过去,特殊教育就是要在没有残疾的情况下为残疾学生提供支持“standards-based”过滤器,我们许多人会尽一切努力来建立联系,并通过个性化的干预方法伸出援助之手。简单地说,我们是在爱,理解和同情的立场下工作的。现在,特殊教育通常感觉像是指南的清单,并且主要重点是每个孩子’的缺点和未能达到标准。潜力和可能性的力量以及真正的希望感,使人人皆宜,所有计划,公式化的课程指南和标准在某些情况下都与学生无关’的需求。绝对,我知道此消息可能不会引起所有人的共鸣,并且对于某些人可能会做出防御性的响应,但是,这里有一个事实真相,其目的是强调特殊教育界需要解决的问题。当然,我不’不想回到自闭症,ADD / 多动症 和其他与行为相关的残疾被掩盖在智力低下或严重的心理疾病中的黑暗时代。但是,我不是最新基于标准的措施的忠实拥护者,因此“best practice” approaches if it limits the possibilities of the intervention menu, takes creativity out of the instructional process, and diminishes the importance of relationship within the learning process. Most notably, I have seen the general tone within special education shift from a heart-centered approach to instruction to a cold 基于标准 perspective.  Also, I see that many of the behaviors which used to be part of growing up, what were once developmental benchmarks, are being called out through clinical and medical references like “执行功能” and “行为自我调节”.  All in all, I am throwing out caution into the wind that the nature of special education is turning business-like in its approach. And this will fail for the business of education is founded upon the social-emotional connection to learning first and foremost.  Academics, a 基于标准 approach to learning, will always take a back-seat to a heart-centered relationship between students and their teachers.  Furthermore, the creative connection between instruction and learning, demonstrated 通过 the teachers themselves, will always generate enthusiasm and an organic love of learning which are essential to the intervention process.  Heart is where the home is; whether in the classroom or anywhere else in school; the most meaningful connections take place between teachers and students through relationship with social and emotional frameworks guiding this process.  If it isn’在严密监控下,基于标准的排他性教学方法将导致学生滑向失败之路,所有有特殊需求的儿童将被抛在后面。