Special education (also known as special needs education , assisted education , extraordinary education or ) is the practice of educating students with IEP or Section 504 in a way that discusses their individual differences and needs. Ideally, this process involves setting up individually and systematically designed teaching procedures, customized equipment and materials, and accessible settings. These interventions are designed to help individuals with special needs attain a higher level of personal self-sufficiency and success in schools and in their communities that may not be available if students are only granted access to a distinct classroom education.
Common common needs include learning disabilities (such as dyslexia), communication disorders, emotional and behavioral disorders (such as ADHD), physical disabilities (such as osteogenesis imperfecta, cerebral palsy, muscular dystrophy, spina bifida, and Friedreich's ataxia), and developmental defects. (such as autism spectrum disorders and intellectual disabilities). Students with this type of special needs will likely benefit from additional educational services such as different approaches to teaching, technology use, specially tailored teaching area, or resource room.
Talented intellectuals are a difference in learning and can also benefit from different teaching techniques or different educational programs, but the term "special education" is generally used to specifically show the instruction of students with disabilities. Gifted education is handled separately.
Whereas special education is designed specifically for students with special needs, remedial education may be designed for each student, with or without special needs; the decisive feature is that they have reached the point of unpreparedness, regardless of the reason. For example, even people with high intelligence can be prepared if their education is disrupted, for example, by internal displacement during civil or war turmoil.
In most developed countries, educators modify teaching methods and environments so that the maximum number of students is served in the general education environment. Therefore, special education in developed countries is often regarded as a service rather than a place. Integration can reduce social stigma and improve academic achievement for many students.
The opposite of special education is general education . Public education is the standard curriculum presented without specific teaching methods or support. Students receiving special education services may enroll in General education arrangements to study together with students without disabilities.
Video Special education
Identify students or learners with special needs
Some children are easily identified as candidates for special needs due to their medical history. They may have been diagnosed with genetic conditions associated with intellectual disability, may have various forms of brain damage, may have developmental disorders, may have visual or hearing impairments, or other defects.
For students with less obvious impairments, such as those with learning difficulties, two main methods have been used to identify them: the model of the difference and the responses to the intervention model . The model of discrepancy depends on the teacher who notes that student achievement is clearly below what is expected. Responses to intervention models support previous interventions.
In the model of nonconformity, a student receives a special education service for specific learning difficulties (SLD) if the student has at least normal intelligence and the student's academic achievement is below what is expected of a student with his IQ. Although the model of discrepancy has dominated the school system for many years, there have been many criticisms of this approach (eg, Aaron, 1995, Flanagan and Mascolo, 2005) among researchers. One reason for criticism is that diagnosing SLD on the basis of differences between achievement and IQ does not predict the effectiveness of treatment. Low-achieving academics who also have low IQs seem to benefit from care, as well as low-performing academics with normal or high intelligence.
Alternative approaches, responses to interventions, identify children who experienced difficulty in school during their first or second year after starting school. They then receive additional assistance such as participating in a remediation reading program. Children's responses to these interventions then determine whether they are determined to have learning disabilities. Some people who are still experiencing difficulties can then receive appointment and further assistance. Sternberg (1999) argues that early remediation can greatly reduce the number of children who meet diagnostic criteria for learning disabilities. He also suggested that the focus on learning disabilities and accommodation provision in schools fails to recognize that people have various strengths and weaknesses and place undue emphasis on academics by emphasizing that students should be supported in this arena and not in music or sports.
Maps Special education
Individual needs
Special education programs should be tailored to meet each student's unique needs. Special educators provide a range of services, where students with special needs receive different levels of support based on their individual needs. Special education programs must be individualized so that they handle the unique combination of needs in the given students.
In the United States, Canada, and the United Kingdom, education professionals use Individual Education Program (IEP).
"The IEP is intended to address the unique learning problems of every child and includes specific educational goals.This is a legally binding document.The school should provide everything promised in the IEP."
For children not yet 3 years of age, the Individual Family Service Plan (IFSP) contains information on current child development levels in all areas; results for children and families; and services that children and families will receive to help them achieve results.
In the United States, Individuals with Disabilities Education Act (IDEA) is a federal law that requires every school system in the country to provide free and appropriate public education for every child, ages 3 to 22, regardless of how or how serious the child may be disabled. To ensure that this federal law is adhered to, the government requires each school system to assign this type of education to each student to receive federal funds.
Students with special needs are assessed to determine their specific strengths and weaknesses. Placements, resources, and goals are determined based on student needs. Accommodations and Modifications to the regular program may include changes in the curriculum, additional auxiliaries or equipment, and the provision of special physical adaptations that enable students to participate in the educational environment as much as possible. Students may need this help to access the subject matter, physically gain access to school, or meet their emotional needs. For example, if an assessment determines that a student can not write by hand because of a physical disability, then the school may provide a computer for typing a task, or allow students to answer questions verbally. If the school determines that students are severely disrupted by normal activities in large, busy classrooms, students may be placed in smaller classrooms such as the source room.
