Developing a Project to Improve Employability for Secondary Students with Special Education Needs

1990 ◽  
Vol 14 (1) ◽  
pp. 38-42
Author(s):  
Christine Roberts-Yates
Keyword(s):  
Secondary Students ◽  
Learning Difficulties ◽  
South Australia ◽  
Theoretical Background ◽  
Special Educational Needs ◽  
Future Issue ◽  
Education Department ◽  
The Social ◽  
Special Education Needs ◽  
Education Needs

Note: This article provides the theoretical background for the Social Skills and Employability Project in South Australia. The Project was established in 1989 by the S.A. Education Department (Northern Area) and the Institute for the Study of Learning Difficulties. It is a school and industry based project designed to develop personal, social, and vocational skills for young people with special educational needs. The author has agreed to write a further article describing the program in action. This will appear in a future issue of the journal.

scholarly journals Niepełnosprawność i specjalne potrzeby edukacyjne w świetle polskiej i brytyjskiej poprawności politycznej

Neofilolog ◽  
1970 ◽  
pp. 29-40
Author(s):  
Iwona Dronia Iwona Dronia
Keyword(s):  
Special Education ◽  
Political Correctness ◽  
Legal Status ◽  
European Countries ◽  
Physical Impairment ◽  
Educational Context ◽  
Special Educational Needs ◽  
Special Education Needs ◽  
Education Needs ◽  
The Uk

The main goal of this article is to describe the legal status and situation of disabled learners in Poland, the UK and in other European countries. The author wishes to analyze whether the trends advocated by the principles of Political Correctness (PC) have influenced the language used in the educational context, and, in particular, towards students of special education needs (SEN). The article attempts to demonstrate that neither English nor Polish are sufficiently polite in terms of describing, categorizing, evaluating or naming all the learners, who, owing to their mental or physical impairment, have Special Educational Needs.

scholarly journals Key Drivers of Optimal Special Education Needs Provision: An English Study

2015 ◽  
Vol 16 (3-4) ◽  
Author(s):  
Saneeya Qureshi
Keyword(s):  
Primary Schools ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Target Setting ◽  
Head Teachers ◽  
Doctoral Research ◽  
Special Education Needs ◽  
Key Drivers ◽  
Education Needs ◽  
Change Target

AbstractThe aim of this paper is to argue that there are a number of key drivers for Special Educational Needs (SEN) provision that have to be met by Special Educational Needs Coordinators (SENCOs) and teaching professionals so as to ensure optimal provision and inclusion for children with SEN in mainstream primary schools. Although the research has been carried out in England, there is a significant European Dimension to the issue, as a similar role to that of SENCOs in respect of SEN management already exists in countries such as Finland and Ireland, and is being considered in Italy.This paper focuses on the data gathered for the purpose of the author’s doctoral research in England, through questionnaires and interviews with SENCOs, head teachers and teachers. Thematic analysis was used to explore key drivers of SEN provision by practitioners who support children with SEN.Data illustrate that the key drivers of SEN provision include time; teacher openness to change; target setting; evidence of tried interventions; empowerment; decision-making and approachability. The implementation of such drivers depend largely on practitioner skills and competencies.The main conclusion within this paper is to develop points of reference for planning and practice, with illustrations of optimal provision by all practitioners who work with children with SEN.

scholarly journals What Are Dyslexia and Its Effects on Teaching Language Skills?

2018 ◽  
Vol 8 (2) ◽  
pp. 218
Author(s):  
Mohammad Mahdi Mobinizad
Keyword(s):  
Mother Tongue ◽  
Learning Difficulties ◽  
Age Group ◽  
Factors Affecting ◽  
Teaching Language ◽  
Group Context ◽  
Special Education Needs ◽  
Negative Feedbacks ◽  
Education Needs ◽  
Dyslexic Students

The world of teaching comprises of a range of miscellaneous methods, plans, strategies and techniques and it gets more complex as we consider all factors affecting this world including the age group, context, the mother tongue and mental as well as natural abilities and disabilities of the students who are being taught. My main focus in this paper is to discuss language teaching tips effective for dyslexic students that can be considered as a subcategory of SEN (Special Education Needs) students and an explanation of BPMS Hypothesis I suggested helping dyslexic students overcome their learning difficulties. I also clarify my own teaching experiences in different situations throughout this paper any probably positive or negative feedbacks I obtained via teaching.

