The focus of this qualitative study is to explore the opportunities and challenges of special needs education at Adama town. The cornerstone of students with disabilities is the availability of special needs. To identify the major opportunities and challenges of special needs education at Adama town the study used the following research questions: What are the opportunities of the special needs education in the educational system? What are the major challenges of special needs education? What are the roles of parents, teachers, and educational leaders in the special needs education processes? For any child with disability, special education involves inter- and intra-personal changes that affect future well-being. Unfortunately, the majority of children with disabilities are less likely to be fully accessed to special needs education. To date, very little research about the opportunities and challenges of special needs education in the study area exists. This research report will add to the body of knowledge about the opportunities and challenges of special education and corresponding roles of parents, teachers and educational officers.
What are the discussions about 'Education: Special Educational Needs' in UK political arena? This documentation features the transcripts of the unabridged speeches held in the UK Parliament from the Parliamentary Under-Secretary of State for Schools (Lord Hill of Oareford), the Parliamentary Under-Secretary of State for Schools (Lord Hill of Oareford), the Deputy Chairman of Committees (Viscount Ullswater) and other MPs' of the UK Parliament. This non-partisan documentation offers the reader a direct glance at the parliamentary debate on 'Education: Special Educational Needs' and the discussions of the Parliamentary members in relation to the political agenda.
Special needs education (SNE) has faced a myriad of challenges over the years. Many educators and scholars have put it forward and clearly that their is dire need to focus more intensely on children with special educational needs.This is because these children could be gifted differently and in a unique way and the fact that education as enshrined as a human right in many educational conference,reports as well as by UNESCO. Most Governments world over have revived the attention given to special needs and its implementation process. This book presents the various factors which act as challenges faced during the implementation process of the SNE programme and suggests possible solutions to the challenges identified herein. Recommendations have also been given for further research in trying to cover the existing gaps in SNE implementation. Many examples from a world perspective have been quoted with supporting statistical information in an effort to clearly bring out the problem. The Author hopes that the research done will open room for further educational research geared towards full support and successful implementation of the Special needs education programmes.
Education is a human pursuit that has existed since the beginning of time. Today, the system of education remains relatively unchanged. Theories and the fundamental practice of education has not change although there is a changing needs that education should address in society and indeed for the student. Not to say that technology has not been accepted and applied to the delivery of education but the fundamental principles of education remains the same. A change in the educational research paradigm is required for a decolonoization of educational methodology towards meeting the needs educational needs of the ever evolving society. This book explores the changing educational paradigm towards qualitative enquiry and some qualitative discussion on global educational topics of current interst.
In this book, the general views about special needs and inclusive education; individuals with various needs and impairments; the causes, symptoms, characteristics, identification, assessment together with teaching and learning strategies of individuals with these different needs and impairments are treated. Hence, it will be very helpful for educators and students who are working at the universities and colleges as well as for those governmental and nongovernmental organization employees who are concerned about special needs and inclusive education.
Inclusion in education is an approach to educating students with special educational needs. Under the inclusion model, students with special needs spend most or all of their time with non-disabled students. Inclusive education differs from previously held notions of ‘integration’ and ‘mainstreaming’, which tended to be concerned principally with disability and ‘special educational needs’ and implied learners changing or becoming ‘ready for’ or deserving of accommodation by the mainstream. By contrast, inclusion is about the child’s right to participate and the school’s duty to accept the child. Inclusion rejects the use of special schools or classrooms to separate students with disabilities from students without disabilities. A premium is placed upon full participation by students with disabilities and upon respect for their social, civil, and educational rights. Inclusion gives students with disabilities skill they can use in and out of the classroom. Implementation of these practices varies. Schools most frequently use them for selected students with mild to severe special needs.
According to UNESCO (1994) the child with special educational needs is entitled to regular access, full education and curriculum adaptation. In Ireland, since the introduction of the Education Act (1998) and the EPSEN Act (2004) there has been a significant shift in government policy towards the creation of inclusive learning environments for a diverse society. This book addresses the significant challenges for both art teacher and art student with special educational needs in mainstream post-primary education. The approach to the research taken was qualitative in nature with certain aspects of quantitative study. From the analysis, three key recurring topics emerged which allowed the author to discuss the findings in thematic form. Visual art education and inclusive practice in mainstream post primary schools; sufficient access to art education for all: and the identity of the disabled student in relation to the curriculum. This book should be especially useful to teachers and student teachers of art craft and design. It should also be helpful to special educational needs assistants and to parents of children with disabilities.
The aim of this study was to investigate, from an educational management perspective, the factors that influence job satisfaction amongst special needs educators in selected New Zealand special needs schools. A qualitative research method was utilised to investigate the educational management strategies that influence the job satisfaction of special needs educators in selected New Zealand special needs schools. This book presents the findings from a questionnaire on participants’ geographical details and data from related interviews. The findings from this study indicate that the job satisfaction of special needs educators is mainly influenced by factors such as management support, adequate resources, collaborative working relationships, ability of students with special educational needs to progress, and communication, among others. The study makes certain recommendations to help special needs educational managers effectively manage factors that influence job satisfaction and job dissatisfaction for special needs educators.