Parents of students with learning disabilities should know what type of disability their child has, so they can get accommodation such as speech therapy, occupational therapy and adaptive physical education. For example, if a student takes an academic test and it shows that students are struggling with reading comprehension, parents can request speech and language support or class accommodation, such as extra time to complete reading and writing tasks.
Provisioning method
Schools use different approaches to provide special education services to students. This approach can be broadly grouped into four categories, according to how many students contact with special needs with non-disabled students (using the terminology of North America):
- Inclusion: In this approach, students with special needs spend all, or most of school days with students who do not have special needs. Since inclusion may require substantial modification of the general curriculum, most schools use it only for certain students with mild to moderate special needs, which are accepted as best practice. Special services may be provided inside or outside of the regular classes, depending on the type of service. Students sometimes leave regular classes to attend smaller and intensive teaching sessions in the resource room, or to receive other related services that may require special equipment or may be disruptive to the entire class, such as speech and language therapy, therapeutic work, physical therapy, rehabilitation counseling. They may also leave regular classes for services that require privacy, such as counseling sessions with social workers.
- Mainstreaming refers to the practice of educating students with special needs in the classroom with students who are not disabled over a period of time based on their skills. Special needs students are separated in separate classes exclusively for students with special needs for the rest of the school day.
- Segregation in a separate class or special school for students with special needs: In this model, students with special needs do not attend classes with non-disabled students. Students who are separated may attend the same school where regular classes are provided, but spend all instructional time exclusively in separate classrooms for students with special needs. If their special classes are located in regular schools, they can be given opportunities for social integration outside the classroom, such as eating with non-disabled students. Alternatively, these students may attend special schools.
- Exception: Students who are not receiving instructions in any school are excluded from school. In the past, most students with special needs were expelled from school. Such exceptions still affect about 23 million disabled children worldwide, especially in poor rural areas in developing countries. This can also happen when a student is in a hospital, at home, or is detained by a criminal justice system. These students may receive one-on-one instruction or group instruction. Students who have been suspended or excluded are not considered to be excluded in this sense.
- '' Co-Teaching: '' In this setting, students with disabilities are placed in public education classes to study with their disabled colleagues and non-disabled colleagues. A Public Education teacher and a Special Education teacher work as a partner in teaching.
Effective Help for disabled students
- Goal Directed : Each child must have an individual Education Program (IEP) that differentiates his or her specific needs. The child should get the services designed for him. This service will enable her to achieve her annual goals that will be assessed at the end of each term along with short term goals that will be assessed every few months.
- Research-Based Methods - There is a lot of research done about students with disabilities and how best to teach them. Testing, IQ, interview, model mismatch, etc. All should be used to determine where to place the child. Once that is determined, the next step is the best way for the child to learn. There are many different programs such as Wilson Reading Program and Direct Instruction
- Guided by student performance - Although IEP goals can be assessed every few months to a year, constant informal assessment should be undertaken. This assessment will guide instruction for teachers. The teacher will be able to determine whether the material is too difficult or easy. â € <â € <
Special schools
A special school is a school catering for students with special educational needs due to severe learning difficulties, physical disabilities or behavioral problems. Special schools can be specifically designed, managed, and given resources to provide special education suitable for children with additional needs. Students who attend special schools generally do not attend any classes in public schools.
Special schools provide individual education, addressing special needs. The pupil and teacher ratio is kept low, often 6: 1 or lower depending on the needs of the children. Special schools will also have other facilities for children with special needs, such as soft play areas, sensory rooms, or swimming pools, which are necessary to care for students with certain conditions.
Montessori is another special type of school but is a different approach to teaching in the classroom, compared to a public school. Montessori's approach is to let children be drawn into educational activities with their own interests and time. this approach helps children with learning difficulties follow their own steps. this approach has increased in popularity with just over 300 in Australia.
In recent years, the places available in special schools have declined as more and more children with special needs are trained in public schools. However, there will always be some children, whose learning needs can not be met appropriately in regular classroom settings and will require special education and resources to provide the level of support they need. Examples of disabilities that may require students to attend special schools are intellectual disabilities. However, this practice is often criticized by school districts in the United States in light of Minimal Restrictive Environments as mandated in Individuals with Disabilities Education Act.
