Children Education Special Needs Essay

This first chapter introduces you to an ara of command that has greatly coined the lives of countless(prenominal) electric razorren in positive way. Together we depart subscribe a facial gesture at the radical change of thinking that has placen place, not unless in this country, scarcely also in round former(a) parts of the world. This, in turn, has enchantd our recording of how we identify nestlingren who crave finical need. Here you will see the unfolding scenario that greatly affects whole of us as we argon being introduced to various groups who are directly or indirectly associated with these tykeren.They include call downs, educators, legislators, and even our leaders. But in the very funda mental spotlight are the small fryren who are extraordinary or who need particular(prenominal) function. As you become acquainted with new terminology, keep your focus on the study tr closing curtains outlined, e supernumeraryly as these are interwoven into l ater chapters, as they highlight issues related to groups of nestlingren with specific demand or extraordinaryities. Focusing Questions 1. How hold up perspectives on treating individuals with peculiar(a) needs changed oer fourth dimension? 2.What are the major forces that affect individuals with modified needs growth? 3. How occupy families been instrumental in obtaining service for individuals with specific needs or exceeding boorren? 4. What trends show that individuals with superfluous needs or exceeding individuals are becoming much interconnected into indian lodge? Chapter Outline 1. Who are the individuals with special needs or exceptional children? 2. Characteristics of those with special needs or particular(a) Children 3. Identifying develop-age childs with special needs 4.Methods of developmental readinesss 5. Instructional strategies 6. Changing perspectives on special needs children or exceptional children 7. Environmental influences on special need s children or exceptional individuals 8. Families of special needs children or exceptional children 9. The special needs children and the take aim 10. The special needs children in the family 11. Issues Related To The spare ask Children 12. inclusive Education in Malaysia Country Report 1. Who Are the Exceptional Children or Children with modified Need 2.Who Are the Exceptional Children or Children with Special Need Special belief is the rearing of develop-age childs with special needs or exceptional children in a way that addresses the students individual differences and needs. Ideally, this process involves the apiece planned and governanceatically monitored arrangement of teaching procedures, adapted equipment and materials, accessible settings, and separate interventions designed to help learners with special needs achieve a high level of individualised self-sufficiency and success in coaching and community. to a greater extent or less of the common special needs of these children include challenges with attainment, communication challenges, emotional and behavioral dis night clubs, physical disabilities, and developmental disorders. Special needs students derive from additional educational function much(prenominal) as different approach pathes to teaching, apply of engine means, a specifically adapted teaching area, or resource room. 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 multiple and severe handicapping defines, or 5) physical characteristics.These differences must pass away to such an extent that in order to develop his or her erratic capabilities, the child take ups a modification of inform utilizes, or special educational run. Perhaps the definition prone is preferably general. You dexterity be asking what i s sloppedt by average or normal? What is special education? How do we decide whether the child directs special education services or not? 2.CHARACTERISTICS OF special(prenominal) of necessity OR olympian CHILDREN 2. CHARACTERISTICS OF SPECIAL inescapably OR EXCEPTIONAL CHILDREN Children are considered educationally exceptional hardly when it is necessary to alter the educational program. As an example, a child is considered exceptional if he or she is unable to read or to arrive at attainment in the traditional way or a child becomes bored by what is being taught in the classroom because he or she is far ahead of others. The term exceptional child seat mean different things in education, in psychology, or in other disciplines.In education we usually group children of similar characteristics for tuitional purposes. Some normal groupings are as follow 1. Intellectual differences This includes children who scram high talented abilities as well as those who are slow to learn er 2. sensory differences This includes children with auditory or visual impairments or disabilities 3. Communication differences This includes children with learning disabilities, or speech and language disabilities 4. Behavior differences This includes children who are emotionally disturbed or amicablely maladjusted.5. Children with multiple and severe handicapping ticks This includes children with conclaves of impairments (for example cerebral palsy and mental retardation deafness and blindness) 6. Physical differences. This includes children with non-sensory disabilities that impede mobility and physical vitality When discussing a child as learner, we need to look at the complete characterization of the child itself, including the social and family context in which the child lives. These are the colonial and unique forces which influence the child individuality.Once we recognize this, it is easier to choose the virtually divert instructional strategies and the much or less suitable learning surroundings. 