Over the years the voice of parents of children with special education needs grow louder in their dissatisfaction of the provision of education for their children. As a result of these complaints, there has also been a rise in researches looking into educational provisions for these children and parents satisfaction with these provisions. This book reviews twenty studies which surveyed parents of children with special educational needs. The aim was to identify common themes related to their wishes, needs and / or satisfaction regarding provisions in mainstream, special schools and other services for their children. All the studies were conducted in the UK between 1981 and 2006. They investigated an array of issues including what parents wanted their children to learn, type of school setting they desired, type and level of participation the parents desired with the service providers, their level of satisfaction, community based services, and their expectations on the attitudes of professionals involved. The review has helped to shed some light on how far government policies have gone to involve parents in making decisions about their children''s education.
This book elucidates key debates in literature and highlights gaps between policy and practice in Kenya’s Special Needs Education (SNE). The book not only analyses various education policy documents, education acts and strategic plans but also applies the Human Capital Theory (HCT), Right Based Approach (RBA) and Capability Approach (CA) in key discussions. This points out additional gaps in educational development and divergence between policy and practice which further reduces opportunities in the attainment of Education For All (EFA). This book is intended for scholars, education and development planners as well as policy makers and researchers working in developing countries.
While it is one thing to adopt policies of inclusion and establish inclusive schools, a more difficult thing is the implementation of inclusive education. This book therefore highlights the challenges that have hindered effective implementation of inclusive education in schools in the North Rift Region, Kenya. In addition, this book has shown how education managers and teachers interpret the purpose and clarity of special needs education by presenting vivid findings. It has further highlighted policy dilemmas surrounding the implementation of inclusion in Special Needs Education; the relationships that exists between teachers and learners with special needs in an inclusive environment; the level of support by education managers towards the implementation of inclusive education and the level of social participation between teachers and learners in an inclusive environment. In the end, the book has given a clear and concise summary and recommendations.
In democratic society implementing the equality of possibilities, the aim of education allows to elaborate people’s responsibilities and capacities necessary for the realization of individuals’ personal functions in society. Modern, educational organization as organizations strive to provide the services of qualitative education and satisfy children’s and parents’ needs, which are as particular consumers wishes, the conception that something is lacking or everything is good and the expectations are related to desires aimed at perspective. Education and social services indicates the level of educational access.)Access to education is not only the presence of institutions offering general education, but also the fact that it meets the needs of a wide range of education players and the society. Access to education should ensure the justice in the society. This job goal is to explore the quality of educational and social services.
This book is about special education. It is designed to prepare the professional educator to effectively teach the exceptional children in the primary and secondary classroom. It provides information about special education including those considered handicapped as well as the gifted and talented students. Educating exceptional children is an introductory text for those who will work with exceptional children: prospective special and regular primary and secondary school teachers, counselors, psychologists, in-service counselors, other professionals such as rehabilitation personnel and parents. The most important development in special education has been the movement to integrate exceptional children into the regular education program to the greatest degree possible. The special needs of these children have become the shared responsibility of regular education teachers, counselors, psychologists, and other members of the educational team including parents of exceptional children. This text is intended to assist in the preparation of those individuals for their roles in meeting the needs of exceptional children in modern society.
The term 'special educational needs' (SEN) has a legal definition, referring to children who have learning difficulties or disabilities that make it harder for them to learn or access education than most children of the same age. Many children will have SEN of some kind at some time during their education. Help will usually be provided in their ordinary, mainstream early education setting or school, sometimes with the help of outside specialists. It is envisaged that this book will be useful to education students as it identifies different types of disabilities and highlights strategies to be used in accommodating pupils with such disabilities in ordinary classrooms. It is divided into two units. Unit One dwells on basic terms and concepts and historical developments in special education, while Unit Two presents types of disabilities, their causes, and educational implications of children with such disabilities. The textbook ends with Unit Three which is basically on the mainstreaming of students with special needs in the ordinary classrooms situations.
Unlike the ancient, the medieval and the twentieth Century nowadays there is a encouraging improvement in treatment and accessing children with special needs to eduction. However, still different evidences show that the assignment of full understanding and accessing eduction to children with special needs including children with disabilities by the wider society of every country remains lagging behind according to measures for example "Education for All by 2015". Indeed, therefor, to make the future better, a concerted effort by scholars and stakeholders should be put in place to realize a full understanding of the wider community to wards positive attitude and access to various services to children, adolescents and adults with special needs and with disabilities. Hence, this book is intended meet this objective and to to benefit teachers,principals caregivers, parents, adolescents, and adults with special needs and with disabilities.