scholarly journals Bullying in Students with Special Education Needs and Learning Difficulties: The Role of the Student–Teacher Relationship Quality and Students’ Social Status in the Peer Group

2021 ◽  
Author(s):  
Martina Berchiatti ◽  
Antonio Ferrer ◽  
Laura Galiana ◽  
Laura Badenes-Ribera ◽  
Claudio Longobardi
Keyword(s):  
Special Education ◽  
Social Status ◽  
Student Teacher ◽  
Peer Group ◽  
Learning Difficulties ◽  
Control Group ◽  
Student Teacher Relationship ◽  
Special Education Needs ◽  
Being Bullied ◽  
Education Needs

Abstract Background Children with Special Education Needs and Learning Difficulties are at risk of being excluded, or bullied because of their impairments. Within the bullying literature, two variables have been shown to be key in terms of its predictions: student–teacher relationship and students’ social status among peers. Objective The aim of this research was to assess the association between the student–teacher relationship and students’ social status in the peer group and bullying dimensions in children with SEN, LD, and typical development. Method A total of 320 children—55 with LD, 46 with SEN, and 219 in the control group – participated in the study, with a mean age of 11.04 (SD = 1.42), and 59.7% of whom were male. The model tested showed a good fit: χ2 (40) = 102.395, p < .001, CFI = .940, RMSEA = .070 [90% CI = .054, .088]. Results Main findings show that children with SEN and LD had more difficulties in social participation and might be at higher risk of being bullied, compared with their classmates. Conclusions This study offers evidence on bullying in children with SEN and LD and its association with both relationship with teacher and students’ social status. For teachers, results highlight peculiarities and possible problems of school inclusion of children with SEN and LD. For educational researchers, findings add knowledge on literature focused on bullying in children with difficulties.

Inclusive Education Teachers—Strategies of Working Collaboratively With Parents of Children With Special Educational Needs in Macau

2019 ◽  
Vol 29 (2) ◽  
pp. 191-207
Author(s):  
Shun Wing Ng ◽  
Yee Wan Kwan
Keyword(s):  
Inclusive Education ◽  
Learning Opportunities ◽  
Special Educational Needs ◽  
Education Policies ◽  
Developing Regions ◽  
Policy Makers ◽  
Special Education Needs ◽  
Education Needs ◽  
Quality Learning ◽  
Education Process

Education for learners with special education needs has become one of the major concerns of education policies in every corner of the world. In Macau, however, the transformation of schools into inclusive environments is reported to be slow because many teachers in Macau have not accepted the key values of inclusive education and possess little knowledge of their responsibilities as inclusive education teachers. Despite being nonempirical, the aim of this article is twofold: to inform inclusive education teachers, especially those in Macau and other developing regions, of the necessary knowledge, skills and strategies of working collaboratively with parents of children with SEN and provide policy makers concerned with practical ideas of designing effective professional development programmes for teachers working in the inclusive environment. The ultimate aim is to ensure that children with SEN benefit from an education process that includes quality learning opportunities.

scholarly journals Traditional Bullying and Discriminatory Bullying Around Special Educational Needs: Psychometric Properties of Two Instruments to Measure It

2019 ◽  
Vol 16 (1) ◽  
pp. 142
Author(s):  
Antonio J. Rodríguez-Hidalgo ◽  
Anabel Alcívar ◽  
Mauricio Herrera-López
Keyword(s):  
Educational Needs ◽  
Special Educational Needs ◽  
Traditional Bullying ◽  
Confirmatory Factor Analyses ◽  
Gender And Age ◽  
Confirmatory Factor ◽  
Special Education Needs ◽  
Education Needs ◽  
Fit Indexes

