Running head: Special Education Needs Special Education Needs and EAL Learners Insert Name Insert Grade Course Insert 08 March 2012 Introduction Special education could be said to involve any additional assistance to overcome learning difficulties…
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It should however be noted that though EAL pupils or bilingual learners have specific linguistic needs, they may not necessarily require special education needs, and thus EAL needs should not be confused with SEN (Milton, 2004, p. 4). This is because the difference between the instruction language and learner’s own language is not in itself a disability and does not solely make learning difficult. Provision of special education needs was emphasized at the Warnock Committee forum where special education needs and provision of special learning were broadly articulated and recommendations made to provoke official thinking about special education. Earlier disability concerns revolved around deafness, blindness, physical and sensory impairment, and speech defects that have medical interventions. Defects such as educational ‘sub-normality’ and maladjustment could not have been addressed medically. No children regardless of their impairment levels should be regarded as non-educable and hence special education needs must be available to all children with disability (Beevridge, 1999, P.2). More recent models that have addressed special education needs in children included the ‘Every Child Matters’ strategy of 2003 and the 2004 model ‘Barriers to Inclusion’. ...
Generality across different areas of learning could be mild or severe. Special education needs include aspects of special access to the curriculum, provision of tailored curriculum and attention to the learning environment. Children with sensory and physical impairments require special equipment, adapted written material or/and attention to positioning to fully participate in learning experiences. Assessment is vital in every stage of special education provision and involves early screening to determine the child’s abilities in terms of language, cognitive, emotional, and social orientation. Screening helps determine additional needs. The method of assessment for English language acquisition in EAL pupils with physical and sensory impairments should be similar to that for EAL counterparts without disabilities. The measurement of performance of EAL pupils with disabilities should be similar to that of their monolingual colleagues. To inform planning and targeting, a clear assessment of second language acquisition by EAL learners is important (Milton, 2004, p.4). When decisions are made that the identified cases have special needs, special attention is recommended (Algozzine and Ysseldiyke, 2006, p.8). Also of importance to the teacher is the concept of ‘keep it simple’ in content delivery which is part of expository approach, use of the appropriate pace during instruction to allow content synthesis and amount of assistance accorded. To promote learning for EAL learners with or without SEN, certain strategies are useful such as creating a team set up and embracing collaborative activities, pairing and mentorship,
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(Special Education Needs Essay Example | Topics and Well Written Essays - 1000 Words)
“Special Education Needs Essay Example | Topics and Well Written Essays - 1000 Words”, n.d. https://studentshare.org/education/1444662-special-education-needs.
The system of education in the United Kingdom is set to provide quality education to the children, to create an innovative and efficient youth force in the country. However, the very system of education is more objective rather than the required subjective approach.
Rigorous levels of work have been manifested on this domain at the national level and the governments also have adopted various policies with their following impacts on the schools. As for instance in schools in England, the real focus is given on the bureaucracy of inclusion and managerial approach which somewhat denies the very important role of the teacher in the schools.
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According to the study conducted, the acceptance of SEN students in the UK and their inclusion, in the learning system has been a long struggle initiated by activists in support of rights of the disabled. This group of advocates for inclusion shunned away from the past injustices of segregation of disabled students in the UK education system.
Therefore, I am currently working with two children in their music lessons; one of which needs to be encouraged and be reminded in order for him to remain on task in the session, and the other being quite hyperactive. This paper describes ways in which I can deal with the situation on the basis of my school training experience.
Issues surrounding inclusion debate have included; whether it is right to label children as disabled, whether it is ethical to treat such children differently, teacher training for special education needs, the issue surrounding funding and equipping of such schools.
The major policy development in the field of special needs education in England and Wales in the 1990s was the introduction, as a consequence of the 1993 Education Act, of the Code of Practice on the Identification and Assessment of Special Educational Needs.
Social inclusion looks at all factors that prevent individuals feeling excluded within their community (Askonas and Stewart, 2000, p.54).
Social inclusion considers the recommendation of some rights and public freedoms
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