The alternative is a custom unit or special class , also called standalone classroom , which is a separate room or room dedicated solely to the education of students with special needs in larger schools that also provide general education. These classrooms are typically managed by specially trained teachers, who provide individualized individualized instruction to individuals and small groups of students with special needs. Self-contained classrooms, as they are located in public education schools, may have students who remain in full-time independent classes, or students who belong to a certain general education class. In the United States, a suitable part-time alternative for some students is sometimes called the source space.
History of special schools
One of the first specialized schools in the world is the National Institute of des Jeunes Aveugles in Paris, founded in 1784. It was the first school in the world to teach visually impaired students. The first school in England, for the Deaf founded 1760 in Edinburgh by Thomas Braidwood, with education for people with impaired vision began in Edinburgh and Bristol in 1765.
In the 19th century, the disabled and the inhuman conditions in which they were supposed to be placed and educated were discussed in Charles Dickens literature. Dickens characterizes people with severe disabilities as the same person, if not more, compassion and insight at Bleak House and Little Dorrit.
Attention to the oppressed condition of the disabled leads to reforms in Europe including re-evaluation of special schools. In the reform of the United States came more slowly. Throughout the mid-20th century, special schools, called institutions, were not only accepted, but also encouraged. Students with disabilities are accommodated with people with mental illness, and they are not much educated, if at all.
Deinstitutionalization took place in the US beginning in the 1970s after exposing the institutions, and it has taken some time before the Education for All Disabled Children Act of 1974, for Individuals with Disabilities Education Act (IDEA) and then Individuals with Disabilities Education Improvement Act IDEIA) has paid off. School integration was supported in the early 1970s, and teacher preparation programs in higher education have carefully taught and instructed graduates about inclusion in classrooms, individuals, schools and districts for decades resulting in double certification of "regular teachers".
With the Amendment for Individuals with Disabilities Education Act of 1997, the school district in the United States began slowly integrating students with moderate and heavy special needs into the regular school system. This changed the shape and function of specialized educational services in many school districts and special schools which then saw a continuing decline in registration because districts are charging the cost per student. It also raises general funding dilemmas for certain schools and districts, changing the way schools view assessment, and formally introducing the concept of inclusion to many educators, students and parents.
Instructional strategy
Students can be taught in the classroom or in the outside environment. Both environments can be interactive for students to engage better with the subject.
Different instructional techniques are used for some students with special educational needs. Instructional strategies are classified as accommodation or modifications .
An accommodation is a reasonable adjustment to teaching practice so that students learn the same material, but in a format that is more accessible to students. Accommodation can be classified according to whether they change the presentation, response, arrangement, or scheduling lesson. For example, schools can accommodate blind students by providing large print books. This is a presentation accommodation. Modify change or customize the material to make it simpler. Modifications can change what is learned, how difficult the material is, what level of mastery the student expects, whether or how the student is judged, or any other aspect of the curriculum. For example, schools can modify reading assignments for students with reading difficulties by replacing shorter and easier books. Students may receive accommodation and modifications.
- Sample modifications
- Skipping subject: Students may be taught less information than regular students, skipping materials deemed inappropriate by the school for student ability or less important than other subjects. For example, students with poor fine motor skills can be taught to print block letters, but not cursive handwriting.
- Simplified task: Students can read the same literature with their peers but have a simpler version, such as Shakespeare with the original texts and available modern parasites.
- Shorter tasks: Students can perform shorter homework assignments or take shorter and more concentrated tests.
- Additional Help: If students have a shortage in working memory, a list of vocabulary words, called word banks
- Renewal time: Students with slower processing speeds can benefit from extra time for tasks and/or testing to have more time to understand questions, remember information, and integrate knowledge.
- Students can be offered a flexible arrangement to perform the test. This setting can be a new location to provide minimal disruption.
- Example of accommodation
- Response accommodation: Typing homework assignments rather than writing their hands (considered modifications if subjects learn to write by hand). Have someone else write down an answer given orally.
- Accommodation Presentation: Examples include listening to an audiobook rather than reading a printed book. It can be used instead of text, or as a supplement intended to improve the fluency of reading and phonetic skills of students. The same options include pointing someone to read to students, or providing text to speech software. This is considered a modification if the purpose of the assignment is the release of reading skills. Other presentation accommodations may include appointing someone to take notes during a lecture or using a speaking calculator rather than one with only a visual display.
- Accommodation settings: Take the test in a quieter room. Move the class to a physically accessible space, for example, on the first floor of the building or near the elevator. Setting a seating assignment to benefit students, for example, by sitting in front of the class.
- Scheduling accommodation: Students may be given a break or extension time on the test (may be considered a modification, if speed is a factor in the exam). Use a timer to help time management.
All developed countries allow or require some level of accommodation for students with special needs, and special provisions are usually made in exams that occur at the end of a formal school.
