“Children with special needs are seen as having the right to the best possible education, and they are not referred to as children with special needs, but rather as “children with special rights” (Weissman & Hendrick, 2014, p. 129). One example of how a child with special needs would benefit from inclusion is that it helps them to adjust. When children with special needs attend regular classes, and spend their time in standard classroom settings, they adapt to the rest of the world. A world that is predominantly made up of others that do not have the same needs as they do. Another example of how a child with special needs would benefit from inclusion is that it helps them benefit socially.
In an early years setting their a variety of different children that have certain needs that need to be met in order for them to be healthy, safe, secure and welcomed into the setting. Therefore if a child had a problem which led to them being in need of a wheelchair constantly while in the setting. Then their needs would have to be met in a variety of ways for example someone needing to push the child to get around the nursery correctly, having support to complete tasks, someone holding the doors open to allow the child to join in outdoor activities and finally helping the child to get ready into the correct wear for example if they need a coat on to go outside. Although when doing activities for example outdoor play and learning how to catch and throw the ball over the parachute. A adult would have to meet the
They also provide signs and symptoms that can occur in children with intellectual disabilities. This is important in the determination process. These sites also provide great information on how intellectual disabilities are diagnosed. The Center for Parent Information and Resources website provides help information for babies, toddlers, and school-aged children. It also provides educational considerations as well as the different organizations and resources that are available to provide support for children who have an intellectual disability.
Assistive technology (AT) is explained as any technique or items that enhances, keep or develop the skills of people with disabilities. AT can perform an essential responsibility in particular education as different children with disabilities require particular instructional management. Different assistive technology, techniques and software are accessible that, with proper planning and assistance, can support children with disabilities. Technological involvement within particular education has a long history. It started with the support of AS in 1967 by Education for the Handicapped Act (Bouck, Maeda, & Flanagan, 2012).
Green states, “ Although the involvement of parents is an important factor is likely to yield great results in terms of improving instruction in schools, they are not directly delivering instruction to children” (2013, p. 260). As true as this is, parents who have children with disabilities, are can valuable information to team meetings that will benefit both child and child’s teachers. Remembering what Green (2013) also stated when talking about change. It is a process that takes time, planned or otherwise, not an event that happens overnight. Special Education is a process where, changes are made daily, if
The adaptation to different cultural or social environments can create specialization among one 's brain and personality; one should be around a safe community to ensure their future. The brain of a child becomes more specialized as they grow older. The surrounding to different environments influence their cognitive development : “Cognitive development fits itself to the social and cultural environment of the child. Yet although the plasticity of the developing child’s brain is remarkable, equally remarkable is the similarity in cognitive development that is found across cultures and social contexts” (“Development”). Cognitive development is exhibited when children adapt to their surroundings and environment; through one’s surroundings, they can acquire different intelligence or learning behavior.
The most data that have been collected is that co-teaching is seen as a minor implementation when necessary. Several findings from this literature suggest that when the lead teacher provides co-teacher with verbal instructions on ways to enhance instructional practices, instructional changes are probably not going to be acknowledged in the classroom. Nonetheless, when the experts facilitate program changes, notable changes will probably happen. An effective approach to change will be that school psychologists might need to consider their role regarding special education teachers in providing the most effective method to continuously customize curriculum by encouraging these educational module changes, deciding their implementation in classrooms, and checking their effectiveness on students ' and social-emotional growth (Solis, et al., 2012, p. 507). For example, this sort of curriculum change is known as the whole-class, small group method, such as peer-matching, small grouping, and supportive groups, is utilized as a way to achieve academic and behavioral objectives.
Prater, Serna, and Nakamura (1999) found that it may appear that children with learning disabilities have the same number of social interactions as their peers without disabilities, but they differ in the quality of conversation. Social skills training has been predicted to help academic success. These trainings cover a horizon of social skills that can reflect over to help children with their learning difficulties. These skills include problem solving, friendship development, conversation skills, planning skills, and dealing with emotions and feelings. In addition, basic skills such as asking a question, apologizing, learning to listen, and introducing yourself to others can be such as small skill that has a huge impact on helping children have success interpersonally.
1. Assistive technology can help children to play their potential because it can help to take advantage of their intensity, overcome difficulties, enhance independence and self-reliance of a child although cannot eliminate or heal learning difficulties (Thiyagu, 2014). 2. Based on research of (Cook & Polgar, 2014), assistive technology used in a way that will bring greatly affects the lives of people who use them, and its important ethical issues must be considered, especially when applying it as reference frame in area of no-maleficence, autonomy, beneficence, fidelity and righteousness. 3.
Certain children with more severe disabilities are more than likely better off within a special education classroom as their needs will be met more accurately. Special Education The role of Special Education is to ensure that students with disabilities are successful within schools like their peers and ready for life after school. “Special education is specially designed instruction, support, and services provided to students with an identified disability MAINSTREAMING 4 requiring an individually designed instructional program to meet their unique learning needs” (DoDEA, 2014), This ensures that the student will meet their fullest potential. Special Education is not always necessary as some students with disabilities can be integrated into the normal classroom if it is evaluated by the parents and a school representative as possible and more than likely an aid would be within the classroom as well. Special education was started after World War II when parents began to organize groups to support the American Association on Mental Deficiency whose first convention was in 1947.