3. IDENTIFYING STUDENTS WITH SPECIAL require 3. IDENTIFYING STUDENTS WITH SPECIAL of necessity Some children are easily identified as candidates for special needs from their medical history diagnosed with a hereditary condition that is associated with mental retardation, brain damage, developmental disorder, visual or hearing disabilities, or other disabilities. Less obvious identification are students with learning demandingies. dickens capital methods turn out been utilize for identifying them i. version model plays on the instructor noticing that the students accomplishments are noticeably below what is anticipate, and ii. response to intervention model which advocates to foregoing intervention. In the discrepancy model, a student births special educational services for a specific learning hard-foughty (SLD) if the child has at to the lowest degree normal intelligence, and his academic achievement is below what is expected of with his or her talented quotient (IQ)..The discrepancy model recently has been criticized among researchers because diagnosing SLDs on the basis of the discrepancy between achievement and IQ does not predict the effectiveness of handling. pathetic academic achievers who also adjudge low IQ appear to benefit from treatment just as much as low academic achievers who ca-ca normal or high intelligence. Therefore an alternative approach has been identified. This approach i. identifies children who are having difficulties in enlighten in their first or second year after starting school. ii. pictures problematic children with assistance such as participating in a learning remediation program.iii. focuses on responses of these children on the intervention postd, then determines whether they are designated as having a learning disability. iv. ensures that those few who still have trouble whitethorn then realise designation and further assistance.Many experts believe that i. ear ly remediation can greatly switch off the number of children meeting diagnostic criteria for learning disabilities. ii. the focus on learning disabilities and the pro view of accommodations in school fails to acknowledge that tidy sum have a range of strengths and weaknesses and iii.most parents and teachers place undue emphasis on academics In helping these children, their individual needs should be given a priority.Some of the captious issues need to be taken into considerations are i. function for these children should be customized to address each individual students unique needs. ii. Special educators should volunteer a continuum of services, in which students with special needs perk services in varying degrees based on their individual needs iii. Programs need to be individualized so that they address the unique combination of needs in a given student iv.Educational professionals need to use Individualized 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 placement, resources, and goals are headstrong on the basis of the students needs vii. Should plan for accommodations and modifications to the fixing program which include changes in curriculum, supplementary aides or equipment, and the provision of specialised physical adaptations that conquer students to participate in the educational environment to the fullest extent possible.4. METHODS OF fosteringAL PROVISION 4. METHODS OF EDUCATIONAL PROVISION This can be broadly grouped into four categories, (using North American terminology) i. Inclusion Students with special educational needs excrete all, or at least more than 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 mild to moderate special needs. Sp ecialized services whitethorn be provided inside or outside the regular classroom, depending on the type of service.Students whitethorn occasionally perish the regular classroom to refer smaller, more intensive instructional sessions in a resource room, or to receive other related services that might require specialized equipment or might be disruptive to the rest of the class, such as speech and language therapy, occupational therapy, physical therapy, or might require greater privacy, such as counseling sessions with a social molder. ii. MainstreamingThe place of educating students with special needs in classes with non-disabled students during specific fourth dimension periods based on their skills.iii. Segregation The practice of educating students in a separate classroom or special school. Some of the typical features are * students with special needs spend no conviction in classes with non-disabled students * students whitethorn attend the same school where regular clas ses are provided, but spend all instructional time exclusively in a separate classroom for students with special needs * if their special class is located in an ordinary school, they whitethorn 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 maturation and under developed countries * Children who are cast off and need to be hospitalized housebound children, or thosedetained by the criminal justness system. These children may receive one-on-one instruction or group instruction in hospital, at home, or the place where they are being detained. However, 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 employ for some 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 same material, but 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 accommodate a student with visual impairments by providing a too large print textbook. This is known as a presentation accommodation. Examples of accommodations i. Response accommodation. make unnecessary homework assignments rather than hand-writing them (considered a modification if the subject is learning to write by hand).Or by having someone else write down answers given verbally. ii. Presentati on accommodation. Listening to audio books rather than reading printed books. Agencies like enter for the Blind and Dyslexic and RNIB National Library service in the UK provide a variety of titles on tape and CD. These may be used as substitutes for the text, or as supplements intended to bolster the students reading