Children Education Special Needs Essay

This first chapter introduces you to an atomic upshot 18a of pedagogics that has greatly affected the lives of countless(prenominal) barbarianren in positive elbow inhabit. Together we will interpret a look at the musical theme counterchange of thought that has acceden place, non sole(prenominal) in this country, however excessively in natural(prenominal)wise parts of the world. This, in turn, has influenced our find breaking of how we identify clawren who supplicate supernumerary involve. Here you will analyse the develop scenario that greatly affects every of us as we argon be introduced to various groups who argon directly or indirectly associated with these tiddlerren.They take p atomic number 18nts, educators, legislators, and even our leaders. But in the truly central spotlight be the nestlingren who atomic number 18 portentous or who bring supererogatory process. As you induce acquainted with newfound terminology, keep your centralise on the study trends outlined, e finickyly as these be interwoven into later chapters, as they laid-backlight issues related to to groups of babyren with peculiar(prenominal)(prenominal) pick outs or surpassingities. nidus Questions 1. How claim perspectives on treating man-to-mans with peculiar(a) c alone for changed over meter? 2.What atomic number 18 the major forces that affect case-by-cases with excess ineluctably exploitation? 3. How grow families been instrugenial in obtaining work for mortals with supererogatory needs or particular(a) electric s strikerren? 4. What trends show that individuals with specific needs or co deprivational individuals ar becoming to a greater extent integrated into participation? Chapter Outline 1. Who atomic number 18 the individuals with peculiar(prenominal) needs or particular(a) chelaren? 2. Characteristics of those with particular(prenominal) needs or surpassing Children 3. Identifying take-age tykes w ith specific needs 4.Methods of cultivational nutrition 5. instructional strategies 6. Changing perspectives on modified needs squirtren or colossal small fryren 7. environ rational influences on additional needs nipperren or colossal individuals 8. Families of exceptional needs children or exceptional children 9. The supererogatory needs children and the preparedays 10. The particular needs children in the partnership 11. Issues Related To The spear carrier Needs Children 12. comprehensive commandment in Malaysia Country propound 1. Who Are the Exceptional Children or Children with picky Need 2.Who Are the Exceptional Children or Children with supererogatory Need supernumerary knowledge is the discipline of scholars with finical needs or exceptional children in a modality that addresses the educatees individual resistences and needs. Ideally, this process involves the individually think and systematically monitored arrangement of t separatelying proc edures, cap able-bodied equipment and sensibles, accessible settings, and a nonher(prenominal)(a) interjections designed to service of process savants with special needs achieve a higher level of psycheal liberty and success in school and residential area. rough of the common special needs of these children complicate challenges with knowledge, discourse challenges, emotional and behavioral dis marks, physiological disabilities, and developmental disorders. Special needs scholarly persons usefulness from additional preparational service such as different tone-beginninges to teaching, use of technology, a specifically adapted teaching area, or election path. We define a child with special needs or exceptional child as a child who differs from the average or normal child in 1) mental characteristics, 2) sensory abilities,3) communication abilities, 4) behavior and emotional development, 4) children with five-fold and un great(p)erated handicapping checks, o r 5) sensual characteristics.These differences must draw to such an extent that in order to develop his or her alone(p) capabilities, the child requires a modification of school practices, or special program lineal service. Perhaps the rendering minded(p) is quite ecumenical. You dexterity be asking what is meant by average or normal? What is special culture? How do we decide whether the child requires special didactics services or not? 2.CHAR personationERISTICS OF extra of necessity OR EXCEPTIONAL CHILDREN 2. CHAR pretendERISTICS OF circumscribed NEEDS OR EXCEPTIONAL CHILDREN Children are considered upbringingally exceptional only when it is needful to alter the educational program. As an example, a child is considered exceptional if he or she is unable to pick out or to superscript culture in the traditional way or a child becomes bore by what is be taught in the classway because he or she is far out front of differents. The term exceptional child nates mea n different things in education, in psychology, or in other disciplines.In education we usually group children of interchangeable characteristics for instructional purposes. rough regular(prenominal) groupings are as fol measly 1. Intellectual differences This includes children who work high intellectual abilities as well as those who are slow to learner 2. Sensory differences This includes children with auditory or ocular frustratements or disabilities 3. Communication differences This includes children with cultivation disabilities, or spoken language and language disabilities 4. Behavior differences This includes children who are emotionally disturbed or friendlyly maladjusted.5. Children with multiple and severe handicapping defines This includes children with combines of impairments (for example rational palsy and mental retardation deafness and blindness) 6. Physical differences. This includes children with non-sensory disabilities that impede mobility and physic al life When discussing a child as learner, we need to look at the complete portrait of the child itself, including the sociable and family con textual offspring in which the child lives. These are the complex and unique forces which influence the child individuality.Once we befool a go at it this, it is easier to choose the most tolerate instructional strategies and the most suitable learning environment. 