Education WHITE PAPER 6 Special Needs Education Building an Inclusive Education and Training System EDUCATION WHITE PAPER 6 Special Needs Education (original) (raw)
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International Journal of Humanities, Social Sciences and Education, 2018
Special education aims especially at adapting the instructional-educational process and rehabilitating the recovery of people who fail to reach the age-appropriate education and social levels within the general (regular) education system. The concept of special education is currently used alternately with the education of special educational requirements. Special Educational Requirements (ESCs) designate those specific needs or needs related to or not derived from a deficiency that are complementary to and complementary to the general objectives of child education. Integrated education is also a form of special education that takes place under conditions other than those existing in special schools and seeks to remove the perception of special schools as segregation school units. Educating children with ESCs and / or with deficiencies in ordinary schools, providing specialized services in the ordinary school, and supporting teachers appropriately involves integrated education. 1.2. Comparative Approach between Integrated Education and Special Education Assistance to children with special needs for school, professional and social integration, promotion and guaranteeing the right to education for all children, increasing the quality of teaching and learning practices, ensuring equity in education, equal chances, early intervention and increasing the quality of educational services offered children with special educational needs or children in difficulty are current school policy priorities.
Education and the schooling of those with 'special needs'
The paper is an extended review of SEN as it was about 1988 - the criticisms that were made seem to me to be still applicable. In the paper, criticisms are made of the survey and quantitative approaches beloved of policy makers. It argues for a more critical approach to 'education' not as the name of a system of schools etc but as a critical perspective on the processes that take place in schools and more widely.
Armstrong D. Ch9 (pp.108-115) in: Armstrong and Squires (eds) (2012) Contemporary Issues in Special Educational Needs. Milton Keynes: McGraw Hill. Calling on research literature this chapter visualised an 'ideal school' for students affected by disability and offers some critical final thoughts on soial justice in education: ' that the education of children should not be determined by what is written on pieces of paper, but should be informed instead by what is right, what is just, and what is compassionate for them and their families'. Thoughts about the future, radical transformation of special education are offered.
To Ensure the Learning of Every Child with a Disability
Focus on Exceptional Children, 2017
Today, students with disabilities are identified earlier, attend school, graduate and go on to post-secondary education and jobs in larger numbers, and learn in more inclusive settings than ever in history (American Youth Policy Forum & Center for Education Policy, 2001). Special education outcomes have never been more positive. Too many students with disabilities, however, still do not graduate from high school, too many are excluded from challenging learning outcomes, too many do not successfully make the transition to independence, and too many end up living lonely, unproductive lives. These quality-of-life indices are inextricably linked to the quality of education that people with disabilities experience. Even though access to a free and appropriate education has been achieved, the educational quality of that experience remains problematic. The progress that special education has made in its three brief decades of existence is remarkable. Nevertheless, in the same spirit of social justice and advocacy in which special education was born and nurtured, special educators continue to advocate for improvements in the education of students with exceptionalities (Kode, 2002). Today, rather than advocating for inclusion in public education, special educators are working within the general education community to gain genuine access for students with disabilities to the challenging educational results that most individuals in our society take for granted. The push for research-based practice and results-driven accountability is being compromised by a crisis within the special education profession: Special educators labor under work conditions that contribute to attrition rates in special education that are twice as high as those of general educators (NCES, 2000). Recognizing this burgeoning problem, the Council for Exceptional Children (CEC) established a CEC Presidential Commission on the Conditions of Teaching in Special Education. The Commission (Kozleski, Mainzer, Deshler, Coleman, & Rodriquez-Walling, 2000) identified three outcomes fundamental to ensuring high and challenging learning results for every exceptional learner: 1. Every student with an exceptionality receives individualized services and supports of caring and competent professional educators. 2. Every special and general educator has the teaching and learning conditions to practice effectively.
Exceptionality, 2017
Special education is losing its identity-its visibility, distinctiveness, budget, and basic functions are all at risk. Special education functions include (a) sorting, categorizing, and labeling students who need it; (b) making the right comparisons; (c) honoring diversity but changing particular differences; (d) managing stigma; (e) making subjective judgments and risking errors; (f) dealing with students' failures; and (g) adequate financing in addition to maintaining visibility and status and having its own budget and personnel. It cannot exist without these functions, all of which are criticized or on the decline. Special education must also be reconstructed on the basis of sound science, not alternative narratives or nonscientific ways of knowing that do not help students with disabilities learn all they can. The need for a scientific reconstruction and implications for special education's future are discussed.