensive change after they could spend quality time with their children, naturally building a bond that did not exist prior.”
As many keep a close vigil at the needs of students, especially those who have developed learning gaps, the importance of special education only rockets through the ceiling. Curtailing growth of those who either experience social difficulties or have formed a learning gap is a transgression of right – an embodiment of vice that should be preempted at all costs.