SPECIAL EDUCATION ABROAD IN THE MIDDLE OF THE XVIII - THE END OF THE XIX CENTURY

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

10.26686/wgtn.16992925.v1 ◽

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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Participation of a specialist doctor in the procedure of evaluating the need for special education on the grounds of being deaf/hard of hearing

Polski Przegląd Otorynolaryngologiczny ◽

10.5604/01.3001.0012.8606 ◽

2019 ◽

Vol 8 (1) ◽

pp. 6-14

Author(s):

Małgorzata Zaborniak-Sobczak ◽

Katarzyna Ita Bieńkowska ◽

Magdalena Grot-Mrozicka ◽

Monika Mazurewicz-Rzepka

Keyword(s):

Special Education ◽

Hearing Impairment ◽

Education System ◽

Hard Of Hearing ◽

Educational Needs ◽

Education Law ◽

Special Educational Needs ◽

Specialist Doctor

The paper discusses the procedure of evaluating the need for special education for pupils with hearing impairment based on the provisions of the education law currently in force in the Polish education system. The latest material on the aforementioned subject appeared in the audiological literature, in a publication edited by Antoni Pruszewicz and Andrzej Obrębowski [17]. The aim of the paper is to update the data on the qualification of children with hearing impairment as pupils with disabilities (more generally: with special educational needs) and to define the role of a specialist doctor – audiologist, laryngologist, otolaryngologist – in evaluation for education purposes.

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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

10.26686/wgtn.16992925 ◽

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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Od orzeczenia o potrzebie kształcenia specjalnego do indywidualnego programu edukacyjno-terapeutycznego

Interdyscyplinarne Konteksty Pedagogiki Specjalnej ◽

10.14746/ikps.2018.22.19 ◽

2018 ◽

pp. 339-354

Author(s):

MARIUSZ WIELEBSKI

Keyword(s):

Special Education ◽

Everyday Life ◽

Educational Needs ◽

Special Educational Needs ◽

Special Education Eligibility ◽

Adam Mickiewicz

Mariusz Wielebski, Od orzeczenia o potrzebie kształcenia specjalnego do indywidualnego programu edukacyjno-terapeutycznego [From the decision on special education eligibility to an individual educational and therapeutic plan]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 22, Poznań 2018. Pp. 339-354. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.19 In my article I would like to show the complicated way from the decision about special education to individual educational and therapeutic plan. I am going to show how government statements are sometimes hard and complicated for parents, teachers and other specialists, who are looking after the children with special educational needs. I try to show everyday life in my job – teacher, specialist of pedagogical therapy. I hope my article will help and change our reality.

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Perceção dos professores do 1o CEB, relativamente ao decreto-lei 54/2018 sobre a educação inclusiva

História da Ciência e Ensino construindo interfaces ◽

10.23925/2178-2911.2019v20espp702-713 ◽

2019 ◽

Vol 20 ◽

pp. 702-713

Author(s):

Sónia Leite ◽

Diana Brás

Keyword(s):

Special Education ◽

Regular Education ◽

Educational Needs ◽

Target Audience ◽

International Classification ◽

Economic Factors ◽

Special Educational Needs ◽

Over Time ◽

The Way

Resumo As sociedades têm, ao longo dos tempos, desenvolvido práticas e conceitos diversos face ao que consideram como “o diferente”. A forma como as pessoas “diferentes” têm sido encaradas em diversos momentos históricos traduz, de alguma forma, fatores de ordem social, cultural, religiosa e económica, próprios das diversas épocas (Pereira, 1999). Na última década, foram introduzidas mudanças significativas no apoio a prestar aos alunos com Necessidades Educativas Especiais (NEE) pelas escolas do ensino regular. O Decreto-Lei no 3/2008, de 7 de Janeiro veio revogar o Decreto-Lei no 319/91, de 23 de Agosto, o qual determina os apoios especializados a prestar aos alunos com NEE. Este diploma gerou muita controvérsia por parte dos investigadores nacionais, por limitar o público-alvo de apoios especializados e defender um modelo de avaliação das NEE por referência à Classificação Internacional de funcionalidade, incapacidade e saúde (CIF). Uma década depois, o diploma que regulamenta a Educação Especial foi novamente revisto, tendo surgido o Decreto-Lei 54/2018. Através de um questionário com questões abertas e fechadas foi nosso intuito obter informação relativamente à perspetiva dos professores de ensino regular acerca da inclusão de alunos com NEE nas salas de ensino regular e às alterações previstas no novo Decreto-Lei que regulamenta a Educação Especial e os apoios a prestar a estes alunos.Palavras-chave: Educação Especial, Necessidades Educativas Especiais, Decreto-Lei Abstract Societies have, over time, developed diverse practices and concepts in relation to what they consider as "the different". The way in which "different" people have been viewed at various historical moments translates in some way into social, cultural, religious and economic factors characteristic of the various eras (Pereira, 1999). In the last decade, significant changes have been introduced in support for pupils with Special Educational Needs (SEN) in regular schools. Decree- Law no. 3/2008, of 7 January, revoked Decree-Law no. 319/91, of 23 August, which determines the specialized support to be provided to students with SEN. This diploma generated much controversy on the part of the national researchers, for limiting the target audience of specialized supports and to defend a model of evaluation of the SEN with reference to the International Classification of functionality, incapacity and health (CIF). A decade later, the diploma that regulates Special Education was again revised, and Decree-Law 54/2018 emerged. Through a questionnaire with open and closed questions, it was our intention to obtain information regarding the perspective of teachers of regular education about the inclusion of students with SEN in the regular teaching rooms and the changes provided for in the new Decree- Law that regulates Special Education and the support to these students.Keywords: Special Education, Special Educational Needs, Decree-Law