In addition to how students are taught academic curricula, schools can provide non-academic services to students. This is intended ultimately to enhance students' personal and academic abilities. Related services include development, corrections, and other support services as required to assist a student with special needs and include speech and language pathology, audiology, psychological services, physical therapy, occupational therapy, counseling services, including rehabilitation counseling, orientation and mobility services , medical services as determined by parental rules, counseling and training, school health services, school social work, technology support services, other appropriate development or correction support services, appropriate access to recreation and other appropriate support services. In some countries, most related services are provided by schools; in others, they are provided by normal health and social services systems.
For example, students with autism spectrum disorders, poor impulse control, or other behavioral challenges may learn self-management techniques, are closely guarded on predictable schedules, or are given additional cues for signal activity.
A university field, called severe disability , is also taught in all sectors of US universities in educational schools. Further instructions are based on the instructions referenced by the community, and alignment with the transition to the maturity and practice of the progressive community.
Rehabilitation counseling personnel are often associated with supported employment services, and usually with a "transition to adulthood" where multi-decade recommendations for better coordination between school and community service sectors have been established at the federal and university levels.
Problem
Students at risk (those with unrelated educational needs) are often placed in the classroom with students with physical limitations. Critics assert that placing risky students in the same classroom with students with disabilities can impede the progress of education on persons with disabilities. Some special education classes have been criticized for the diluted curriculum.
The practice of inclusion (in the main class) has been criticized by supporters and some parents of children with special needs because some of these students require dramatically different teaching methods than the common class methods. Critics assert that it is impossible to provide two or more effective learning methods effectively in the same class. As a result, the advancement of student education that relies on different learning methods for learning often falls further behind their peers.
Parents of normally growing children are sometimes afraid that the particular needs of a "fully inclusive" student will take the level of critical and energy attention from the rest of the class and thus undermine the academic achievement of all students.
Related to this, there is a debate about the extent to which students with special needs, whether in the primary or special setting, should have special pedagogy, based on scientific study of a particular diagnostic category, or whether general instructional techniques are relevant to all students including those with special needs.
Some parents, advocates, and students have concerns about the eligibility criteria and their implementation. In some cases, parents and students protest the placement of students into special education programs. For example, a student may be placed into a special education program because of mental health conditions such as obsessive compulsive disorder, depression, anxiety, panic attacks or ADHD, while students and parents believe that the condition is moderately managed through outside treatment and therapy. In other cases, students whose parents believe they need additional support from specialized educational services are denied participation in the program based on eligibility criteria.
Is it useful and appropriate to try to educate the most severely handicapped children, such as children who are in a persistent vegetative state, disputed. While many severely handicapped children can learn simple tasks, such as pushing the bell when they want attention, some children may not be able to learn. Some parents and supporters say that these children will be better served by replacing enhanced physical care for any academic program. In other cases, they question whether teaching non-academic subjects such as pushing the bell, is really the task of the school system, rather than the health care system.
Another major problem is the lack of resources that allow individuals with special needs to receive education in developing countries. As a result, 98 percent of children with special needs in developing countries do not have access to education.
Another problem is budget cuts. Cuts can affect special education students who do not have access to the right equipment or education. The National Coalition for Personal Deficiency conducts surveys and nearly 100% of teachers say they can not provide the right for children with disabilities. Teacher disconnected from work due to budget cuts.
There is a financial debate covering the use and allocation of special education government funding. The three views on this topic are that we spend too much money on it, there is not enough money put into it or that the money given is not spent properly. The argument for the first is that the amount of money spent on a child's special needs is sufficient to include a large group of general education students, and sometimes even cause some students to experience budget cuts in the general program to support one child. Evidence for special education that does not have enough money is the lack of teachers, burnt teachers, and limited teaching tools for each student. The argument for spending money differently states that there is a lot of money set aside, but it is wasted by spending too much time on documents, inefficient IEP meetings or spending money on things that are not really beneficial to children.
Global issues
Children with disabilities are often denied the right to education. However, little is known about the pattern of their school attendance. Data collection on children with disabilities is not direct, but data is critical to ensure that policies exist to overcome the constraints faced by these children.
With one estimate, 93 million children under the age of 14, or 5.1% of children in the world, live with 'moderate or severe disability' in 2004. According to the World Health Survey, in 14 of the 15 low- and middle-income countries , working age people with disabilities are about one-third less likely to complete primary school. For example, in Bangladesh, 30% of people with disabilities have completed primary school, compared with 48% of those without disabilities. Appropriate stocks are 43% and 57% in Zambia; 56% and 72% in Paraguay.
