Qcf Level 3 Unit 1 Assignment

How to educate students with special needs has been a topic for many years. In the past children that were considered to be mentally delayed were hidden away from society and not given an education because the assumptions were made that could not be taught. As attitudes changed, parents and advocates took up the legal fight to gain rights for the mentally challenge; legislation was passed that would allowed these students the right to receive an education. The social implications of how special education continues to evolve in terms of attitude, legislation, and litigation.

Special education- Special education provides students with disabilities with the support, resources, and services to help enhance their learning. Special education should includes the practices of providing various instructional, differentiated teaching, and different types of assessment in order to meet the needs of diverse learners and students with various disabilities. Special education should also include individualized assessment and planning as well as specialized instruction in order to meet the needs of individual learners. Special education should be individualized because every student learns differently. This means materials and curriculum may need to be modified in order to meet the needs of a student with disabilities. Special education should also involve collaboration between professionals, general education and special education teacher, the school district and parents in order to create a learning environment that bests fits the child.

Special needs students with emotional, behavioural, mental, or physical disability are now often mainstreamed for at least part of their school day. Gifted children are also often in the same classroom and also need support, but a different kind (DfES 2004). This makes planning lessons that service all pupils a complex and often difficult task. The teaching is also one that could rarely be performed effectively by only one instructor (Bage, Grosvernor and Williams 1999). Hence, all three adults must work together to ensure pupils’ progress at an appropriate rate, balancing the special needs pupil’s entitlement and the needs of the broader class.

The special education teacher interviewed, talked about this goal to meet each child’s need is challenging to her especially in eleventh and twelfth grade. The teacher tries to strive towards their educational goals, their need areas, and work on their strengths.

1.1 I work as a Special Education Needs Teacher Assistant (SEN TA) in a year two classroom in a primary school; it is a small school with one class of around thirty children for each year, ranging from reception to year 6. In year two I work with aged 6-7 year old children, one teacher and a teacher assistant.

Special Education Teaching

The school’s ‘Special Education Policy’ stated that they provided a balanced curriculum for all children and that it is differentiated according to the child’s individual needs. The policy suggested that teachers implemented these factors into their planning so all children are able to access the curriculum equally.

I need to have an understanding of the curriculum and what the desired learning outcome is for the lesson I am supporting. I need to work collaboratively with the teacher to support the students in achieving their individual learning or behaviour goals. I need to develop strategies and utilise resources required to support the students in learning and social skills. I need to gain and understanding of the different types of assistive technologies available especially those that are used by students within the school community.

Special education is a type of education specifically designed to meet the educational needs and other related developmental needs of children with disabilities, and children with developmental delays (Cunningham, 2013). Judy Mantle in her article highlights five practices that would benefit leadership in special education. These practices refer to the laws and policies associated with special education, the training of qualified personnel, community and district participation and educational practices such as inclusion.

Usually upon hearing the term “special education”, people envision a small classroom with a few kids. They are reading out of smaller books with simpler wording, easier problems, and less work. What they fail to notice, however, is the deaf child reading silently at the back of the room. Towards the front of the class, two blind children are chattering. Special education includes more than just those who have specific learning disabilities, but those who don’t have them go unnoticed. Most children

The special education class allows students with learning disabilities to get individual attention that is needed in order for the student to focus and make it to the next step in life. Everything from the student’s setting to needs are planned and monitored. The special education teachers are able to provide support such as assisting with identified modifications to student’s academic and physical tasks in order to meet their needs and help their differences in the learning cycle. However, not all special education students need one on one teacher aids. The need for a one to one assistance is considered, depending on the individuals needs.

Special education was created as a practice of educating students with special needs – specifically emotional, behavioral, and learning disabilities – in a way that addresses their individual differences and needs. Little is known about the early history of special education practices since historians documented little about “the deviant and the different, and disabled people left no records of their own pertaining to their daily lives” (Winzer 4). In more recent times, disability identification and categorization has increased. Students placed in special education programs have a range of ability and disability, with categories including Emotional Behavior Disability (EBD), Intellectual Disability (ID), Speech and Language Impairments (SLI),

Whilst there is no one single definition of special education there are some inherent similarities between the various definitions given by a plethora of philosophers, politicians and academics. Special Education is a form of instruction that is designed to meet the needs of students with disabilities in order that they can learn the very same skills and information as other students in school (Giordano, 2007; Osgood, 2005). Under the banner of special education there is high prominence placed upon individualised

Over the course of time education, general and special, has soared to meet the needs of all students. To ensure they all receive the free and appropriate education due to them. However, some time ago many exceptional children were overlooked because of their disability, but the IDEA Act has made it possible for children of all exceptionalities to receive services. These programs have designed for those students who are exemplify traits and might be physically, socially, emotionally disturbed, or suffer with other health impairments. Special Education curriculums and services modify curriculum, along with modified teaching strategies and delivery instruction to meet the appropriate needs of each child.

Special Education or Remedial Education is a program designed to help children who have learning disabilities and mental challenges. Special Education can be very beneficial for certain students; however, because of the diversity within a Special Education classroom students are rarely getting the correct level of education that they need. Most students do not end up not getting the specialized help they need and eventually fall through the cracks. This, along with many other problems, need to fixed. If these very serious issues within the system are not handled, then the Special Education system will fail.