Special education is divided into three distinct types of services. The first service involves specially designed instruction. Every student who is considered eligible for special education services is entitled to his or her own specially designed instruction (SDI). An SDI is centered around the individual’s specific needs as it relates to his or her academic progress, communication, social, interaction, vocational or functional skill. The SDI’s purpose is to monitor and document the students’ progress (Friend, & Bursuck, 2012).
The central purpose of education is to ensure that all learners gain access to information, knowledge and skills that will prepare them to contribute to communities’ development and workplaces. Inclusive education was not the norm in our schools (Salami, 2013). Many years ago, special classes were created for students with special needs. Special educators felt that if they would just teach the students separately in smaller groups, they could help them to catch up. However, the truth is that students in segregated special education classes have fallen further and further behind.
The education system has the power to create a huge impact on the development of a child with a disability. This impact can be act both positively and negatively depending on a multitude of factors such as parents, teachers, and the school district as a whole. To ensure the success of a child with a disability, Individual Education Plans or IEPs are often created so that the child can reach success at their own pace, and through a plan that works best with their learning style. An IEP plan is a constant work in progress. This plan is often formed as a collaboration from a number of individuals such as parents and teachers.
(Unachukwu, Ozoji & Ifelunni, 2008). Inclusive education programme is planned to meet individual educational needs. Specifically, inclusive education has the following goals according to Ozoji (2005); to provide education for children with diverse learning needs within the re-structured school community, to make special needs children active members of the school community and
Special Education Process Introduction to the Special Education Process The Department of Education oversees special education and ensures student’s rights through a federal law called The Individuals with Disabilities Education Act (IDEA). IDEA was born to ensure that states and school districts provided children with disabilities a free and appropriate education. To facilitate state compliance, IDEA provides federal money to states for the sole purpose of educating students with disabilities. IDEA categorizes thirteen disabilities and to qualify for services the student’s disability must negatively affect their education. To be considered for special education a student must go through multiple steps to determine whether they qualify
This is called special education. How do you know if your child is eligible for these services? There is a lot to know about the process of special education and how students are identified. The first step in the special education process is to request an evaluation of your child. Courtney Fry (special education teacher) in discussion with author, October 2106, states “if a student is struggling academically and/or socially a teacher can refer the student for evaluation.” A parent can request
Conclusion The Universal Children Emergency Fund (UNICEF) clearly states that Inclusive Education is an important vehicle for promoting social integration of children with disabilities (UNICEF, 2001). The benefits of Inclusive Education in mainstream public and private schools far outweighs that of special needs schools as it ensures that children with disabilities attend neighbourhood schools near their places of residence, learn to relate and play with regular students and also affords their able bodied peers the opportunity of learning about disabilities, creating friendships and harmonious relationships. There is therefore an urgent need for the implementation of Inclusive Education in all primary and secondary schools in Delta State if the country’s goal of Education for all is to be fully
But the feasibility and sustainability of such virtual learning systems depends on making sound and realistic pedagogical goals and strategies. New education technologies tend to be targeted so that they may develop applied learning skills in learners. If E-learning is to have a meaningful role in higher education, it is important that universities focus on students’ learning and their expectations with regard to the role of e-learning within their higher education experiences. E-learning is an an important business and growing trend in the utilization of education technology to facilitate student learning. The study presented here is focused on online students’ perceptions of E-learning courseware among users with mostly no experience in prior E-learning experience.
Nduma (1991) argues that, the general ideas shared by the public at large include that secondary school educators should receive constant training with a view to maintaining their motivation and keeping them equipped with relevant knowledge and skills. The general idea from these scholars is that INSET contributes to teachers’ personal development and motivates them with acquisition of relevant knowledge and skills. INSET programmes have been used as a driving force that helps teachers to be more active in their teaching profession and enhance effective learning environment for