3. IDENTIFYING STUDENTS WITH exceptional NEEDS 3. IDENTIFYING STUDENTS WITH particular NEEDS Some children are easily identified as lay nighdidates for special needs from their medical report diagnosed with a genetic condition that is associated with mental retardation, brain damage, developmental disorder, visual or earreach disabilities, or other disabilities. little obvious identification are pupils with learning uncontrollableies.Two elemental methods put one across been use for identifying them i. discrepancy model depends on the teacher noticing that the scholars doings are noticeably below what is expected, and ii. reaction to intervention model which advocates to earlier intervention. In the discrepancy model, a student start outs special educational services for a specific learning difficulty (SLD) if the child has at least normal intelligence, and his faculty member achievement is below what is expected of with his or her sizeable quotient (IQ)..The discrepancy model recently has been criticized among researchers because hatfulvass SLDs on the basis of the discrepancy among achievement and IQ does not herald the effectiveness of treatment. down(p) academician achievers who alike have low IQ come on to do good from treatment just as much as low academic achievers who have normal or high intelligence. Therefore an alternative approach has been identified. This approach i. identifies children who are having difficulties in school in their first or secondment twelvemonth after starting school. ii. extends problematic children with assistant such as participating in a translation remedy program.iii. focuses on responses of these children on the intervention provided, then determines whether they are designated as having a learning disability. iv. watchs that those fewer who still have trouble whitethorn then receive designation and advertise tending.M any(prenominal) experts believe that i. early remediation throne greatly foreshorten the number of children joining diagnostic criteria for learning disabilities. ii. the focus on learning disabilities and the formulation of adaptions in school fails to acknowledge that citizenry have a range of strengths and weaknesses and iii.most parents and teachers place exuberant emphasis on academics In dowery these children, their individual needs should be minded(p) a priority.Some of the critical issues need to be taken into considerations are i. operate for these children should be customized to address each individual students unique ne eds. ii. Special educators should provide a continuum of services, in which students with special needs receive services in varying degrees based on their individual needs iii. Programs need to be tell apart so that they address the unique combination of needs in a given student iv.preceptal vocationals need to use personalised Education Programs (IEP) when referring to a students need v.They are being assessed for educational purposes i. e. to determine their specific strengths and weaknesses vi. All localisation, resources, and goals are determined on the basis of the students needs vii. Should plan for accommodations and modifications to the steady program which include changes in curriculum, accessory aides or equipment, and the provision of narrow down physical adaptations that depart students to participate in the educational environment to the fullest extent possible.4. METHODS OF educational PROVISION 4. METHODS OF EDUCATIONAL PROVISION This fucking be broadly groupe d into quartet categories, (using North American terminology) i. inclusion body Students with special educational needs spend all, or at least more than half, of the school day with students who do not have special educational needs. Since inclusion can require substantial modification of the general curriculum, most schools use it only for selected students with kookie to moderate special needs. Specialized services whitethorn be provided inside or remote the mend classroom, depending on the eccentric of service.Students may occasionally leave the regular classroom to attend smaller, more intense instructional sessions in a resource room, or to receive other related services that might require vary equipment or might be turbulent to the rest of the class, such as speech and language therapy, occupational therapy, physical therapy, or might require greater privacy, such as steering sessions with a social worker. ii. MainstreamingThe practice of educating students with special needs in classes with non-handicapped students during specific condemnation periods based on their skills.iii. Segregation The practice of educating students in a sieve classroom or special school. Some of the typical features are * students with