Special Educational Needs
What are the four separate categories of Special Educational Needs and constituent sub-categories, as detailed in the S.E.R.C. report?
1. Pupils with learning difficulties and disorders
· Pupils in need of Remedial Teaching (Learning Support)
· Pupils with Specific Learning Disabilities
· Pupils with Specific Speech and Language disorders
2. Pupils with Physical and Sensory Disabilities
· Pupils with Physical Handicap
· Pupils with Hearing Impairment
· Pupils with Visual Impairment
3. Pupils with Mental Handicap and with Emotional and Behavioural Disorders
· Pupils with Mild Mental Handicap
· Pupils with Moderate Mental Handicap
· Pupils with Severe / Profound Mental Handicap
· Pupils with Emotional and or Behavioural Disorders
· Pupils with Childhood Autism
4. Pupils with Other Special Needs
· Pupils who are Educationally and Socially Disadvantaged
· Children of the Travelling Community
· Pupils who are Exceptionally Able or Talented
What are the seven principles of Special Education as detailed in the S.E.R.C. Report?
· All children, including those with special educational needs have a right to an appropriate education.
· The needs of the individual child should be the paramount consideration when decisions are being made concerning the provision of special education for that child.
· The parents of a child with special education needs are entitled and should be enabled to play an active part in the decision-making process: their wishes should be taken into consideration when recommendations on special educational provision are being made.
· A continuum of services should be provided for children with special educational needs ranging from full-time education in ordinary classes, with additional support as necessary, to full-time education in special schools.
· Except where indivi...
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...hildren in the mainstream school so that they could reach their maximum potential.
Bibliography
Primary References:
Hibernia College, Special Education Needs: Lesson 3
Task Force on Autism. (Government of Ireland 2002)
Secondary References:
Dawson, G., & Osterling, P. (1997). Early intervention in autism. In M. J. Guralnick (Ed.), The effectiveness of early intervention. Baltimore: Paul H. Brookes.
Websites:
Karen Williams. Intervention in School and Clinic; Understanding the student with Asperger Syndrome: Guidelines for teachers; May 2001 http://static.highbeam.com/i/interventioninschoolampclinic/may012001/understandingthestudentwithaspergersyndromeguideli/ (accessed 20/10/2004)
Autism Society of America www.autism-society.org (accessed 20/10/2004)
Marcy Fox; Research Paper on Inclusion of Children with Autism http://tiger.towson.edu/users/mfox3/research%20paper.htm (accessed 20/10/2004)
New York State Department of Health, Early Intervention Program; Report of the Guideline Recommendations; Autism / Pervasive
Developmental Disorders; Assessment and Intervention for Young Children (Age 0-3 Years) http://www.health.state.ny.us/nysdoh/eip/autism/ (accessed 20/10/2004)
(The requirement of designing special education services to meet a student’s unique needs is also found within the IDEA’s purpose section and its definition of “special education”.) In many situations where a student’s special education services may appear to be ineffective, an important question to ask is whether the student’s educational program has been sufficiently tailored to meet his or her unique special education needs.
There are many individuals who contribute to the education of the student with special needs. Their roles and responsibilities are varied, and each play an important part in the education of the student with disabilities. In the early years of special education, individuals with disabilities were not educated in the traditional classroom. Many of the students were left at home to be taught by their parents, or, sent away to institutions if the families were unable to care for them. In addition, some were education in private schools at the cost of the families. It was not until the 1970’s that special education became acceptable in the public schools. The passing of legislation made it possible for all students to have a right to a free and public education, regardless of their disabilities. The individual with disabilities education act (IDEA) opened the door to education for all students and therefore a change in special education.
“Treatment of Autism in Young Children: Behavioral Intervention and Applied Behavior Analysis:Infants & Young Children, by Jensen, VK, and Sinclair LV, published in 2002, summarized Oct 19, 2006
Early intervention is effective in treating autism spectrum disorder in many ways. One important way it has been proven effective by research is by increasing a child’s cognitive skills. When a child is first diagnosed with autism spectrum disorder, they will likely be diagnosed as having a cognitive delay. Research shows that early invention services, such as applied behavior analysis, occupational, and speech therapy has helped increase IQ scores in children with autism spectrum disorder. In one study, children who received up to twenty hours a week of early intervention services had an average rise in IQ points of 17.6 (Solis, 2010). This increase in cognitive skills benefited children in the classroom setting. After receiving extensive early intervention treatment, children typically performed better on standardized testing. With an increase in cognitive skills and better achievement on standardized testing, children were able to be placed in less restrictive classroom settings (Smith, 199...
Snell, M. E. (2003). Autism, Education of Individuals with. In J. W. Guthrie (Ed.), Encyclopedia of Education (2nd ed., Vol. 1, pp. 161-162). New York: Macmillan Reference USA.
For a special education student to be successful and reach their true potential, it takes a collaborative effort between both the special education and general education teacher. Both teachers need to have an understanding of each student’s disability and unique academic needs. Both teachers play vital roles in participating as part of the IEP team, providing professional input, and best practices to develop the student’s IEP, which will provide all stakeholders in the child’s education the accommodations and modifications for the special needs child to be successful in the
Parents have the right to be included in placement decisions, IEP developments, and evaluations. Schools should collaborate and communicate consistently with family members due to the fact they know their child better than anyone else and can be a powerful resource, as well as an advocate, for their development and education (American Foundation for the Blind, 2015). Furthermore, information regarding a student’s disability is highly confidential. IDEA clarifies that such information may be shared with only individuals who are working directly with the student (Friend, 2014).
... placing children in special education costs money and resources that are already scarce. In order to provide the best education for all students, teachers must be careful to refer only those who are truly disabled and not simply different.
Under the 1944 Education Act children with special educational needs were defined in medical terms and categorised according to their disabilities. Many of those children were considered as ‘uneducable’ and were labelled as ‘maladjusted’ or ‘educationally sub-normal’, and they were given ‘special educational treatment’ in special schools or institutions. In these special schools (institutions) the rights of the children were not considered, as children were socially alienated from family and the society from where they lived. Though the grouping of children with similar disabilities looked positive in the past, such children were deprived their right to association with their peer...
Ospina, MB., Krebs, SJ., Clark, B., Karkhaneh, M., Hartling, L., et al. (2008). Behavioural and Developmental Interventions for Autism Spectrum Disorder: A Clinical Systematic Review. PLoS ONE, 3(11). Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/19015734
November 13, 2013. “Increasing Options and Improving Provision for Children with Special Educational Needs. (SEN).” Gov. UK. Copyright 2018 Crown.
Marks, S. et. al. (2003). Instructional Management Tips for Teahers of Students with Autism Spectrum Disorder (ASD). Teaching Exceptional Children, 35 (4), 50-55.
United Nations Educational, Scientific, and Cultural Organisation. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Retrieved from http://www.unesco.org/education/pdf/SALAMA_E.PDF
Jordan, R., & Powell, S. (1995). Understanding and Teaching Children with Autism. New York: Wiley.
Special Education is the education of students with special needs in a way that addresses the students’ individual differences and needs. And it is a specially designed instruction that meets the needs of students with disabilities as they attend to school, it also includes related services and supplementary aids and services. It helps every student with disabilities to have a chance to learn and showcase their own talent and intelligence. Without these students, Special Education wouldn’t be an organization or community who are willing to help these students with disabilities to learn and to attain their needs.