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Inclusion of special education and impacts on student learning
Special education and inclusive education
Special education and inclusive education
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It is noticeable that in the UK for parents who have children with “Special Educational Needs” have been made nearly all necessary conditions that pupils need to. For instance, parents may apply for their children on the Government website which conducts to the UK’s citizenship many services including “Special Educational Needs”. People whose children have disability might choose any school in turns schools must publish information on their website regarding Government’s rules of teaching special educational needs children. Turning now to the question of database which shows that in England amount of the children with special educational needs lessened from 1.62 million pupils in 2011-2012 and 1.55 million in 2012-2013, though the number of learners with statements of special educational needs increased slightly from 226.125 pupils in 2011-2012 to 229.390 pupils in 2012-2013 the database relating to the Government’s website. It means, each of fifth pupils in England are said to have special educational needs (21%). As an example British Broadcasting Company (BBC) observes “the greater classes are "decelerate learning difficulty" (24.2%), societal difficulties and behavioural, emotive (22.7%) and language, speech and relations needs (16.3%). A less ratio of pupils have physical disabilities (3.8%), visual or hearing impairments (3.4%), and autism spectrum (8.1%). Furthermore, children from any segments of society can have special educational needs, but indeed it is commonly among some section of the society. For example, at secondary school, girls are three times less likely to have a statement than boys. Chinese children are most likely not to have special educational needs, while Black children are the greatest likely. Learners with special educational needs are mostly to be appropriate for free school meals than those without them. All state schools are under the control of UK’s law to guarantee that special help is provided for children with special educational needs. It is correctly to mention that there is a program called “school action” under which more than half of pupils with special educational needs are listed. If other support is needed, the child is listed as "school action plus", which may involve the school bringing in specialist help from outside”.
This report aims to recognize the contemporary statutory framework for identifying and working with children with Special Education Needs and Disability in England (The SEND Code Of Practice). The report will pay particular interest in discussing the key elements which derives from the 2014 Children and Families Act practiced in relation to the Department for Education (DfE). The report will pry into the current changes of the SEND code of practice, its assessment framework, why these have been introduced and who these changes makes a difference to. To discuss this the report will be looking at a variety of sources to better understand the most important details also includes but not limited to newspaper report, recent research papers,
These children were now being seen as a group in which society had obligations to provide “normalisation” (Bowe, 2007, p.45) and would lead to a revolutionary law being introduced in America. The Education for All Handicapped Children Act was passed in 1975, of which Australia became a signatory. (AIHW, 2004). This Act mandated “that all school-age children with disabilities must receive a free appropriate public education” (Bowe, 2007, p. 101) “in the least restrictive environment” (Bowe, 2007, p. 5). For the first time in a century, Australia no longer segregated these children into an isolated “special facility” (Allen & Cowdery, 2012, p. 8). State governments established special education units within mainstream schools (AIHW, 2004). This is referred to as Integrated education and is described by Talay-Ongan & Cooke (2005), as an environment “where children with similar disabilities in special classes share the normal school environment, and utilise some classes (e.g., art or physical education) or the playground that all children enjoy.” In 1992, the Disability Discrimination Act was introduced in Australia which specifically covered the topic of Education and in 2005 a set of supplementary standards was passed which specifies the support schools are required to provide to students with a
Disability can affect development in a variety of ways. It is important that every pupil feels valued and included. Diversity should be welcomed. Children should not be stereotyped because of
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...
Through the development of Inclusive Education it is possible that children grow up to be more accepting of differences, where once the notion of something “different” and “separate” could cause caution, fear and ridicule. There are multiple policies and processes present within our society supporting inclusivity and the right every child regardless of their special needs or difficult circumstances has to an education. The Salamanca Statement developed world wide in 1994 states every child’s right to an education. In support of this policy the Commonwealth Disability Discrimination Act (1992) sets disability standards in our education system and the Melbourne Declaration (2008) further attempts to promote equity and excellence within our schools.