It has been shown that children with a higher risk of disability are much more likely to be refused to go to school. In Bangladesh, Bhutan and Iraq, children with mental disorders are very likely to be denied this right. In Iraq, for example, 10% of children aged 6 to 9 years without disability risk were never schooled in 2006, but 19% of those at risk of hearing loss and 51% of those at higher risk of mental disability have not been to school. In Thailand, almost all children of 6-9 years who do not have a disability had attended school in 2005/06, but 34% of those with walking or movement disorders never went to school.
Children with disabilities need access to services that can support them throughout their time at school, such as the more individualized attention of the instructors. According to the United Nations Center for Human Rights, about 2% of children with disabilities have access to this service. Those who do not have access to these services are excluded from education and can not attend school. Due to the need for certain services and facilities, the estimated cost of providing education for children with disabilities is 2.3 times higher than for children without disabilities. Given the level of poverty in many developing countries, the education of children with disabilities is not a priority. Children with physical disabilities tend to be out of school compared to students without disabilities and children with intellectual abilities are even smaller than children with physical disabilities. In Global South, 90% of children with some form of disability do not receive any structured education. While current initiatives to international inclusive education have been implemented, such as the Education for All program, some countries in the Global South are still challenging the lack of ability to provide children with disabilities access to education due to problems such as lack of resources and schools being overcrowded.
National approach
Africa
- South Africa
White Papers in 1995 and 2001 discussed special education in the country. Local schools are given independent authority.
Both modifications and accommodation are recommended, depending on the individual needs of the students.
Asia
- China
China has the world's largest educational system and features a state-run public school system under the Department of Education directive.
- Japan
Japanese students with special needs are placed in one of four different school settings: special schools, special classrooms with other schools, in resource spaces (called
Special schools are provided for severely handicapped students not accommodated in local schools. They do not use the same scoring or rating system as a public school, but judge students according to their individual plans.
Specific classes are similar, and may vary the national curriculum as seen by teachers. Tsukyu is the source room where students with minor problems use part-time for individualized instruction in small groups. These students spend the rest of the day in the main classroom. Some students with special needs are fully included in the main classroom, with accommodation or modifications as needed.
Training of disabled students, especially at the upper secondary level, emphasizes vocational education to enable students to become as independent as possible in society. Vocational training varies greatly depending on student disability, but the choice is limited to some people. It is clear that the government recognizes the need to expand the possibilities for these students. Progress to higher education is also a goal of government, and striving to have higher education institutions receive more disabled students.
- Pakistan
After independence (1947), Pakistan must face some serious challenges, because no proper emphasis is given for special education and even education. Among other reasons, lack of resources, both financial and human, are central to this context. The need and importance of special education are felt in Pakistan's various education policies at different times. At first, in his report, the National Education Commission (1959) highlighted the importance of special education. Subsequently the Education Policy (1972) and the National Policy and Implementation Program (1979) provide several important points for the sector. The same is also reflected in the different medium-term plans (five years). This was felt more seriously when the Directorate General of Special Education, Islamabad formulated a draft National Policy for Special Education in 1986 and revised it in 1988 to fit the emerging needs of a special/disability population. After that special education policy was launched in 1999. Recently, the Government of Pakistan has launched a new National Policy for Disabled 2002, which is dynamically implemented.
- Singapore
Special education is organized centrally by the Singapore Ministry of Education. Both special schools and integration into public schools are an option for students with special educational needs, but the majority of students with disabilities are placed in special schools.
Students with special education who want accommodation on a national exam must provide appropriate documentation to prove that they are disabled. Accommodations, but not modifications (for example, simple questions) are usually approved if they resemble the accommodation already used in everyday schoolwork, with the aim of maintaining the integrity of the exam while not having students unfairly disadvantaged by factors unrelated to what which is being tested. The accommodation is listed on the Abandoned Elementary School Exam.
Australia
The position of the Australian Association of Special Education Inc. (AASE) is informed by the 2005 Standard Disability Standards that require students with disabilities to be treated on the same basis as other students in enrollment and participation in education.
In connection with standardized tests, special consideration procedures are applied in all states to disabled students. Students must provide documentation Not all desired form of accommodation is available. For example, students who can not read, even if the inability to read is due to disability, can not read the exam for them, because the exam results should accurately indicate that students can not read. The report on the matriculation exam did not specify whether the student received any accommodation in taking the test.
Europe
Every country in Europe has its own specialized educational support structure. 28 European countries are protected by the European Agency for Special Needs and Inclusive Education.
- Bulgarian
- Czech Republic
Schools should take into account students' special educational needs when assessing their achievement. Students with disabilities are usually included in their school environments, although they can be placed in special schools.
- Denmark
In Denmark, 99% of students with specific learning difficulties such as dyslexia are educated along with students without learning challenges.
- Finnish
Schools adapt national guidelines to the needs of each student. Students with special educational needs are given individual plans.