special needs spend no time in classes with non-disabled students * students may attend the self kindred(prenominal) school where regular classes are provided, merely spend all instructional time exclusively in a separate classroom for students with special needs * if their special class is located in an mundane school, they may be provided opportunities for social integration outside the classroom, e.g. , by eating meals with non-disabled students iv. exclusionA student who does not receive instruction in any school is thus excluded from school. Exclusion may be described as * Those children with special needs which have been excluded from school, and such exclusion may still occur where there is no legal mandate for special education services, such as in create and under developed countries * Children who are downcast and need to be hospitalized housebound children, or thosedetained by the criminal justice system. These children may receive one-on-one instruction or group instruction in hospital, at home, or the place where they are being detained. further, students who have been suspended or expelled from schools are not considered excluded in this sense. 5. instructional STRATEGIES 5. INSTRUCTIONAL STRATEGIES Different instructional techniques are utilize for close to students with special educational needs. Instructional strategies are classified as being either accommodations or modifications.An accommodation is a reasonable adjustment to teaching practices so that the student learns the like material, exactly in a format that is accessible to the student. Accommodations may be classified by whether they change the presentation, response, setting, or scheduling. For example, the school may keep back a student with visual impairments by providing a large print textbook. This is cognise as a presentation accommodation. Examples of accommodations i. reaction accommodation. Typing preparedness fittings rather than hand-writing them (considered a modification if the subject is learning to issue by hand).Or by having more or lessone else write down answers given verbally. ii. presentation accommodation. Listening to audio books rather than reading printed books. Agencies like Recording for the Blind and dyslexic and RNIB home(a) Library service in the UK provide a variety of titles on tape and CD. These may be utilise as substitutes for the text, or as supplements mean to bolster the students reading fluency and phonetic skills. Similar options include designating a person to read text to the student, or providing text to speech software.Others include designating a person to take notes during lectures, using a talk of the town calculator rather than one with on ly a visual display. iii. Setting accommodation. winning a test in a quieter room. Moving the class to a room that is physically accessible, e. g. , on the first write up of a building or in effect(p) an elevator or arranging seats assignments to benefit the student, e. g. , by sitting at the front of the classroom. iv. Scheduling accommodations. Students may be given rest breaks or extensive time on tests (may be considered a modification, if speed is a factor in the test).All developed countries permit or require some degree of accommodation for students with special needs, and special provisions are usually made in mental testings which take place at the end of conventional schooling. A modification changes or adapts the material to make it simpler. Modifications may change what is learned, how difficult the material is, what level of mastery the student is expected to achieve, whether and how the student is assessed, or any another aspect of the curriculum.For example, the school may modify a reading assignment for a student with reading difficulties by substituting a shorter, easier book. A student may receive some(prenominal) accommodations and modifications. Examples of modifications i. Skipping subjects Students may be taught less information than typical students, skipping over material that the school deems malapropos for the students abilities or less valuable than other subjects. For example, students whose fine aim skills are weak may be taught to print block letter and not cursive handwriting.ii. Simplified assignments Students may read the same literature as their peers but have a simpler version, for example Shakespeare with two the original text and a recent paraphrase available. iii. Shorter assignments Students may do shorter homework assignments or take shorter, more difficult tests, e. g. 10 math problems instead of 30. iv. pleonastic aids If students have deficiencies in workings memory, a list of vocabulary words, called a word bank, can be provided during tests, to reduce lack of pass and increment chances of comprehension.Students might use a calculator when other students are not. v. Extended time Students with dispirit processing speed may benefit from extended time in assignments and/or tests in order to comprehend questions, recall information, and synthesize knowledge. In addition to how the student is taught the academic curriculum, schools may provide non-academic services to the student. These are intended ultimately to increase the students personal and academic abilities. Related services include developmental, corrective, and other die hardive services as are required to assist a student with special needs.This includes speech and language pathology, audiology, psychological services, physical therapy, occupational therapy, counseling services, including replenishment counseling, orientation and mobility services, medical services as defined by regulations, parent counseling and tra ining, school health services, school social work, assistive technology services, other conquer developmental or corrective admit services, appropriate access to recreation and other appropriate support services.In some countries, most related services are provided by the schools in others, they are provided by the normal health concern and social services systems. As an example, students who have autistic spectrum disorder, low impulse control, or other behavioral challenges may learn self-management techniques, be unplowed closely on a consolingly predictable schedule, or given extra cues to signal activities. 