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 The impact of COVID-19 on anxiety and wellbeing for families of individuals with Special Education Needs and Disabilities in the UK

2021 ◽  
Author(s):  
Vasileios Sideropoulos ◽  
Daniel Dukes ◽  
Mary Hanley ◽  
Olympia Palikara ◽  
Sinead Rhodes ◽  
...  
Keyword(s):  
Special Education ◽  
Repeated Measures ◽  
Control Group ◽  
Typically Developing ◽  
School Closures ◽  
Time Points ◽  
Special Education Needs ◽  
Education Needs ◽  
The Uk ◽  
The Impact

COVID-19 has affected people across the world. However, it has been suggested that individuals with Special Education Needs and Disabilities (SEND) and their families might have been particularly impacted by the first national lockdown in the UK. In contrast to previous studies, the current study examined wellbeing and anxiety at different time points and included a control group matched for family situation. Parents of 402 individuals with SEND reported on their own anxiety and wellbeing as well as that of their son/daughter at three time points (before COVID-19, when COVID-19 pandemic started, and during the national lockdown). In addition, data from 186 typically developing (TD) siblings was obtained. Repeated measures ANOVAs and regression analyses showed that, although both individuals with SEND and their TD siblings showed increased anxiety across the three time points, levels of anxiety were not predicted by age, gender or health. Instead, levels of anxiety in the SEND group, but not the TD siblings, were predicted by awareness about COVID-19, diagnosis of an existing anxiety disorder as well as parental anxiety. In addition, whilst TD individuals were reported to increasingly worry about social related issues as well as family related issues, those with SEND were reported to worry about issues related to school closures. These findings show that COVID-19 impacts the wellbeing of those with SEND differently to that of their TD siblings and that school closures have a particular effect on this group. Further implications for policy impact and interventions are discussed.

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 The Developing Role of the Special Education Needs Coordinater: an Evaluation Study on the Effects of an RTLB Project, which Provided a Wrap around Special Education Needs Coordinator Service to All of the Schools within Its Region

2021 ◽  
Author(s):  
◽  
Lisa Collinson
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Educational Needs ◽  
School Level ◽  
Release Time ◽  
Special Educational Needs ◽  
Special Education Needs ◽  
Education Needs

<p>The purpose of this mixed methods study was to investigate the systems level intervention which was initiated by an RTLB (Resource Teachers’ of Learning and Behaviour) cluster, through EPF (enhancing programming funding) and with local Principals’ Association support in order to improve the SENCo (special education needs coordinator) service (outcomes for students) within the region. This intervention based on an inclusive paradigm involved creating dedicated SENCo positions within each of 19 schools involved and assisting in setting up special need’s committees, gaining release time for SENCos, negotiating and arranging professional development, developing a reporting system for SENCos, developing interagency collaboration and fostering a community of practise among the SENCos. This study found that the RTLB cluster, working collaboratively with the local principals, successfully initiated the EPF application in order to aid in the creation of the SENCo positions within all of the schools in the region, along with leading the project of professional development and supporting SENCos in schools in order to provide a better service for special education students within the region. New Zealand’s education system historically either ignored students with special education needs or placed them into special settings. Special education and the Tomorrow Schools policy provided the next step toward inclusive practices. However, the tools to implement shifts in paradigm are found through; professional development, communities of practice, collaborative-consultative approaches, teacher/school change and the management and facilitation of the transfer of learning. The research clearly indicates that further investigation is needed to understand the role of the SENCo within New Zealand schools. Is there a place for SENCos in our post Special Education 2000 schools? Do; release time, PD, professional support and role development affect the SENCo role and does a SENCo service impact on the service provided to students with special educational needs? There is much scope for future research within this area. It would be interesting to follow what happens with this group of SENCos in the long term. A longitudinal study of this kind would be able to answer questions about the long term implications and outcomes that may arise. Do the systems put in place lead to more inclusive classroom practices within the region and better outcomes of the students? Is this fledgling community of practice maintained and do the SENCos take up the mantle of change agents within their schools? It would also be worthwhile to look at the other two clusters who have initiated their own versions of this project. Undertaking case studies for schools which create SENCo positions would shed further light on what works and what doesn’t at the school level and the outcomes for students with special educational needs.</p>