blandness 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 talking calculator rather than one with only a visual display. iii. Setting accommodation. Taking a test in a quieter room. Moving the class to a room that is physically accessible, e. g. , on the first floor of a building or near an rhytidoplasty or arranging seating 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 extended time on tests (may be cons idered 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 examinations which take place at the end of formal 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 both 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 in countenance for the students abilities or less key than other subjects. For example, students who se fine aim skills are weak may be taught to print block letter and not cursive handwriting.ii. alter assignments Students may read the same literature as their peers but have a simpler version, for example Shakespeare with both the original text and a unexampled paraphrase available. iii. Shorter assignments Students may do shorter homework assignments or take shorter, more concentrated tests, e. g. 10 math problems instead of 30. iv. Extra acquired immune deficiency syndrome If students have deficiencies in working memory, a list of vocabulary vocalises, called a word bank, can be provided during tests, to reduce omit of recall and increase chances of comprehension.Students might use a calculator when other students are not. v. Extended time Students with lower 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 curricu lum, 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 supportive 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 replacement counseling, orientation and mobility services, medical services as defined by regulations, parent counseling and training, school health services, school social work, assistive technology services, other appropriate developmental or corrective support 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 healthcare and social services systems. As an example, students who have autistic spectrum disorder , poor impulse control, or other behavioral challenges may learn self-management techniques, be kept closely on a comfortingly predictable schedule, or given extra cues to signal activities. 6. CHANGING PERSPECTIVES ON SPECIAL ineluctably CHILDREN 6. CHANGING PERSPECTIVES ON SPECIAL NEEDS CHILDREN In the nineteenth and ordinal century, medical profession was the first profession that gave operative attention to exceptional children.The attention was on the unique characteristics of the children that helped to diagnose their condition and treatment. They gave very little attention to the environment, the family, the culture and its influences on those children. For example if a child was blind or mental retarded, it was accepted that the problem was all told within the child. The basic 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 c haracteristics which needed totake into account the demands of the environment on each individual.With this, the concept of exceptionality moved from a medical model, which implies a physical condition or disease within the patient, to an ecological model which sees the exceptional child in complex interaction with environmental forces. 7. environmental INFLUENCES ON SPECIAL NEEDS CHILDREN ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS 7. ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS CHILDREN ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS.ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS In order to sympathise exceptional children, we have to understand the environment in which the child exists. The child is at the center of a complex ne twainrk of forces the family, the school, and the larger society. As the child develops, the impact of each of these forces changed. For exampl e, the family may be very substantial 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 chemical reaction among other members of the family. This will increase the child problem. Thus we need to look at both the effects of the family and the personal 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 bankers borrowing or non acceptance of the society on the disable 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 indi vidual or the nature of the exceptionality itself. 8. FAMILIES OF SPECIAL NEEDS CHILDREN 9. FAMILIES OF SPECIAL 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 able-bodied 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 by agency of simulation.But still to those who have been handicapped 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. depend failing at almost every tasks and what that does to an individual. Similarly it is hard to kitchen range the problems of the gifted of superior ability child, who cannot understand why others cannot see what is so obvious to him or her. Having exceptional children can happen to anyone, regardless of educational background, family status or financial standing. golf-club at large has begun to regard the pain and stress of parents having a child who is handicapped, and to realize the important of external support to maintain their equilibrium under those circumstances. Most parents with a earnestly handicapped child must cope with at least two major crises. The first is the symbolic death of the child who was to be the loss of their dreams and hopes. Expectant 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 daily care for their exceptional child.For example, the child who is autistic or cerebral palsied is a great deal difficult to feed, to dress, and to put to bed. The thought that the child is not going to go through normal developmental process weighs heavily on them. 9. THE SPECIAL NE EDS CHILDREN AND THE SCHOOL 9. THE SPECIAL NEEDS CHILDREN AND THE SCHOOL School is not only a center 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 cooperatively 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 perception that these children did not fit into the set up program. However in recent decades the schools have accepted 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.T he most subverter changes over the last few decades were the societys locating and acceptance of exceptional individuals as contributing members of society. However, it is helpful to understand the history of special needs children. The concept of giving education to every child to the highest act 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 four stages in the development of social attitudes toward children and adult with handicaps1. During the pre-Christian era where handicapped children were neglected or mistreated. 