Furthermore, special education teachers have identified lack of resources and services as the problem that hinders disability children and their parents. Special education has been offered in either inclusion or mainstreaming or a combination of the two, Cohen, O. (1995:70-78). Where inclusion entails that normal student classes are integrated with those with disabilities, Cohen, O. (1995:70-78). Specialized services are offered are offered outside a normal student classes and the disability students rarely leaves class to attend therapy services like speech and language or physical therapy. Whereas mainstreaming involves merging students with special needs with normal ones so as they learn together during specific time. Mainstreaming can be self- contained (segregation) or exclusion. Segration model includes full time placement of student with special needs into regular classes but spend most of their time entirely in classes with special needs. Exclusion model involves total separation of children with disabilities mostly occurs in hospitals or detained in a justice system. However, suspended or expelled special needs students cannot be considered as excluded. For the past years special education has been in the limelight. For instance in USA, the National council’s President on Disability termed special education to be included in every school. Whereas in other places like England support services are in place to help parents and their special need children. Services like parent partnership that allows parents to participate in the planning and provision of education to disability children, Cohen, O. (1995:70-78).
Scotland has The Additional Support Needs Act that has the responsibility of ensuring that there is collaboration among the parents, education authorities and other organization in the delivery of education to all irrespective a student’s disability status. Adjustments in curriculum
Special education is an independently designed and planned and thoroughly scrutinized teaching procedure to help students with special needs attain personal self reliance in schools and community. These special needs include mental health issues, learning disabilities and other…
Therefore, education is a lifelong process whose end is to create individuals who can fit in the society (Swarup et.al, 2006); through education, individuals are exposed to relevant knowledge, attitude, skills, and information that are necessary for their future roles in society.
Special education in England for over two decades has been subject to rapid change, of which programs allowing for inclusive education have played a pivotal role. But barriers still exist that can impede the development of this morally-mandated educational and social movement.
The paper, Assessment & Special Education, describes my aspiration to become a special education teacher and my preferred area of specialization. The paper discusses some of my strengths and weaknesses in this domain and my experience as a special education evaluator. Assessing students with learning disabilities can be a challenge.
Different countries around the globe offer different educational opportunities to the impaired individuals in relation to the opportunities presented to non-disabled persons (Peters 2003, 1). In view of all this, the definitive purpose of education for persons in the group context may not be fully achieved.
It promotes understanding and sharing ideas on various issues that appear essential for holistic development. This explains why school leaders have a significant role to play in ensuring that everyone irrespective of status and physical condition attain education.
According to Ainscow (2005) “Inclusion is about the presence, participation and achievement of all students” (Ainscow, 2005 pp. 16) relation. This particular form of education is offered to individuals with disabilities and also to children necessitating require ‘Special Educational Needs’ (SEN).
But all of them are not providing the quality and special needs. There has been an increase in the number of special children in almost all the countries. As these students are not treated like other children, most of them are still taken care by the service organizations.
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.