[Congressional Record Volume 156, Number 100 (Wednesday, June 30, 2010)]
[Extensions of Remarks]
[Pages E1246-E1247]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]




                 RECOGNIZING SPECIAL EDUCATION TEACHERS

                                 ______
                                 

                               speech of

                        HON. SHEILA JACKSON LEE

                                of texas

                    in the house of representatives

                         Monday, June 28, 2010

  Ms. JACKSON LEE of Texas. Mr. Speaker, I rise before you today in 
support of H. Con. Res. 284, ``Recognizing the work and importance of 
special education teachers.'' I would like to thank my colleague from 
Texas for shedding light on this very demanding and vital occupation.
  Special education teachers teach students with both physical and 
mental impairments. A physical impairment is defined by the Americans 
with Disabilities Act (ADA) as: ``Any physiological disorder or 
condition, cosmetic disfigurement, or anatomical loss affecting one or 
more of the following body systems: neurological, musculoskeletal, 
special sense organs, respiratory (including speech organs), 
cardiovascular, reproductive, digestive, genitourinary, hemic and 
lymphatic, skin, and endocrine.''
  A mental impairment is defined by the ADA as: ``Any mental or 
psychological disorder, such as mental retardation, organic brain 
syndrome, emotional or mental illness, and specific learning 
disabilities.''
  Neither the statute nor the regulations list all diseases or 
conditions that make up ``physical or mental impairments,'' because it 
would be impossible to provide a comprehensive list, given the variety 
of possible impairments. However, the number of disabilities covered by 
the ADA continues to grow, as has the number of people diagnosed with 
learning disabilities. For example, it is estimated that between 3 and 
5 percent of children have met criteria for diagnosis of Attention 
Deficit Hyperactivity Disorder (ADHD). This represents approximately 2 
million children in the United States, and means that in a classroom of 
25 to 30 children, it is likely that at least one will have ADHD. In 
total, according to the U.S. Department of Education, approximately 
6,500,000 children (roughly 10 percent of all school-aged children) 
receive special education services.
  Mr. Speaker, it is said that ``The highest cost of an education is 
not getting one.'' in 1972, the United States Supreme Court ruled that 
children with disabilities have the same right to receive a quality 
education in the public schools as their nondisabled peers. Because of 
this ruling, special education teachers had to be prepared to handle 
these students and their individual needs.
  Special education teachers work with children and young adults who 
have a range of disabilities. A small number of special education 
teachers work with students with severe cognitive, emotional, or 
physical disabilities, primarily teaching them life skills and basic 
literacy. However, the majority of special education teachers work with 
children with mild to moderate disabilities, modifying the general 
education curriculum to meet the individual needs of the child and 
providing required corrective instruction. Today there are over 370,000 
highly qualified special education teachers in the United States.
  Special education teachers use various techniques to promote 
learning. Depending on

[[Page E1247]]

the student, teaching methods can include intensive individualized 
instruction, problem-solving assignments, and small-group work. Special 
education teachers ensure that appropriate accommodations are provided, 
such as having material read orally, or lengthening the time allowed to 
take the test for students who need special accommodations to learn the 
general curriculum or to take a test. In some cases, teachers also 
provide students with career counseling or help them learn life skills, 
such as balancing a checkbook.
  Helping these students can be highly rewarding and gratifying for the 
teacher, but the work also can be emotionally demanding and physically 
draining. Teachers are often consumed with paper work and burdened with 
a heavy workload--not to mention administrative responsibilities. The 
teacher is responsible for assessing the student's progress toward 
gaining the knowledge necessary to pass the course as well as consider 
the students' progress coping with their learning disability.
  I applaud the steadfastness of all teachers for their diligence in 
teaching our youth and preparing them for the future. I am grateful for 
special educational instructors, who not only must deal with the 
curriculum of a classroom, but must also manage all of the other 
factors that may impede learning. Because of this, I strongly support 
H. Con Res. 284 and I encourage my colleagues to join me.

                          ____________________