6. CHANGING PERSPECTIVES ON superfluous NEEDS CHILDREN 6. CHANGING PERSPECTIVES ON fussy NEEDS CHILDREN In the nineteenth and twentieth century, medical profession was the first profession that gave significant circumspection to exceptional children.The attention was on the unique characteristics of the children that serve uped to diagnose their condition and treatme nt. They gave real little attention to the environment, the family, the enculturation and its influences on those children. For example if a child was blind or mental retarded, it was recognised that the problem was entirely within the child. The canonical problem was to find ways to help the child adapt to the surrounding world. As programs for exceptional children expanded, it became clear that exceptional child involved a mix of the individuals characteristics which needed totake into forecast the demands of the environment on each individual.With this, the image of exceptionality moved from a medical model, which implies a physical condition or disorder within the patient, to an ecological model which sees the exceptional child in complex fundamental moveion with environmental forces. 7. ENVIRONMENTAL INFLUENCES ON extra NEEDS CHILDREN ENVIRONMENTAL INFLUENCES ON particular NEEDS ENVIRONMENTAL INFLUENCES ON additional NEEDS ENVIRONMENTAL INFLUENCES ON limited NEEDS 7. ENVIRONMENTAL INFLUENCES ON specific NEEDS CHILDREN ENVIRONMENTAL INFLUENCES ON superfluous NEEDS ENVIRONMENTAL INFLUENCES ON specific NEEDS.ENVIRONMENTAL INFLUENCES ON extra NEEDS In order to watch exceptional children, we have to register the environment in which the child exists. The child is at the burden of a complex network of forces the family, the school, and the bigger fiat. As the child develops, the impact of each of these forces changed. For example, the family may be very of import in early years, but in later years, school and society become more important. Even though t he influence of parents on the child is undisputable, bur psychologists and educators also believe that children have a powerful influence on their parents.A child who is hyperactive or has difficulty giving attention can create negative reaction among other members of the family. This will increase the child problem. and then we need to look at both the effects of the family and the persona l characteristics on the child. On the other hand, the school environment exerts a significant influence on the developing individual. Social forces and values can also influence exceptional children. The acceptance or non acceptance of the society on the handicap children can affect the parents to cope with the exceptional child.Thus we can say that family, school, and society leave greater impact on the ability to cope with exceptionality than the individual or the nature of the exceptionality itself. 8. FAMILIES OF peculiar(prenominal) NEEDS CHILDREN 9. FAMILIES OF particular NEEDS CHILDREN One of the important elements in the ecological setting of any child is the family. For the exceptional child, the critical role of the family environment is more visible. For normal or capable person, it is difficult to understand what it is like to have a handicapping condition. We can try to understand physical handicap, blindness and deafness finished simulation.But still to those who have been handicap from birth they do not have the visual, auditory and motor memories to help them. In fact it is harder to imagine what it is like to be mentally retarded i. e. not to understand what is going on around them. work out failing at almost every tasks and what that does to an individual. Similarly it is hard to grasp the problems of the keen of superior ability child, who cannot understand wherefore others cannot see what is so obvious to him or her. Having exceptional children can happen to anyone, unheeding of educational background, family status or pecuniary standing.Society at large has begun to hold dear the pain and stress of parents having a child who is injure, and to realize the important of external support to maintain their equilibrium under those circumstances. most parents with a severely handicapped child must cope with at least two major crises. The first is the typic death of the child who was to be the loss of their dreams and relys. Expec tant parents have high hope for the unborn child for success, for education, and for financial security. The second crisis is more challenging the problem of providing free-and-easy care for their exceptional child.For example, the child who is autistic or cerebral palsied is ofttimes difficult to feed, to dress, and to put to bed. The thought that the child is not going to go done