Changes in instructional programs should be based on the analysis of performance data collected on an on-going basis. Categorical label designations contribute little to determination of educational program needs for exceptional individuals. Educational needs and programs can best be addressed through sound and comprehensive analysis of educational and behavioral skill deficits and strengths of individuals in question. Learners with exceptionalities have the right to be placed in the education setting that is least restrictive. Regular classroom, consulting teachers, and resource room programs may be alternatives for most learners with exceptionalities.
Special educators are a resource to the educational community.
Through their knowledge and skills, they provide both service to exceptional children and supportive services to persons, both professional and lay, who are responsible for teaching exceptional children. Special Education training programs must be responsive to Maryland's need and should reflect current practices as well as provide leadership in the development of improved instructional programs for children. The primary thrust of the Special Education's undergraduate program is to make systematic planners, instructional leaders, effective communicators, reflective decision makers and evolving professionals. To accomplish this goal, the faculty will provide reflective facilitators of learning with the necessary education to deliver educational services designed to assist children and youth with exceptionalities in reaching their optimal potential as productive members of society.