2. During the deal out 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 wad with handicaps and integrat ing them into society to the fullest extent possible. 11. ISSUES RELATED 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 often placed in classes with students who have disabilities. Critics assert 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 pull through effectively two or more very different instructional methods in the same classroom. As a result, the education al provision for these students who depend on different instructional methods in order to learn often fall even further behind their peers. Parents fear that their children would continue to lack behind 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 aff aire in the program based on the eligibility criteria. 4. Severely disabled children It is debated whether it is helpful and appropriate to attempt to educate the most severely disabled children, such as children who are in a persistent vegetative state. firearm many severely disabled children can learn simple tasks, such as pushing a buzzer when they want attention, some children may be incapable of learning.Some parents and advocates say that these children would be better served by substituting improved physical care for any academic program. 13. inclusive EDUCATION IN MALAYSIA COUNTRY REPORT MINISTRY OF EDUCATION MALAYSIA 14. INCLUSIVE EDUCATION IN MALAYSIA COUNTRY REPORT MINISTRY OF EDUCATION MALAYSIA National Education school of thought * To reinforce the direction and goals of national education. * It emphasises holistic and integrated education. * To nurture well-balanced students physically, emotionally, spiritually and intellectually Vision Excellent Schools and a Glor ious Nation. electric charge Developing Individual Potential through Quality Education Overview of the system INCLUSIVE EDUCATION Welcome all learners regardless of their characteristics or disadvantages and addressing the various needs of all learners by reducing barriers within the learning environment. Adopting more holistic definition of inclusive education Inclusive education means that all students in a school, regardless of their differences, are part of the school community and can feel that they belong. 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 gain access (without sex activity bias) to quality education for all, inc luding 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 positive primary education * 2008 Free education or fully funded schooling (No school fees or examination fees) * Support program Textbooks-on-loan, boarding facilities, scholarships, allowances, food & edible and school health. * Curricula for specific groups Modified/alternative curriculum for children with special needs, special curriculum for indigenous students 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 minister of religion to provide primary education for all 29A. (1) The Minister may, by order publis hed in the Gazette, prescribe primary education to be compulsory education. Chapter 8 Special Education 40. The Minister shall provide special education in special schools established under divide 34(1) (b) or in such primary or secondary schools as the Minister deems expedient. Power to prescribe the continuance 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 receipt 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 supplier shall make available essential 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 counselling and b. early detection of disabilities and timely intervention to arrest disabilities and treatment for rehabilitation INTERNATIONAL LEGISLATION a. Convention on the Rights of the Child, UNESCO (12th December 1989) b.Jomtein world Conference on Education for All, UNESCO (1990) Article 1 Meeting grassroots 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 Statement 1994 School should accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions d. Dakar Framework for Action (2000) Article 7(i) Expanding and better comprehensive early childhood care and education for the most open and disadvantaged children e.Biwako Millennium Framework for Action 2002 Towards an Inclusive, Barrier 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. Children with Specific Developmental Disorders Speech & Language, Cognitive Skills, repel Function and mixed specific developmental disorders. 3. Children with chromosomal disorder (Angelman/Prader Willi Syndrome, peck 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, etc. 6. Children with Emotional behavio ral Difficulties ADD, ADHD, CD, ODD, etc. 7. Children with multiple disabilities. EARLY IDENTIFICATION & INTERVENTION Early appellative 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 Service 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 * Toy library. b. Personnel * Audiologist * Speech pathologist * Peripatetic * Physiotherapist * Occupational Therapist * Educational and/or clinical Psychologist. c. Services * Audiology * Individual/Group Speech Therapy * hearing aids and Braille maintenance * low vision and mob.