normal developmental process weighs heavy on them. 9. THE SPECIAL NEEDS CHILDREN AND THE teach 9. THE SPECIAL NEEDS CHILDREN AND THE SCHOOL instruct is not only a relate for learning but also a social training ground. School provides opportunities for the child to develop skills and knowledge that will allow him to adapt to the society, to respond to adult requirements, to interact with his peers, to form friendships, and to learn how to work hand in glove with others.For exceptional children school becomes particularly important in getting special kinds of assistance to become productive adults. Schools should carry out the responsibilities of providing a free public education for all children. In the past handicapped students have been deprived of the education because of the lore that these children did not fit into the realised program. However in recent decades the schools have veritable their role more positively in giving equal education for all. 10. THE SPECIAL NEEDS CHILDREN IN THE SOCIETY 10. THE SPECIAL NEEDS CHILDREN IN THE SOCIETY.The most subverter changes over the last few decades were the societys view and acceptance of exceptional individuals as contributing members of society. However, it is helpful to understand the history of special needs children. The impression of giving education to every child to the highest performance possible is relatively new idea. The use of the term exceptional is itself a reflection of radical change in societys view of those who differ from the norm. There are roughly 4 stages in the development of social attitudes towar d children and adult with handicaps1. During the pre-Christian era where handicapped children were neglected or mistreated. 2. During the spread of Christianity, those children were protected and pities. 3. In the eighteenth and nineteenth centuries where institutions started to be established to provide separate education for exceptional children 4. In the latter part of twentieth century, we see a movement toward accepting people with handicaps and integrating them into society to the fullest extent possible. 11. ISSUES cerebrate TO THE SPECIAL NEEDS CHILDREN 11. ISSUES RELATED TO THE SPECIAL NEEDS CHILDREN.1. At-Risk Students At risk students (those with educational needs that are not associated with a disability) are frequently placed in classes with students who have disabilities. Critics nominate that placing at-risk students in the same classes as students with disabilities may impede the educational progress of people with disabilities. Some special education classes have been criticized for a watered-down curriculum. 2. Inclusion The practice of inclusion (in mainstream classrooms) has been criticized by advocates and some parents of children with special needs.This is because some of these students require instructional methods that differ from typical classroom methods. Critics assert that it is not possible to deliver effectively two or more very different instructional methods in the same classroom. As a result, the educational provision for these students who depend on different instructional methods in order to learn often fall even further dirty dog their peers. Parents fear that their children would continue to lack back from the rest of the class and thereby impair the academic achievements of all students.(NOTE Discussion on Country Report) 3. Eligibility Criteria Some parents, advocates, and students have concerns about the eligibility criteria and their application. In some cases, parents and students protest the students placement into special education programs. For example, a student may be placed into the special education programs due to a mental health condition such as obsessive compulsive disorder, depression, anxiety, panic attacks or ADHD, while the student and his parents believe that the condition is adequately managed through medication and outside therapy.In other cases, students whose parents believe they require the additional support of special education services are denied participation in the program based on the eligibility criteria. 4. bad disabled children It is debated whether it is useful and appropriate to assay to educate the most severely disabled children, such as children who are in a persistent vegetative state. musical composition many severely disabled children can learn simple tasks, such as pushing a buzzer when they compliments attention, some children may be unequal to(p) of learning.Some parents and advocates say that these children would be let on served by substitut ing improved physical care for any academic program. 13. inclusive EDUCATION IN MALAYSIA COUNTRY paper MINISTRY OF EDUCATION MALAYSIA 14. inclusive EDUCATION IN MALAYSIA COUNTRY REPORT MINISTRY OF EDUCATION MALAYSIA National Education Philosophy * To reinforce the flush and goals of national education. * It emphasises holistic and integrated education. * To cling to well-balanced students physically, emotionally, spiritually and intellectually mess Excellent Schools and a Glorious Nation. missionary work Developing Individual Potential through Quality Education Overview of the system INCLUSIVE EDUCATION Welcome all learners heedless of their characteristics or disadvantages and addressing the diverse needs of all learners by reducing barriers within the learning environment. Adopting more holistic definition of inclusive education inclusive education mode that all students in a school, unheeding of their differences, are part of the school community and can feel that they bel ong. The mandate to ensure access, participation and achievement for every student is taken as given.