Special Education : Providing Effective And Safe Learning Environments For Students With Moderate
Problem of Practice
Educating and servicing students with moderate to severe disabilities within a public school setting are growing concerns for the Inland Empire. Over the past decade San Bernardino City Unified School District (SBCUSD) has sustained an influx of students who qualify for moderate to severe special day classroom (SDC) settings and special education services. Classrooms are filled to maximum capacity, thus creating a high demand for extra support and resources, however resources are insufficient and difficult to obtain. Vast majorities of moderate to severe students who attend SBCUSD contain emotional stress relating to disparities within their home environment. Teachers are in a state of survival, unable to meet the current and future needs of their moderate to severe special education students.
What Do We Know
It is imperative for SBCUSD to find effective ways to best meet the needs of students with moderate to severe disabilities. More specifically, “The No Child Left Behind Act (NCLB, 2001) mandates that each state be accountable for the continuous academic achievement for all students” (Crites, Flores, Houchins, Jolivette, Patterson, Ramsey & Shippen, 2011, p. 36). Special education teachers at SBCUSD are struggling to effectively educate, provide a safe environment, and meet the individual needs of their…