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Principles Of Special Education

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“Special Educational Needs” is defined as a restriction in the capacity of the person to participate in and benefit from education on account of an enduring physical, sensory, mental health or learning disability or any other condition which results in a person learning differently from a person without that condition... (Government of Ireland, 2004b, section 1)
Aims and principles of Special Education The aims of education for students with special educational needs include
(a) enabling the student to live a full life and to realize his or her full potential as a unique individual through access to an appropriate broad and balanced curriculum;
(b) enabling the student to function as independently as possible in society through the provision …show more content…

(United Nations, 2006) INCLUSIVE EDUCATION
Much of the research into supporting children with SEN in Europe centers on the concept of inclusive education – defined by Booth (2000) as ‘the process of increasing participation and decreasing exclusion from the culture, curriculum and community of mainstream schools.
SPECIAL EDUCATIONAL NEEDS
These fall into following four areas.

1. Cognition and learning
2. Behavioural, Emotional and Social Development
3. Communication and …show more content…

Many will need specialistsupport (for example mobility trainingor physiotherapy).Children with sensory impairments mayneed particular acoustic or lightingconditions. Some may need extra spaceand additional ‘clues’ to help themnegotiate their environmentindependently.Children with physical disabilities mayuse mobility aids, wheelchairs, orstanding frames, which can be bulkyand require storage. Whether they areable to move around independently orneed support, there should be sufficientspace for them to travel alongsidetheir friends. Accessible personal carefacilities should be conveniently sited.Health and personal care needsPupils with a range of medical needsmay count as disabled under the DDAand may or may not have accompanyingspecial educational needs. Theymay need facilities where their medicalor personal care needs can be metin

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The inclusive practice enables all of the students (with or without disabilities) to indulge in same class and learn together in the same class and context. Inclusive practices may refer to the idea of amalgamation of individuals with disabilities with the individuals without disabilities and having no pity for them or any other feeling that make them feels their disability. This is quite an ethical, social and educational question whether it should be done and if yes then how and why it is to be carried out (Lindon,

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The categories of disabilities are; autism, deaf/blind, deafness, hearing impaired, mental retardation, multiple disabilities, orthopedic impairment, serious emotional disturbance, specific learning disabilities, speech or language impairment, traumatic brain injury, visual impairment including blindness, and other health impairment. To be eligible, a student must have a disability that adversely affects her or his educational performance and must need special education in order to receive an appropriate education. Found at: IDEA (The Individuals with Disabilities Education Act). (n.d.). Retrieved November 14, 2015, from http://www.help4adhd.org/en/education/rights/idea Helpful Organization Websites/Contact Information

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Explain the relationship between disability and special educational needs. Explain the nature of the particular disabilities and/or special educational needs of children and young people with whom they work. Explain the special provision required by children and young people with whom they work. Explain the expected pattern of development for disabled children and young people and those with special educational needs with whom they work People often confuse Disability for Special Educational needs and the Special Educational needs for a Disability.

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Specific needs- It is important that all children and young people who have specific needs such as a physical disability or sensory impairment etc must have full access to all available activities. Each setting should make sure that

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Children with special needs are referred to as exceptional children, in the United States education, care, and treatments are accomplished through interaction and collaboration between public health and education field. A well known exceptional person, Hellen Keller beat the odds and became an author and activist for people with disabilities. Summary In ‘Teaching Exceptional Children: Foundations and Best Practices in Inclusive Early Childhood Education Classrooms’, the author focuses on inclusion. The inclusion movement is apart of the social model of disability, which is the way society views and defines disability.

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“The term “inclusion” replaced all previous terminologies, i.e., integrated special education; reverse mainstreaming, previous to the early 1990s in hopes that the word would mean more than placing children with special needs in the regular educational classroom, including a sense of belonging, social relationships, and academic development and learning.” (Odom, Buysse, & Soukakou,

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Special education is a discipline marked by a lot of controversy and which elicits a heated debate among education administrators, parents, and teachers. Full inclusion, which is the belief that disabled students should be incorporated into regular classrooms, regardless of whether they meet conventional curricular standards or not, is the major point of controversy. Full inclusion embraces the idea that disabled students should undertake regular education and only be excluded in a class when important services cannot be offered to them (Nelson, Palonsky, & McCarthy, 2010). This paper seeks to delve into the arguments surrounding full inclusion and establish their validity. It will achieve this by highlighting the arguments for and against

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Henry Ford once said, “Coming together is a beginning; keeping together is progress. Working together is success” (Brainy Quote). From here, the concept of inclusive education, including students with and without learning disabilities as peers in the same classroom, originated. The aim of this type of education is to get students with learning disabilities involved in the society. Teachers and fellow students will also provide help for students with disabilities; in this way, students with learning disabilities will be motivated to study as they feel that they are a part of a group instead of being isolated in special places.

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Now, I realize that a student needing special education does not automatically mean that they will need help with everything and have an extremely difficult time learning. Most of the students I observed did not seem any different than the students not in special education. They just needed extra help in certain subjects. They picked up on the material much more quickly than I had thought they would and were able to do more on their own than I had originally thought. Before this class and project, I also did not think about the fact that students with special needs often stay in the general education classroom as well as working in the special education

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According to UNESCO, inclusive education is a process of addressing and responding to the diverse needs of all children by increasing participation in learning and reducing exclusion within and from education (Nguyet and Ha 2010). Inclusive education is a process of increasing the presence, participation and achievement of all learners (Booth and Ainscow 2002). The process involves mainstreaming children with special educational needs into regular classroom settings, allowing them to learn side by side with their peers without disabilities. Inclusive education implies that children with special educational needs have to attend mainstream schools they would have attended if they did not have a disability. Mainstreaming children with special needs education has a positive impact on both social and academic learning for children with and without special needs (Farrell 2000).

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