Further, children with special education needs require the services of other educational psychologists. Allocating specific funding attached to the individual student’s needs is an appropriate way of meeting the needs of children with special education needs (Frederickson & Cline, 2009). The specific funding system will help children with the disability not to lag behind other students while at school because of their difficulties they experience while learning. The funds can be used in the hiring of learning support teachers to ensure that the children do not experience learning difficulties, and behavioural problems. Further, the funding can be used in acquiring the needs of special needs assistants (SNAs). These assistants will be able to help children who may require non-teaching support services that are as a result of their disability or behavioural difficulties. Funds to cater for each child are important. This is because the needs of students with special education needs ranges from constant need for the help of special needs assistants to short periods in their daily activities. Other children require the full time services of special needs assistants in order to achieve their learning objectives at school. The special assistants need to ensure that they are assisted in going to the toilet and are given adequate food and hygiene at all times (Frederickson & Cline, 2009). Guardians with children who require special needs concerning their disability expect the schools and the local authorities in England to allocate as many funds as possible for the learning needs. If the parents do not deem the resources provided by schools and the local authorities to be insufficient, then they have the right to put more pressure on schools and local authorities to add more resources necessary in supporting children with statements of special education needs. However, the pressure exerted by the parents should be in the form of consultations with schools and local authorities on the need to provide and pay for private assessment in extreme cases of children suffering with disability. In some cases, litigation can be used by the guardians to ensure that they receive adequate funds for the children with disability (Gargiulo, 2010). There are cases whereby schools are given inadequate resources. The schools bare faced with problems of trying to maximize the resources they allocate to each student. It is evident that with limited resources, schools are not able to provide efficient funding services to the student. The school administration would want to distribute the resources available at their disposal in order to achieve academic excellence of their pupils. In cases whereby the funding of the students with special needs come from the local authority on a per pupil basis, the school administration would need to put more demands on the local authority to allocate more resources to students with special education needs for each pupil (Gargiulo, 2010). Local authorities must come up with measures on how to fund each pupil with special education needs. More resources need to be devoted in the affairs of students with special needs than on students without special needs. In cases whereby the funds are not provided on a per pupil basis, the school administration may decide to avoid enrolling pupils with special needs in to their system because the schools may be affected with the
Educational Issues and Special Educational Needs There are children in the society that require more help than other children in order to benefit from the education system. In most cases, such children suffer from disabilities; therefore, they are described as children with exceptional education needs…
It ascertained that communication was the only way that could address the issue that was at hand. The study also aimed to address the issue of peer mediation and mentoring that was suppose to equip the students with the right skills of mentoring each other in terms of understanding each other’s special needs without considering their races and origin.
As a result of this, majority of children were identified as uneducable and were grouped into categories such as educationally sub-normal or maladjusted. These categories of unique children resulted to the provision of special education treatment in separate schools.
b. he/she has a difficulty that stops or obstructs him/her from exploiting the educational facilities and opportunities that are extended to the children of the same age group, in the schools situated in his/her neighbourhood or vicinity; or
c. he/she hails from the compulsory school age and satisfies the above mentioned clauses a.
The Special Educational Needs (SEN) Code of Practice provides a standardized approach towards the integration of the children with special educational needs in the mainstream. More importantly it focuses on the rights of the children with special educational needs and empowers them by making them a part of the decision making process of their educational system.
The Code states:
Children who demonstrate features of moderate, severe or profound learning difficulties or specific learning difficulties, such as dyslexia or dyspraxia, require specific programmes to aid progress in cognition and learning. Such requirements may also apply to some extent to children with physical and sensory impairments and those on the autistic spectrum.
The reliance on market forces as a mechanism of quality control and the unprecedented degree of centralized control of the curriculum, for instance, are principles calling for revolutionary changes in the way teachers operate
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.
The Children’s Act (2004) however highly affects all the children from birth to the nineteen year olds. It aimed at improving the educational achievements of all the children including those children who have special educational
These difficulties direct the children to behave indifferently to the society. The scope of autism has increased in the recent years with about 2% of the population suffering from autism. (what is autism, n.d.; Frith,
These difficulties might occur in the sphere of schoolwork, understanding numbers or having problems in making friends. This implies that they lack the ability to enjoy a normal kind of well-being like
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