scholarly journals Teachers’ Attitudes towards Inclusive Education in Kazakhstan

2020 ◽  
Vol 24 (1) ◽  
pp. 8-19
Author(s):  
Ruben O. Agavelyan ◽  
Saule D. Aubakirova ◽  
Aisulu D. Zhomartova ◽  
Elena I. Burdina
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Positive Attitude ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Special Training ◽  
Special Education Needs ◽  
Education Needs ◽  
The Republic ◽  
The Impact

Introduction. The inclusion of students with special educational needs in regular schools is currently one of the most important issues on the agenda of national and international education communities. A positive attitude of teachers to inclusive education is a factor of its effective implementation. The purpose of this study was to investigate the attitude of teachers to inclusive education in the Republic of Kazakhstan and to determine the factors influencing their positive attitude to wards inclusion. Materials and Methods. The sample consisted of 416 teachers of general secondary schools in the Pavlodar region of the Republic of Kazakhstan. The Sentiments, Attitudes, and Concerns about Inclusive Education Revised scale feedback form was used. For the processing of the results of the survey, nonparametric statistics (Spearman’s correlation coefficient) and multiple regression analysis were used. Results. A general neutral attitude of teachers towards inclusion was revealed. The experience of interaction between teachers and people with special educational needs does not contribute to the formation of their positive attitude towards inclusion. Educators – people who work in rural schools and are confident in teaching children with special education needs – have the most positive attitude toward inclusion. Discussion and Conclusion. A more detailed analysis of the respondents’ answers indicates the disinclination of teachers to implement inclusive education and the need for special training of teachers to work with children with special education needs that will increase their confidence in teaching children with special educational needs and create a positive attitude towards inclusion. Prospects for the study are to further explore attitudes of subject teachers, special education teachers, and providers of psychological and pedagogical support to inclusion in Kazakhstan and the impact of special training on the attitude of teachers to inclusion. The materials of the article will be useful to researchers interested in the problem of inclusive education, especially its condition in the Republic of Kazakhstan.

Support Teacher as Key Factor of Integration Children with Special Education Needs in Mainstream School

2018 ◽  
Vol 5 (3) ◽  
pp. 62-69
Author(s):  
Mihaela Voinea ◽  
Ioana Roxana Topală
Keyword(s):  
Special Education ◽  
Teacher Training ◽  
Transformative Learning ◽  
Learning Experience ◽  
Training Needs ◽  
Special Educational Needs ◽  
Special Education Needs ◽  
Mainstream School ◽  
Education Needs ◽  
Support Teacher

Abstract The issue of integrating children with special educational needs in mainstream school depends on several factors. The most important is the support teacher, who is the link between school, family and community, between children and teachers and other specialists. (Avramidis & all 2000, Ainscow 2016, etc.). Teachers need to change their own mind set and system of values according to the new social responsibilities in order to become promoters of human diversity, acceptance and tolerance. Therefore, teacher training must respond diligently to the new teacher’s roles and responsibilities. The main purpose of this research was to identify the training needs for support teachers based on the analysis of their own socio-educational experience (their own role and their particular training needs as support teachers), as well as (mainstream school) teachers’, pupils’ and parents’ perceptions regarding integration. This study was conducted in a mixt methods structure, which employed both quantitative and qualitative methods for data collection. A questionnaire-based survey was conducted, with mainstream teachers, on one hand, and parents, on the other hand. We addressed the issues of attitudes towards the integration of children with SEN (special education needs) and the collaboration with the support teacher. Also, focus-group interviews were conducted with support teachers. A number of 112 participants were included in the study (57 teachers from mainstream schools, 20 support teachers, and 35 parents ) Conclusion: Teachers’ and parents’ cognitive schemas regarding what a support teacher can and should do in order to facilitate the integration of children with SEN are different from his/her actual educational role and responsibilities. This gap between the social representations and the actual job description can be bridged by building a more complex and accurate understanding of how every actor involved in the integration process must become aware of one’s personal beliefs and expectations, assume and thoroughly play his/her part in a collaborative manner. Teacher training through transformative learning based on sharing experiences and group projects is a learning experience suitable for developing competences for teachers for special education.