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The role of multipurpose team of specialists in overcoming the maladaptation of children with special educational needs (SEN)

Science and Education a New Dimension ◽

10.31174/send-pp2021-252ix99-04 ◽

2021 ◽

Vol IX(252) (99) ◽

pp. 17-20

Author(s):

R. A. Mardoyan ◽

L. S. Baghdasaryan

Keyword(s):

Educational Needs ◽

Special Educational Needs

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Special Educational Needs and Access to Justice: The Role of the Special Educational Needs Tribunal in England and Wales

The Legal Status of Pupils in Europe ◽

10.1007/978-94-011-6820-5_12 ◽

1998 ◽

pp. 175-192 ◽

Cited By ~ 2

Author(s):

Neville Harris

Keyword(s):

Educational Needs ◽

Access To Justice ◽

Special Educational Needs ◽

England And Wales

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High-Leverage Practices for All Students

Advances in Educational Marketing, Administration, and Leadership - Emerging Strategies for Public Education Reform ◽

10.4018/978-1-7998-5695-5.ch007 ◽

2021 ◽

pp. 190-214

Author(s):

Pam Epler

Keyword(s):

Special Education ◽

General Education ◽

Educational Needs ◽

Special Educational Needs ◽

General Education Classroom ◽

Educational Situation ◽

Similarities And Differences

This chapter is designed to inform and educate the reader about high-leverage practices used in the general education classroom and with students with identified special educational needs. The chapter starts by explaining how high-leverage practices originated and continues with a discussion about the similarities and differences between the general and special education high-leverage practices. The chapter then finishes with a discussion about how both types of practices can be applied to any educational situation.

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A Journey of Self-Reflection in Students’ Perception of Practice and Roles in the Profession

Sustainability ◽

10.3390/su11010194 ◽

2019 ◽

Vol 11 (1) ◽

pp. 194 ◽

Cited By ~ 6

Author(s):

Remigijus Bubnys

Keyword(s):

Special Education ◽

Special Educators ◽

Educational Needs ◽

Professional Activity ◽

Special Educational Needs ◽

Study Program ◽

Self Reflection ◽

Personal Strengths ◽

Practical Experiences ◽

The University

The basis of the study is the findings of scientific research dealing with experiential reflections of university students studying in the special education Bachelor degree study program in Lithuania. The special educator is a teacher of children with special educational needs, an educational assistance specialist who is able to recognize, assess, and meet children’s special educational needs arising due to disabilities, disorders, or learning difficulties, and to professionally provide special pedagogical assistance in the conditions of inclusive and special education. In order to analyze the experience of prospective special educators who study at the university for four years, first year students were chosen. At the start of their studies at the university, in the first month of their studies, students do their practice in the institutions of the educational system: Pre-school, general, and/or special education institutions. The aim of the practice is to get familiar with the subtleties of the future professional activity. It is maintained that students’ initial experience outlived at the start of studies is important and significant for further studies at the university. The article deals with the results of written reflections of students who have returned from practice. The phenomenological hermeneutics method enabled to disclose students’ experiences in their practical activities during their observational practice, providing deeper understanding of the study area, as a precondition for reflective learning in further university studies, and by interacting with participants of the (self) education process, the article presents future special educators’ practical experiences and perceptions of their roles in the profession. The results disclosed that self-reflection provides students with deeper perception of themselves as people with special educators’ needs and problems, personal strengths and competence limitations that enable them to identify sources and means for solving existing and future professional activity problems. It further reveals that cooperation with family members, university teachers, social pedagogues, teachers, children with special educational needs, sharing experiences with student colleagues could lead to greater self-confidence in oneself as a future specialist. Curiosity and personal initiative enabled students to identify positive and difficult moments of the professional activity and future professional role while learning from experience.

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