Federal and state laws, as well as mandates, now require schools to educate all children with disabilities in the least restrictive environment, to the maximum extent possible. The least restrictive environment is considered to be the general or the “regular” education classroom. The preferred language of today is the term “general education classroom”, because using the word “regular” implies that special education rooms would then be considered ‘irregular”. Schools are also bound by law to provide “a full continuum of services” which simply means they need to be able to provide all placement options, from the least restrictive to the most restrictive environment, such as an institution. Each special needs student also has an individualized education plan to meet their unique needs.
The education system is arguably the most beneficial system in the world; however, it also contains many controversial practices. Proper funding, discrimination, and curriculum are just some of the problems in today’s education system. Everyone has a different opinion about what is best for our children and it is impossible to please everyone. As long as the educational system is in tact, then there will be confusion and debate within the system and its’ administrators. The only thing that can be done is attempting to make it so that everyone will benefit equally, but this is much more difficult than one would assume. I will focus on the aspect of discrimination on minorities within special education and more specifically the following questions: Does the special education system discriminate against minorities? If so, how? What can be done, if anything, to correct or improve this system?
Before the 1960s, special needs children were not given equal education that children without disabilities got. Some special needs kids were lucky enough to go to public schools but if they did, they were not given sufficient care. There were schools designed for these kids but they were far from effective in teaching the children. In the 1970s people made a stand against the poor education the disabled kids were getting. These advocates, which included many parents, fought for special funding to provide special needs kids with proper education and better learning environments. Today, most special needs kids are openly welcome in public schools. This has recently been debated about whether it is a smart choice in letting special needs students interact and learn with regular students. Special needs kids should not be separately educated because being with regular students helps the disabled kids learn from them and helps regular kids learn to interact with different people.
I have been a Special Education Para-Educator for eleven years now. My decision to do this was based on the needs of my family and kids. When my last child was born, the doctors did not think that he would make it. He had a heart malfunction and was born with RSV and Von Villibrantds disease (which I did not find out until he was three); those factors lead me to want to work with special education kids, knowing that I could make a difference.
November 13, 2013. “Increasing Options and Improving Provision for Children with Special Educational Needs. (SEN).” Gov. UK. Copyright 2018 Crown.
Before the 1840’s the education system was only available to wealthy people. Individuals such as Horace Mann from Massachusetts and Henry Barnard in Connecticut believed that schooling for everybody would help individuals become productive citizens in society. Through their efforts, free public education at the elementary level become assessable for all children in American by late 19th century. By 1918 all states passed laws that required children to attend elementary school. The Catholics were against this law, so they created their own private schools. In 1925 the Supreme Court passed a law that allowed children to attend private school rather than public school (Watson, 2008).
The EPSEN Act (2004) defines inclusion as the intention to provide people with special educational needs the same right to avail of, and benefit from, appropriate education as do their peers who do not have such needs. The idea of inclusion is far from new but is still struggling to find its feet in the Irish education system. It can be said however, with confidence that the segregation of normal students from special students is being wiped out, with there being a decline in special schools since the early 1990s (Pijl, Meijer, Hegarty 1997).
The inability to ensure that children with disabilities receive effective educational services results in their exclusion from the labour market and other forms of marginalization and dependency. In many countries, that also includes some of the developed countries like Canada, Australia, U.K educational establishments are physically inaccessible to differently-abled people and do not provide adequate support. This is also true for India. Even though various efforts have been made in the past, both the rates of educational participation and outcomes of education, remain very poor for children and young adults with disabilities. Illiteracy rates for this group remain much higher than the general population and school attendance continues to lag behind that of non-differently-abled peers.
How can ICT support the learning of children with special educational needs? ICT can support the learning of children with special educational needs [SEN]. It enables children with SEN to overcome barriers to learning by providing alternative or additional methods of communicating within the learning process. Moreover, it also helps teachers to create a supportive framework, which can enable autonomous learning. When used creatively, ICT can enrich and enhance teaching, motivating pupils and engaging them in active learning.
“in order for your child to qualify for the services the student must be found to have one of the 13 categories of special education and it must adversely affect their educational performance” (Hancock, 2016). So to get a better understanding of the special education process we have to view it from both sides of the situation, that is, a parent whose child was diagnosed with a disability, and a professional who works with special education for a living. Knowing both sides and their views we can get a better grasp of the whole system and the flaws and strengths that come with the whole process and