Special Education Labeling

Special Educational Needs and Disability Act 2015 - The SEN Code of Practice expresses that children have SEN if they have a learning difficulty that requests special educational provision to be made for them and that it is unlawful for educational providers to discriminate against a pupil with SEN or a disability.

Special education teachers no longer may identify themselves as teachers of just a specific category of students. Rather, they must identify themselves as teachers of all students and be willing to provide whatever support is needed to meet the varied needs of students. Likewise, students should not be identified as self-contained or resource, but as students needing specialized instruction and supports for specific skills/subject areas for specific amounts of time in either a special education setting or a general education setting.

I believe that it is both to our benefit and disadvantage that we have groups and labels in our school. Groups can be a good thing because they provide security for students that don’t always get along or feel comfortable with all the other students in the school and can help them improve how they view themselves mentally. The disadvantage of having a school that has labels and groups is people discriminate groups. Also, sometimes students label other students in bad ways due to the group they are associated with or make untrue assumptions because they only see from their own perspective. The difficult thing about grouping and labeling in high school is that students gradually form groups all through junior high and sometimes they begin to

We must not label children due to their disability. It is important we look at their individual need first without focusing on their impairment. We should be realistic about their expectations and modify the curriculum to suit, give them extra support or their own SEN, depending on needs but also encouraging independence as much as possible.

In England, it is a legal requirement under the EYFS for all early years settings to work with parents and other professionals to support children’s care, learning and development. Certain policies and procedures must be in place to protect children and for guidance.

The Education system in America has had a lot of improvement over the years. Given

The Labeling and Education Act of 1990 was the last major government action involving nutrition labeling, which did not take effect until 1994. This action required that serving size and nutrition labeling to be clearly displayed on packaged foods that were being sold at the grocery stores. Restaurant and other ready-to-eat food were exempted from this new law. But in 2014, twenty years after this action went into effect; the FDA released a proposed rule to renew the nutrition-facts label, which required packaged foods to include the amount of sugar, and to increase the size of the calorie label font, making it easier for consumers to read the labels.

These bills that are social justice driven would continue into a case known as Serrano v. Priest, which established state equity funding. Serrano was a parent in California that accused the California State Treasurer of not equally distributing finances for each school district. The way in which districts were drawn would cause and encourage the ever-increasing disparity between low-income and advantaged students. This ruling went on to affect at least 45 other states to change the way they fund their school districts and limit the distribution of funds more evenly. Special Education Equity would also come into effect in 1975 with the PL 94-142 law. This ensured that every student with a disability (millions of students) would be guaranteed a acceptable education.

Although in many cases teachers have the students’ best interest at heart and hope to benefit them from a referral for an evaluation, inappropriate labeling can bring serious consequences for pupils. As noted on Truth in labeling: disproportionality in special education (2007), once admitted into the special needs program, students tend to remain in special education classes, they are more likely to encounter less rigorous curriculum and lower expectations, they often face social stigma, and have less contact with academically able peers.

This research paper has looked into various views on the role of counselors in Special Education Needs student’s preparation for transition. Most researchers feel that the counselors have a huge role to play when it comes to preparing learners for transition (Milson, 2002, Geddes, 2015). The research is pointing out to some important features that will help improve the transition. First the counselors should be well trained on their role in guiding learners with disability for post secondary experience. Second, the counselors cannot work alone in the process of improving transition period. Hence, parents, administrators, staff, and learners should work with the guidance counselors to improve the SEN learners experience after high school

Identifying potential health concerns in the foods we consume has become more prominent matter in today’s society and the Canadian public. The methods of genetically modifying ingredients, whether to offer resistance to certain insects or produce a higher yield for example, has prompted plausible pro-labelling arguments from the public due to mostly religious and ethical reasons. Voluntary labeling by companies may be deemed as not sufficient enough for some consumers who have stigmatized genetically modified foods. Hence, it is my contention that the Canadian government mandate that all genetically modified foods sold in Canada be labeled as such to protect consumer rights.

Humanity has an advantage in this world, we have the ability to take a child and raise it how we please. When a child is born, they are a clean slate, meant to be molded and shaped into an adolescent and eventually an adult. When individuals are aging and learning, they are becoming their own person. They observe everyone and everything going on around them and decide what is best for them. During many situations environment and family have a bountiful amount of influence on how the individual develops into an adult.

On September 21st, we talked about the principles of the verbal message. There are two types of verbal message, the denotative and connotative. However, messages vary in abstraction and directness, these words have connections with the lesson taught on September 28th about nonverbal and verbal messages. Kathie snow article talked about the negative stigma with the word Special needs. In her article, she explains about how society should stop using the word special needs, but if you look at it the denotative; it's different from what society take it as which would be the Connotative. Special need is a term used to describe an individual who requires assistance for disabilities that may be medical, mental or psychological. But society takes the

Being a special educator, there are different roles and responsibilities separate from a general education teacher. As a special ed teacher, you need to be able to be more flexible and open-minded when it comes to teaching. These students, whether in a self-contained classroom or an ICT class, will have such differing needs than their counterparts. While they may still have some same needs, most of them will be different and individual. Even though we may have several students with the same disability in our class, that doesn’t mean that we can treat them the same; each student has differing abilities that we must figure out individually. This is one huge problem that I see prevailing in schools today. Teachers tend to think that if a child has autism, they have the same issues and needs as another child with autism but this is not the case. One child might need headphones for noise-canceling features while the other child might be ok with sound but need more social interactions skills. The ability to discern what a child needs based on their own performance is a crucial aspect to supporting every student equally. As a special educator, we need to not only look at their deficits but their capabilities as well. To define someone by what they can’t do is such a negative point of view. If we go into the classroom trying to find what is wrong with a child, we may never notice what exceptional skills they may have. For example, in class when Mark Sarabian came to talk about the

In order to effectively plan any instruction, it is important for teachers to know their students. Two vital aspects of this knowledge include students’ academic background and their home circumstances. Things like home language or special education classification can affect students’ academic performance in very obvious ways. Much of this information is normally made available to general education teachers through a student’s records, and ESL and Special Education teachers each have their own screening and evaluation processes to help gather more information about these statuses. These evaluation processes consist of past schooling experience these students have had and how much of their schooling they actually remember. Teachers should know what the students know to better plan for future instruction. Students need instruction that provides new information but also is not past the zone of proximal development, meaning the tasks are not too difficult for students to accomplish even with scaffolded support. There are a number of strategies teachers can use to find out what their students already know. One helpful strategy is to ask students about their previous school year at the beginning of a new one. By finding out where they went to school and what they liked best about it, teachers can find out a lot about what sort of curriculum they experienced and what subjects they might remember more about. Additionally, before the start of a unit, teachers can give students a