Introduction to Special Education

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In this case study, few important points about Juan are worth noting before proceeding further into the issue of his special education. He is in the primary school; he is bilingual; Spanish dominant for receptive language, but English dominant for expressive language.


These include reading disability, problems with expressive language, receptive language, poor hand-eye coordination, visual confusion, problems with socialization, behavioural difficulties, possible depression, social isolation, difficulties in visual motor skills, and over all learning disabilities.
Each of these conditions would lead to disparate variety of educational needs for the student, and it seems none of these can be addressed at home, given the fact that Juan's mother is suffering from severe depression, and she needs Juan's help for her own care. Although his socialization, visual motor skills, and language had not developed, there is no help, supervision, or guidance at home that can help him improve. As is known, special education centres on a process of evaluation of Juan's development of skills in this area; it seems Juan is eligible for an individualized education programme. Examining the legal criteria for eligibility to be included in a special education programme, it must be stated that Juan satisfies the following criteria which qualifies him to be a child with disability. Juan is an individual between ages 3 to 22. He may have mental retardation, which has not been clearly mentioned in this case history. He has definitely established speech and language impairment. Although he is not blind, he has visual impairment. ...
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