They may be released from several parts of the school check-up, such as deaf students who do not take the listening comprehension test. If a student receives a modification on the exam leaving school, this is recorded on the achievement certificate. If they do not follow the national core curriculum, then they are tested according to the purpose of their respective educational programs.
- French
French students with disabilities are usually included in their school environments, although children may be placed in special schools if their personal plans call for them. Each student's private school plan describes the teaching methods, psychological, medical services and paramedics that the school will provide to the students.
- German
Most students with special needs in Germany attend special schools that only serve children with special needs. These include:
- FÃÆ'¶rderschule fÃÆ'¼r Lernbehinderte (special school for learning disabilities): for children who have challenges that interfere with learning
- FÃÆ'¶rderschule mit dem FÃÆ'¶rderschwerpunkt Geistige Entwicklung (school for cognitive development): for children with very heavy learning challenges
- FÃÆ'¶rderschule Schwerpunkt emotionale und soziale Entwicklung (school for emotional and social development): for children with special emotional needs
- FÃÆ'¶rderschule fÃÆ'¼r Blinde (school for the blind): for blind children
- FÃÆ'¶rderschule fÃÆ'¼r Sehbehinderte (school for the blind): for children who are visually challenged
- FÃÆ'¶rderschule fÃÆ'¼r GehÃÆ'¶rlose (school for deaf people): for deaf children
- FÃÆ'¶rderschule fÃÆ'¼r SchwerhÃÆ'¶rige (school for deaf people): for deaf children
- FÃÆ'¶rderschule fÃÆ'¼r KÃÆ'¶rperbehinderte (school for children with physical disabilities): for children with physical disabilities
- FÃÆ'¶rderschule fÃÆ'¼r Sprachbehinderte (school for children with language disorders): for children with language disorders
- FÃÆ'¶rderschule fÃÆ'¼r Taubblinde (school for the deaf-blind): for deaf-blind children
- Schule fÃÆ'¼r Kranke (school for sick children): for children who are too sick to attend school or hospitalized for a longer period of time.
- FÃÆ'¶rderschule fÃÆ'¼r schwer mehrfach Behinderte : for children with severe and many disabled people who need special care and attention. Sometimes these children are only vulnerable to very basic emotional and sensory stimulation. So the teacher at this school (and also the school for deaf people) is a highly specialized professional.
One of 21 German students attends a special school. The teachers in these schools are specially trained professionals who specialize in special needs education while at university. Special schools often have highly profitable student-teacher ratios and facilities that other schools lack.
Some children with special needs in Germany do not attend special schools, but are educated in public schools such as the Hauptschule or Gesamtschule (comprehensive school).
Students with special educational needs may be excluded from standardized tests or given a modified test.
- Greek
Greek students with special needs can attend a public school or special school.
Students whose disabilities have been certified may be exempt from some standardized test or given an alternative test. Accommodation responsive to student needs; for example, blind students may take an oral test, and students with hearing impairment follow a written test. Accommodation and modifications are recorded on the certificate of achievement.
- Hungarian
Special education is organized centrally.
According to the Public Education Act of 1993, students with special educational needs may be exempt from standardized tests or given modified tests. They have the right to extend time, choice of formats for tests (eg, verbal rather than written), and any equipment they normally use during school days.
In 2006, students with disabilities received a significant bonus (eight points) on the university entrance exam, which has been criticized as unfair.
- Republic of Ireland
The National Council for Special Education (NCSE) supports students with physical and intellectual disabilities.
- Dutch
As a general rule, students with special educational needs are integrated into their regular regular schools with appropriate support, under the "Going to School Together" policy ( Weer Samen Naar School ). Four special types of special disability schools exist. National policy moves toward "appropriate education" ( passend onderwijs ), based on individual strengths and weaknesses.
Strong emphasis is placed on the specific needs and individual positive abilities, not on the limitations. Defects are usually documented by experts.
Norwegia
The National Support System for Special Needs Education (Statped) is managed by the Norwegian Directorate of Education and Training. The general purpose of Statped is to provide guidance and support to those in charge of education in municipal and district governments to ensure that children, youth and adults with primary and special education needs are ensured with suggested educational and developmental requirements. Institutions affiliated with Statped offer a wide spectrum of services. Statped consists of 13 resource centers owned by the State, and 4 units for special education, where Statped purchases services. These centers offer special educational guidance and support to local governments and local governments.
- Portugal
Students with disabilities have a "guaranteed" right to appropriate accommodation on assessment. Schools are generally considered autonomous.
- Slovenia
At national tests, the National Examination Center usually provides the majority of requests for accommodation supported by the local school audit committee. Legislation opposes the use of unfair modifications for non-disabled students.