Two important challenges in research on bullying are to have reliable tools to measure traditional bullying and discriminatory bullying related to special educational needs (SEN), and to learn more about their prevalence. We present the validations of two instruments to measure bullying (European Bullying Intervention Project Questionnaire, EBIPQ) and discriminatory bullying with respect to SEN (EBIPQ–Special Education Needs Discrimination version, henceforth EBIPQ-SEND). A total of 17,309 teenagers from Ecuador took part in the study (M = 14.76, SD = 1.65; 49.9% male). The item response theory analyses evidenced accuracy and quality of the measures. The confirmatory factor analyses of the EBIPQ and the EBIPQ-SEND revealed the same two-factor structure—aggression and victimization—regardless of gender, showing optimal fit indexes. We present the results of the prevalence according to the roles of participation in traditional bullying and discriminatory bullying around SEN. Significant gender and age differences were observed for involvement in both phenomena. We also discuss the advantages of applying the EBIPQ and the EBIPQ-SEND to evaluate and diagnose harassment and discriminatory harassment around SEN.

scholarly journals Stimulating strategies of self-regulated learning for high-school students with learning difficulties

2021 ◽  
Vol 19 ◽  
pp. 684-707
Author(s):  
Olimpia Florentina Avram ◽  
Mihaela Luminița Sandu ◽  
Ana-Maria Mocanu
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Difficulties ◽  
Point Of View ◽  
Special Educational Needs ◽  
School Students ◽  
Self Regulated Learning ◽  
The Social ◽  
Regulated Learning ◽  
Long Time

In the actual contemporary society there are more and more children with disabilities, and the most frequently requested are the Special Educational Needs (SEN), associated with other disabilities that are unnoticed until advanced ages and this because some parents refuse to realise the situation in which their child is. The prevalence of learning disabilities has increased significantly. This is one of the reasons for choosing this topic which is still relevant, the applicability is increasing both in the social system and in the education subsystem. The main objective of this paper is to highlight the learning difficulties that students face in high school. On the other hand, another objective is to illustrate the stimulating strategies for self-regulated learning and assessment. In some cases, age-specific difficulties arise during this period due to the dynamic nature of the school climate. From a pedagogical point of view, the emphasis should be on cognitive development, on the skills needed for the social integration of all students, regardless of origin, nationality and development level. Learning involves overcoming barriers, removing obstacles during individual or collective learning (Popa, D., 2013). Almost forgotten for a long time, the pedagogy of children with learning difficulties has seen a significant increase, especially during the recent years. While looking for ways to a successful learning, it should be considered the use of some methods and planning to reduce learning difficulties for students. Considering that school education (school learning) is a dominant exercise through play, especially during childhood, we must also consider the possibility of frequent learning difficulties, especially regarding children.

scholarly journals Adaptations for Teaching Children with Special Educational Needs in ESL Context

2019 ◽  
Vol 8 (1) ◽  
pp. 121
Author(s):  
Martha Elena Alonzo Rezabala ◽  
Jhonny Saulo Villafuerte Holguín
Keyword(s):  
Inclusive Education ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
English Language ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Special Education Needs ◽  
Education Needs ◽  
Listening And Speaking ◽  
The Voice

Public policy for inclusive education in Ecuador favors the entry of students with Special Education Needs into conventional schools. However, teachers require to develop adaptations to improve their work with students who have such conditions. This research aims to study the contribution of audiovisuals in adaptations and modifications for teaching English Language to a child reported with attention-deficit. This case of study refers to a boy attending the 4th Grade of elementary school in Manta-Ecuador. The research team designed a 10-sessions educational intervention for stimulating the child attention and improving his communication skills in English as a foreign language. A mixture of qualitative and quantitative research methodologies is applied to determine the participant’s English language skills evolution. This work also introduces teaching strategies that convine games and technology to support the vocabulary acquisition process of children with physical or intellectual disabilities. Results show how the videos catch and keep the participant’s attention during more time; and how the voice self-recording supports his listening and speaking practice. Such circumstance opens multiple possibilities to innovate the current adaptations and modifications for improving the teaching and learning process of children with special educational needs in ESL context.

scholarly journals Reducing Language Barriers in Science for Students with Special Educational Needs

2020 ◽  
pp. 1-24
Author(s):  
Susannah Boyle ◽  
Karen L. Rizzo ◽  
Jonte C. Taylor
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Universal Design For Learning ◽  
Science Instruction ◽  
Language Barriers ◽  
Science Content ◽  
Special Educational Needs ◽  
Special Education Needs ◽  
Education Needs ◽  
Multimodal Representation