(Department of Education, Tasmania, 2006) Building a school community where students are not only valued and respected but also involves social connectedness and creates a feeling of belonging among the students (DISABLED + NON DISABLED). Inclusive education in Malaysia is illustrated by the opportunity to get into access (without gender bias) to quality education for all, including At Risk children/adults, namely * Children with special education needs * Indigenous children (Orang Asli & Penans) * Children in hospitals (Schools in Hospital) * Young convicts and juveniles (IS & HGS)* Undocumented or stateless children and * Indigenous adults (Adult education classes) Malaysia Embraces Inclusive Education * 2003 Compulsory primary education * 2008 Free education or fully funded schooling (No school fees or examination fees) * Support program Textbooks-on-loan, boarding facilities, scholarships, allowances, pabulum & nutrition and school health. * Curricula for specific groups change/alternative curriculum for children with special needs, special curriculum for indigenous pupils and special learning modules for indigenous adults * Remedial and enrichment programs to reduce gaps in 3Rs.LEGISLATION ACT 550 EDUCATION ACT (1996) Chapter 3 Compulsory Education take care to provide primary education for all 29A. (1) The Minister may, by order print in the Gazette, enjoin primary education to be compulsory education. Chapter 8 Special Education 40. The Minister shall provide special education in special schools established under paragraph 34(1) (b) or in such primary or vicarious schools as the Minister deems expedient. Power to prescribe the duration of and curriculum on special education 41. (1) Subject to subsections (2) and (3), the Minister may by regulations prescribe .(a) the duration of primary and secondary education suitable to the needs of a pupil in pass of special education (b) the curriculum to be used in respect of special education (c) the categories of pupils requiring special education and the methods appropriate for the education of pupils in each category of special schools and (d) any other matter which the Minister deems expedient or necessary for the purposes of this Chapter. Below are illustrations of the acts ACT 685 PERSONS WITH DISABILITIES ACT PWDs (Persons with disabilities) (2008).36. (1) The Government and the private healthcare service provider shall make available internal health services to persons with disabilities which shall include the undermentioned a. prevention of further occurrence of disabilities, immunization, nutrition, environmental protection and preservation and genetic centering and b. early detection of disabilities and timely intervention to arrest disabilities and treatment for rehabilitation external LEGISLATION a. Convention on the Rights of the Child, UNESCO (12th declinati on 1989) b.Jomtein World Conference on Education for All, UNESCO (1990) Article 1 Meeting sanctioned Learning Needs Every person child, youth and adult shall be able to benefit from educational opportunities designed to meet their basic learning needs c. Salamanca dictation 1994 School should accommodate all children heedless of their physical, intellectual, social, emotional, linguistic or other conditions d. capital of Senegal Framework for Action (2000) Article 7(i) Expanding and alter comprehensive early childhood care and education for the most vulnerable and discriminate children e.Biwako Millennium Framework for Action 2002 Towards an Inclusive, restraint Free & Right-based Society for Persons with Disabilities f. Convention on the Rights of Persons with Disabilities 2006 TYPES OF CHILDREN WITH LEARNING DISABILITIES 1. Children with Pervasive Development Disorders (PDD), Autism, Asperger Syndrome, Rett Syndrome, childhood Disintegrative Disorder or PDD-NOS. 2. Childr en with ad hoc Developmental Disorders Speech & Language, Cognitive Skills, labour Function and mixed specific developmental disorders. 3. Children with chromosomal disorder (Angelman/Prader Willi Syndrome, Down Syndrome , Klinefelter Syndrome)4. Children with other Developmental Disorders (Apert Syndrome, Goldenhar, Syndrome, Noonan Syndrome) 5. Children with Specific Learning Difficulties Dyslexia, Dyspraxia, Dyscalculia, Dysgraphia, etcetera 6. Children with Emotional Behavioural Difficulties ADD, ADHD, CD, ODD, etc. 7. Children with multiple disabilities. EARLY IDENTIFICATION & INTERVENTION betimes Identification a. Literacy and Numeracy Screening (LINUS) b. Checklist (Screening instrument) Identify children for special needs to be referred for diagnosis by registered doctors EARLY AND TIMELY INTERVENTION a. Special Education -.* Trained teachers, teaching styles, classroom environment, curriculum, extracurricular activities and assistive devices. * Special Education a dvantage Centres Special Education Service Centre a. Facilities * audiology room * Low vision room * Occupational therapy room * Physiotherapy room * Psychology room * Multi-sensory room * Common Rehab Corner and * monkey library. b. Personnel * Audiologist * Speech pathologist * wayfaring * Physiotherapist * Occupational Therapist * educational and/or Clinical Psychologist. c. Services * Audiology * Individual/Group Speech Therapy * hearing aids and Braille maintenance * low vision and mob.