Model of the Demand and of the Resources Needs for Special Education. Case Study for the Handicapped Children in the School Age

This case is designed to help school leaders develop skills needed to work with interdisciplinary groups while demonstrating the complex issues faced while considering the special education needs of students. The case further examines a child study team meeting from the lens of different participants, including the principal, teacher, school psychologist, parents, and consulting psychologist. Although initially designed as an interdisciplinary lesson, with students from various programs taking on the roles, the case can also be used exclusively with educational leaders, with leaders role-playing the parts. Roles can also be adjusted and/or eliminated as needed to accommodate other disciplines.

Download Full-text

Inclusive Education for Students with Disability

SHS Web of Conferences ◽

10.1051/shsconf/20184200039 ◽

2018 ◽

Vol 42 ◽

pp. 00039 ◽

Cited By ~ 2

Author(s):

Ikhfi Imaniah ◽

Nurul Fitria

Keyword(s):

Special Education ◽

Postsecondary Education ◽

Inclusive Education ◽

School Environment ◽

Special Educational Needs ◽

Academic Communication ◽

Future 2 ◽

Near Future ◽

Guidance Teacher

This paper identifies and discusses major issues and trends in special education in Indonesia, including implications of trends for the future developments. Trends are discussed for the following areas: (1) inclusion and integration, issues will remain unresolved in the near future; (2) early childhood and postsecondary education with disability students, special education will be viewed as lifespan schooling; (3) transitions and life skills, these will receive greater emphasis; and (4) consultation and collaboration, more emphasis but problems remain. Moreover, the participant of the study in this paper was an autism student of twelve years old who lived at Maguwoharjo, Yogyakarta. This study was qualitative with case study as an approach of the research. The researchers conclude the autism that has good academic, communication and emotional skill are able to go to integrated school accompanied by guidance teacher. But in practice, inclusive education in Indonesia is inseparable from stakeholders ranging from government and institutions such as schools, educators, school environment, community and parents to support the goal of inclusive education itself. Adequate infrastructure also needs to be given to the school that organizes inclusive education for an efficient and effective students understanding learning-oriented of inclusive education. In short, every child has the same opportunity in education, yet for special education which is aimed at student with special educational needs.

Download Full-text

Semantic Mapping as a Communication Tool in Classrooms for the Seriously Emotionally Handicapped

Behavioral Disorders ◽

10.1177/019874298901400403 ◽

1989 ◽

Vol 14 (4) ◽

pp. 226-235 ◽

Cited By ~ 2

Author(s):

Kathleen M. McCoy ◽

John W. Maag ◽

S. Rucker

Keyword(s):

Special Education ◽

Special Education Teachers ◽

Student Interaction ◽

Semantic Mapping ◽

Communication Tool ◽

Student Relationships ◽

Teacher Student Relationships ◽

Emotionally Handicapped ◽

Teacher Student

Special education teachers working with seriously emotionally handicapped adolescents often are faced with the task of dealing with a student's thoughts and feelings in response to a crisis situation. This situation requires that positive teacher-student relationships have been established. The purpose of this article is to describe how the technique of semantic mapping can be used to (a) help seriously emotionally handicapped adolescents organize and disclose their thoughts and feelings in stress-engendering situations; (b) structure teacher-student interaction by providing a format; and (c) enable the teacher to collect specific notes for later consultation with staff. A case study is presented illustrating this procedure and implications for further use of this technique to facilitate teacher-student communication are discussed.

Download Full-text

The Role of Council of Administrators of Special Education

Council review ◽

10.1177/001440297904600107 ◽

1979 ◽

Vol 46 (1) ◽

pp. 42-48

Author(s):

Jack Lamb ◽

Leonard C. Burrello

Keyword(s):

Special Education ◽

Least Restrictive Environment ◽

Special Education Administrators ◽

Handicapped Children ◽

Administrative Position ◽

Delivery Of Services ◽

Restrictive Environment ◽

Education Administrators

This article describes the role of the Council of Administrators of Special Education (CASE) in their support of special education administrators in the context of the aftermath of P. L. 94-142. The forces and factors that are affecting the role incumbent in the special education administrative position are presented in ways in which CASE is attempting to serve its membership in a period of disequilibrium and change. The article is based upon both solicited and unsolicited comments from administrators from around the country. It highlights past and future activities that CASE is seeking to develop and implement in support of leadership persons in delivery of services of all handicapped children in the least restrictive environment.

Download Full-text