Abstract An increased focus on science instruction and science learning for students with special education needs has been growing over the past decade. Research studies, particularly meta-analyses focused on science for students with disabilities, show investigators are interested in what science strategies and approaches (e.g., graphic organizers, inquiry-based instruction,) work for students regardless of identified need (e.g., learning disabilities). However, researchers have noted that science instruction can often rely heavily on text and have burdensome reading demands that may cause students with disabilities to struggle. Research suggests that incorporating Universal Design for Learning (UDL), multimodal representation, the arts, and communicative technologies can reduce the language load for learning science content and phenomena for students with special education needs. The purpose of this paper is to provide resources and suggestions for reducing the language barriers in science for students with special education needs through the use of multimodal representation and communication technologies.

scholarly journals ALUMNADO CON NECESIDADES EDUCATIVAS ESPECIALES: DETECCIÓN Y TRABAJO PARA LA OPTIMIZACIÓN EDUCATIVA

2017 ◽  
Vol 7 (1) ◽  
pp. 63
Author(s):  
Mª Teresa Tortosa Ybáñez ◽  
Carla González Gómez ◽  
Ignasi Navarro Soria
Keyword(s):  
Social Issue ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Special Education Needs ◽  
Working Together ◽  
Education Needs ◽  
Changing Attitudes ◽  
And Training ◽  
Organizational Issue ◽  
Current Reality

Abstract.STUDENTS WITH SPECIAL EDUCATION NEEDS: DETECTION AND WORK FOR THE EDUCATIONAL OPTIMIZATIONIt is understood by students with special educational needs, those who require support and specific educational attention due to disability or severe behavioral disorders for a period of schooling or along all their education. This work displays the educational response that the current education system provides for these students from an inclusive framework. There is evidence that there are still some barriers which prevent to care for these students effectively and efficiently. To address this problem we formulate several questions: Is a social issue in changing attitudes? Is it a legislative issue? Is it a training issue and / or an assumption of functions among professionals? Is it an organizational issue? Or is it a question of locating the “guilty one.“? We are convinced that it is a matter of “commitment” and a prerequisite to effectively provide relevant measures. The commitment of all levels and professionals who will be involved in the identification, assessment and intervention and working together, is essential for profitable efforts and give coherence to the work to be done . The requirements are different for each person and will largely be determined by the context. This is why it is necessary to rethink and address the current reality in several areas to reach education for optimizing existing resources. The areas include the conceptual and social development of “s.e.n.”, the legislative front, the organization in schools and training of the current teachers.Keywords: Special educational needs, inclusion, disability, optimization.Resumen.Se entiende por alumnado que presenta necesidades educativas especiales el que requiera, por un periodo de su escolarización o a lo largo de toda ella, determinados apoyos y atenciones educativas específicas derivadas de discapacidad o trastornos graves de conducta. Este trabajo estudia la respuesta educativa que prevé el actual sistema educativo para este alumnado, desde un marco inclusivo. Hay evidencias de que se mantienen barreras que obstaculizan la atención a este alumnado con eficacia y eficiencia. Para abordar esta problemática formulamos varias cuestiones: ¿Es una cuestión social en el cambio de actitudes? ¿Es una cuestión legislativa? ¿Es una cuestión formativa y/o de asunción de funciones entre profesionales? ¿Es una cuestión organizativa?... o es una cuestión de localizar “culpables”. Estamos convencidos que es una cuestión de “compromiso” y una condición indispensable para poder proporcionar medidas competentes con eficacia. El compromiso de todos los estamentos y profesionales que van a intervenir en la detección, evaluación e intervención y el trabajo conjunto es fundamental para rentabilizar esfuerzos y dar coherencia en el trabajo a realizar. Las necesidades son diferentes para cada persona y en gran medida van a estar determinadas por el contexto. Es por ello que para conseguir la optimización educativa de los recursos existentes, es necesario repensar y abordar la realidad actual en varios ámbitos: la evolución conceptual y social de las n.e.e., el ámbito legislativo, la organización en los centros educativos y la formación del profesorado actual.Palabras clave: Necesidades educativas especiales, inclusión, discapacidad, optimización.

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