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.
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.
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.
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.
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.
Inclusive education is advocated since the universal declaration of Human Rights in 1948. Inclusive education is based on the belief that every child has the fundamental right to education and must be given the opportunity to achieve and maintain an acceptable level of learning. It is obvious that the primary responsibility for the education of students with disabilities in the inclusive settings rests on the shoulder of regular classroom teachers. As a result, a positive attitude of regular classroom teachers towards inclusion, and teacher self- efficacy belief contributes for effective implementation of inclusive program. This book therefore, provides information about the contribution of special needs education training to teachers'' attitude and self efficacy belief in teaching in the inclusive settings. This book Provide educational policy makers with empirical data on which to base special education decision as well as could possibly contribute as a feedback for college and university course work needed to help secondary teachers promote success in the inclusion setting.
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.
What are the discussions about 'Special Educational Needs and Disability' 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, Department for Innovation, Universities and Skills (Baroness Morgan of Drefelin), the Parliamentary Under-Secretary of State, Department for Children, Schools and Families (Lord Adonis) and other MPs' of the UK Parliament. This non-partisan documentation offers the reader a direct glance at the parliamentary debate on 'Special Educational Needs and Disability' and the discussions of the Parliamentary members in relation to the political agenda.
This handbook is a requirement for all student as well as practising teachers in special needs education. In the handbook, we present issues to do with all forms disabilities that may hamper the child`s learning. We take cognisance of the fact that disability is not inability hence our thrust is to present to the student teacher and the practising teacher means and ways of dealing with special cases in physical, mental, hearing, visual and communication. Each of the chapters presented herein tackles an individual type of disability and presents the possible causes, symptoms and possible remedies for some of the challenges posed by the disabilities. Since the thrust of most education systems is on the inclusion of the children with challenges into the mainstream education, we trust the that even the general teacher practioner will find this book very helpful.
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.
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.
Uganda like many other developing countries faces the challenge of training teachers to manage inclusive education. Uganda''s problems emanate from: lack of trained tutors in the field of Special Needs Education; rigidity of the curriculum; unclear policies; negative attitudes about persons with disabilities; and mostly, inadequate finances for the administration and procurement of resources relevant to inclusive education. Some of the strategies offered include among others; training pre-service teachers in the use of a variety of teaching methods; recruitment of students and staff with special needs in all Ugandan Primary Teacher Colleges; involvement of different stakeholders in the training of teachers; engaging pre-service teachers in intensive school-based practical activities; and utilizing co-curricular activities with the aim of training pre-service teachers to appreciate children''s varied special learning needs and talents and develop in them a sense of self-esteem. The book recommends a need to retrain teacher educators at different levels in Special Needs Education as an initial step in having a sustainable inclusive education system in Uganda.