Early special education is most specifically dictated by the curriculum chosen for the special needs child. Assessments made on the child provide educators with an overview of areas in which the child is predicted to experience difficulties. The advantage here is that the curriculum can be tailored so that it addresses these particular aspects. For example, if an assessment indicates the child will need special attention in terms of spatial learning, the teacher can integrate a variety of spatial exercises to assist the student in this particular area. Unfortunately, the assessments tend to be broad and can't often pinpoint very specific curriculum needs that would greatly benefit the child.
Labeling is a dangerous practice often resulting from assessments in early special education. While it's obviously necessary and beneficial to define the specific issues facing a special needs child, the labels so often associated with particular needs can be restricting as well as distasteful. For instance, the general labeling of a child as "learning disabled" implies that the student lacks the ability to fully learn a subject when, in fact, learning disabled often means that the child learns differently from those labeled "normal." Labeling children as "special needs students" is often beneficial from a financial standpoint, as state governments recognize schools need additional funds to assist this particular population of learners.
One of the most important functions of early assessments for special education is the identification of at-risk children. This method of recognizing students who need particular services and educational approaches helps ensure that at-risk kids get what they need at a very early age. The aim is to start initiatives early to give the children the best possible advantages for their entire academic careers. Unfortunately, identifying children with a special needs assessment can, conversely, restrict the educational opportunities offered to the child. For example, a young child identified as needing special attention might be denied access to particular private or charter schools or specific enrichment programs.
The degree to which parents are involved with early assessments influences how effective these determinations will be in their child's education. Sadly, it often happens that once children have been identified as needing special education, a parent's role in educating her children is limited. Parents are sometimes cut out of the loop; decisions are made concerning how the children will be educated without proper, respectful consultations with their primary caregivers. Alternately, determined parents working with caring and skilled educators can use assessments to make decisions together regarding the schooling of the young children. Parents must insist on full disclosure and need to insist that their input is recognized.