- Spanish
Schools are required to provide services and resources to students with special educational needs so that they make progress and participate in school. If a local school can not provide precisely for a student, then the student may be transferred to a special school.
Spanish non-governmental organizations such as ONCE have traditionally provided significant services to students with disabilities.
- Swedish
Local schools have significant autonomy, based on national guidelines. Schools are expected to help students meet the goals set for them.
There are special schools (Sweden: SÃÆ'¤rskola) for students with low ability to attend normal education. It has been in 2012-2013 media criticism on the fact that students with mild problems like dyslexia have been placed in special schools, severely hampering their chances in the labor market.
- Switzerland
Education is controlled by 26 cantons, and special education programs vary from place to place. However, integration is typical. Students are assessed according to their learning objectives.
United Kingdom
In England and Wales, the acronym SEN for Special Education Needs shows the conditions of having special educational needs, support services and programs and staff conducting education. In the UK SEN PPS refers to the Parent Education Special Needs Partnership Service. SENAS is a special education needs assessment service, which is part of the Local Authority. SENCO refers to the coordinator of special educational needs, who usually work with schools and children in schools with special educational needs. Special Needs Education Services Parents Partnerships help parents in the planning and delivery of their child's educational provision. The Department of Education oversees special education in the UK.
Most students have individual education plans, but students can have group plans in addition, or instead, individual plans. Group plans are used when a group of students all have similar goals.
In Scotland, the Supplemental Support Requirement Act places obligations on the education authorities to meet the needs of all students in consultation with other institutions and parents. In Scotland the term Special Education Needs (SEN), and its variants are not official terminology although the implementation of Additional Support for Learning means recently that both SEN and ASN (Additional Support Needs ) are used interchangeably in current general practice.
- Turkey
At a young age students with special needs in Turkey are given special education from the Ministry of Education, which is responsible for giving them the education they need.
To get your special education required certain things:
- "Residency certificate
- A written application by parents to the school administration
- Personal progress reports of children (if already registered) Ã,
- Child health report from hospital. "
All students with special needs receive Individual Education Program (BEP) which describes how the school will meet the individual needs of students. ÃÆ'-zel E? Itim Kurumlar? YÃÆ'¶netmeli? I (ÃÆ' â € "Egy) requires that students with special needs be given the Right Public Education Easily in a Minimal Restrictive Environment that fits the needs of the students. Government-run schools provide special education at various levels from the most rigorous settings, such as full inclusion, to the most rigorous settings, such as segregation in special schools.
The education offered by the school should be in accordance with the individual needs of the students. Schools are not required to maximize students' potential or to provide the best service. Unlike most developed countries, American schools are also required to provide many medical services, such as speech therapy, if students need this service.
According to the Ministry of Education, about 10 percent of all school-aged children currently receive certain types of specialized education services.
Like most countries in the world, poor students, ethnic minorities, or non-speak dominant languages ​​are disproportionately identified as requiring specialized educational services.
Poor, refugees are more likely to have limited resources and hire inexperienced teachers who do not cope well with student behavior problems, "thus increasing the number of students they refer to special education." Teacher's success, tolerance, gender, and years of experience and special educational referrals.
Latin America
Prior to 1978, little action was taken to educate disabled children in Columbia. Children will be left at home without much interaction with the outside world. In 1985, special education was scrutinized throughout the country and educational programs were created. After 1990, people with disabilities were given access to public school classes. Increased advocacy for accessibility for children with disabilities is initiated by awareness and recognition of the rights of this group of children to education. Despite improvements over the past few years, there has been slow progress for special education programs and special education policies.
Kolumbia
In the Colombian capital, Bogota, of 65,800 disabled children aged between 12 and 16, 26% have access to structured education.
North America
In North America, special education is usually abbreviated as specially ed SPOT , SpecEd , SPED , or SpEd professionally.
- Canada
Education in Canada is the responsibility of each province and region. Thus, rules vary from place to place. However, inclusion is the dominant model.
For big exams, Canadian schools typically use accommodation, such as special print exams for students with visual impairment, when assessing student achievement with special needs. In other instances, alternative judgments or modifications that simplify tests are permitted, or students with disabilities can be exempt from the full test.
- United States
All students with special needs receive Individual Education Program (IEP) which describes how the school will meet the individual needs of students. Individuals with Disabilities Education Act (IDEA) require students with special needs to be provided with the Right Public Education in a Minimal Restrictive Environment that fits students' needs. Government-run schools provide special education at various levels from the most rigorous settings, such as full inclusion, to the most rigorous settings, such as segregation in special schools.
The education offered by the school should be in accordance with the individual needs of the students. Schools are not required to maximize students' potential or to provide the best service. Unlike most developed countries, American schools are also required to provide many medical services, such as speech therapy, if students need this service.
