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.

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 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 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 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.

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 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 Assistance to parents of children with disabilities in the process of counseling

2021 ◽  
Author(s):  
Elena A. Strebeleva ◽  
◽  
Elena A. Kinash ◽  
Keyword(s):  
Developmental Disabilities ◽  
Children With Disabilities ◽  
Education And Training ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Individual Consultation ◽  
And Training ◽  
Children With Developmental Disabilities

The article is devoted to the problems of teaching children with special educational needs, the content presents the results of the analysis of the questions of parents who have applied to specialists (psychiatrist and teachers-defectologists) for psychological and pedagogical power. The most common questions that parents address for individual consultation of children with special educational needs and children with disabilities are systematized. The recommendations to parents on education and training of children with developmental disabilities are revealed.

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