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It is at this point that special education, or special needs education sets in. To this end, special education refers to the learning programs, institutions, or systems that are specifically designed to cater for students with special needs (Morellion 2007, p. 87). These educations systems have to be structured in a manner that ensures all the inadequacies of the students with special needs are met in a way that tries to keep them at par with the regular students. As such there are certain assigned effective models for providing these secondary special education services.
An effective model for secondary special education services has to factor in quite a number of aspects to ensure that the students can get the best from it. For a start, it has to understand that the students are specialized in such a manner that they need special attention to be able to learn as effectively as the rest. Moreover, the specialized approach needs to be unique to each and every student with a special need. This is due to the fact that special needs students vary in terms of specific needs and individualistic traits. These include the strengths and weaknesses of each student, their processing and cognitive abilities as well as the specific form of disability that they may be possessing (Lian and Kim 2002, p. 131). In this line, a mental disability has to be treated differently from a physical deficiency. Similarly, the same type of disability has to be treated differently across different age brackets. Consequently, a model that identifies the specialty in special needs education is expected to be more effective than that which generalizes and does not give any unique attention to individualistic traits.
One of the most effective models for providing secondary special education is the collaborative model for secondary special education services. Through this model, both a regular teacher and a special education teacher work collaboratively to provide
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