According to the Ministry of Education, about 6 million children (about 10 percent of all school-aged children) currently receive some type of specialized educational services. Like most countries in the world, poor students, ethnic minorities, or non-speak dominant languages ​​are disproportionately identified as requiring specialized educational services. Urban schools that are poor, black and Latin are more likely to have limited resources and hire inexperienced teachers who do not address the behavioral problems of students, "thus increasing the number of students they refer to special education."
During the 1960s, in parts due to the civil rights movement, some researchers began to study the difference in education among persons with disabilities. Brown's decision v. The Board of Education, which declares unconstitutional "separate but equal" arrangements in public schools for students of various races, paves the way for PARC v. Commonwealth of Pennsylvania and Mills vs. District Education Council of Columbia, which challenges the segregation of students with special needs. The Court ruled that the unnecessary and unsuitable separation of students with disabilities is unconstitutional. Congress responded to this court decision with federal Education for All Children Disability Act in 1975 (since renamed Individuals with Disabilities Education Act (IDEA)). This law requires schools to provide services to students who were previously denied access to appropriate education.
In US government-run schools, the dominant model is inclusion. In the United States, three out of five students with academic learning challenges spend most of their time in regular classes.
Integrating technology in special ed. classroom
Autism
Autism, or Autism Spectrum Disorder (ASD), refers to a variety of conditions. This condition involves challenges with social skills, repetitive behavior, speech and nonverbal communication. They also involve unique strengths and differences. For example, there are those with low and high functioning autism (which some claim is identical to Asperger's syndrome.
Autism is known as a defect that damages the social interaction and communication skills of a person. People with autism tend to think and act differently than others. Many children with Autism Spectrum Disorder (ASD) feel comfortable with the device in their hands. For students with autism, there is an application called "visual scene display" that is most helpful for children with difficulty with verbal skills, according to Jules Csillag, speech language pathologist who focuses on specialized ed technologies. Applications such as SceneSpeak and Speech with Milo help autistic children develop storytelling skills with text-to-speech sounds and interactive story books. Using applications like these in the classroom can improve the verbal skills of autistic students.
There is some controversy surrounding the diagnosis and causes of autism. It is now believed that there is no single cause for autism. Research seems to indicate that autism is usually the result of genetic and environmental influences.
Down syndrome
If a student has a down syndrome, assistive technology can help with their learning experience. Author Down Syndrome: A Promising Future, Together, Terry Hassold, who earned a PhD in human genetics, explains that students with Down syndrome experience delays with cognitive abilities. Their brains have a late reaction when their nervous system sends messages for any task. Due to this late reaction, they tend to take longer to complete the task than the average student. Assistive technology is essential in helping Down students with their writing skills. Down syndrome children tend to have shorter, shorter fingers and lower thumbs making writing skills more difficult. Also, some common wrist bones do not form, making it difficult to hold the object. Tilt tables are one of the types of help technologies that can help in successful writing skills. A three-ring binder can be used to make the table tilt by turning the binder to the side. Also, students with Down often try to hold their pencils by leaning them on the thumb rather than using the tip of their thumb. Shortened pencils or triangle-shaped pencils encourage students to hold them properly. Using one of these assistive technologies can help a student syndrome during their education process.
Benefits
Today many people with disabilities are breaking barriers through the use of technology. For some individuals with disabilities, assistive technology is a necessary tool that allows them to engage in or perform many tasks. Integrating technology will enable students to increase their self-confidence, self-motivation, independence and they will also be able to engage in various activities at school.
See also
- Customized physical education
- Disability and poverty
- Disability study
- Early Childhood Intervention
- Inclusive education
- Learning environment
- Study room
- Mainstreaming in education
- Matches people and technology models
- Post Secondary Transition for High School Students with Disabilities
- Reasonable accommodation
- Response to intervention
- Special Assistance Program (Australian education)
- Special needs
- Supported work services
- Tracking (education)
- Washington County Closed Circuit Education Project
References
Source
Ã, This article incorporates text from free content works. Licensed under CC-BY-SA IGO 3.0 license license: Rethink Education: Towards a global common good? , 44, Box 6, UNESCO. UNESCO. To learn how to add open license text to Wikipedia articles, please see Wikipedia: Added open license text to Wikipedia. For information on reusing text from Wikipedia, please see the terms of use.
Further reading
External links
- European Agency for Special Needs and Inclusive Education
- Parent and Resource Information Center (USA)
- Extraordinary Children's Council (USA)
- Office of Special Education and Rehabilitation Services of the US Department of Education
- Guidelines for Special Education Terms & amp; Acronym (US)
Source of the article : Wikipedia
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