scholarly journals The Impact of COVID-19 on Anxiety and Worries for Families of Individuals with Special Education Needs and Disabilities in the UK

2021 ◽  
Author(s):  
V. Sideropoulos ◽  
D. Dukes ◽  
M. Hanley ◽  
O. Palikara ◽  
S. Rhodes ◽  
...  
Keyword(s):  
Special Education ◽  
Typically Developing ◽  
Time Points ◽  
Special Education Needs ◽  
The World ◽  
Education Needs ◽  
The Uk ◽  
The Impact

AbstractCOVID-19 has affected people across the world. The current study examined anxiety and worries during the first UK national lockdown in March 2020. Parents (n = 402) reported on their own anxiety and worries as well as that of their son/daughter with Special Education Needs and Disabilities (SEND) and typically developing (TD) child (n = 186) at three time points. Although both groups showed increased anxiety across the three time points, levels of anxiety in the SEND group, but not the TD siblings, were predicted by awareness about COVID-19. In addition, worries differed between the groups showing that COVID-19 impacts the wellbeing of those with SEND differently to that of their TD siblings.

scholarly journals The Developing Role of the Special Education Needs Coordinater: an Evaluation Study on the Effects of an RTLB Project, which Provided a Wrap around Special Education Needs Coordinator Service to All of the Schools within Its Region

2021 ◽  
Author(s):  
◽  
Lisa Collinson
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Educational Needs ◽  
School Level ◽  
Release Time ◽  
Special Educational Needs ◽  
Special Education Needs ◽  
Education Needs

<p>The purpose of this mixed methods study was to investigate the systems level intervention which was initiated by an RTLB (Resource Teachers’ of Learning and Behaviour) cluster, through EPF (enhancing programming funding) and with local Principals’ Association support in order to improve the SENCo (special education needs coordinator) service (outcomes for students) within the region. This intervention based on an inclusive paradigm involved creating dedicated SENCo positions within each of 19 schools involved and assisting in setting up special need’s committees, gaining release time for SENCos, negotiating and arranging professional development, developing a reporting system for SENCos, developing interagency collaboration and fostering a community of practise among the SENCos. This study found that the RTLB cluster, working collaboratively with the local principals, successfully initiated the EPF application in order to aid in the creation of the SENCo positions within all of the schools in the region, along with leading the project of professional development and supporting SENCos in schools in order to provide a better service for special education students within the region. New Zealand’s education system historically either ignored students with special education needs or placed them into special settings. Special education and the Tomorrow Schools policy provided the next step toward inclusive practices. However, the tools to implement shifts in paradigm are found through; professional development, communities of practice, collaborative-consultative approaches, teacher/school change and the management and facilitation of the transfer of learning. The research clearly indicates that further investigation is needed to understand the role of the SENCo within New Zealand schools. Is there a place for SENCos in our post Special Education 2000 schools? Do; release time, PD, professional support and role development affect the SENCo role and does a SENCo service impact on the service provided to students with special educational needs? There is much scope for future research within this area. It would be interesting to follow what happens with this group of SENCos in the long term. A longitudinal study of this kind would be able to answer questions about the long term implications and outcomes that may arise. Do the systems put in place lead to more inclusive classroom practices within the region and better outcomes of the students? Is this fledgling community of practice maintained and do the SENCos take up the mantle of change agents within their schools? It would also be worthwhile to look at the other two clusters who have initiated their own versions of this project. Undertaking case studies for schools which create SENCo positions would shed further light on what works and what doesn’t at the school level and the outcomes for students with special educational needs.</p>

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