scholarly journals Should All Students with Special Educational Needs (SEN) Be Included in Mainstream Education Provision? - A Critical Analysis

2009 ◽  
Vol 2 (4) ◽  
Author(s):  
Huei Lan Wang
Keyword(s):  
Critical Analysis ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Mainstream Education

Special educational needs must be identified and supported earlier

2019 ◽  
Vol 21 (6) ◽  
pp. 7-7 ◽  
Author(s):  
Jane Nolan
Keyword(s):  
Educational Needs ◽  
Early Years ◽  
Special Educational Needs ◽  
Complex Needs ◽  
Mainstream Education

As more children with complex needs find themselves in mainstream education, it is crucial that trusts and schools provide guidance for all early years professionals.

scholarly journals MEETING CHILDREN’S SPECIAL EDUCATIONAL NEEDS IN SCHOOL. A LITHUANIAN CASE

2015 ◽  
Vol 2 ◽  
pp. 113
Author(s):  
Algirdas Alisauskas ◽  
Stefanija Alisauskiene ◽  
Lina Milteniene
Keyword(s):  
Qualitative Analysis ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
Number Of Children ◽  
Mainstream Education ◽  
Flexible Models

This article is been based on the research with the aim to reveal the features of pedagogical and special pedagogical support for pupils with special educational needs (SEN) as well as to assess the demand for changes in the mentioned field on the ground of the survey of Lithuanian pedagogues and professionals (in all 1518 respondents). The number of children with SEN educating in mainstream schools is increasing, however, not only involvement of pupils having diverse needs (including those having SEN) into mainstream education is important, but also qualitative analysis of the educational process and content too. The analysis of highlighted character of implementation of pedagogical and special pedagogical support as well as the demand for changes showed the main focuses for improvement: support to child in a classroom decreasing exclusion, involving other participants (peers, parents, volunteers etc.), using flexible models and strategies of support.

A child with aphasia – An outline of the problem

2020 ◽  
Vol LXXXI (4) ◽  
pp. 245-254
Author(s):  
Karolina Walczak
Keyword(s):  
Critical Analysis ◽  
Treatment Process ◽  
Language Disorder ◽  
Scientific Paper ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Speech And Language ◽  
Educational Counseling ◽  
Different Types ◽  
Assessment And Treatment

The article is a scientific paper on the issue of aphasia. The author carries out a review and critical analysis of terminology describing this unique speech and language disorder. She points to the lack of terminological coherence both among specialists and among parents of children with aphasia. She also lists different types of aphasia, describes them, and presents the origins of cortical disorders. The second part of the article presents procedures included in selected legislative acts on the organization of education for children with special educational needs, including children with aphasia. The author analyses the successive stages of the psychological and educational counseling procedures that parents go through in their child's assessment and treatment process.

scholarly journals Social inclusion of students with special educational needs assessed by the Inclusion of Other in the Self scale

PLoS ONE ◽  
2021 ◽  
Vol 16 (4) ◽  
pp. e0250070
Author(s):  
Jana Vyrastekova
Keyword(s):  
Social Inclusion ◽  
School Context ◽  
Educational Needs ◽  
The Self ◽  
School Type ◽  
Special Educational Needs ◽  
Special Schools ◽  
Single Item ◽  
The Social ◽  
Mainstream Education

How does the participation of students with special educational needs (SEN) in mainstream education affect their social inclusion? We introduce a single-item pictorial measure, the Inclusion of Other in the Self (IOS), to compare the social inclusion of SEN students attending mainstream regular schools to social inclusion of SEN students attending special schools. We collected responses from 138 parents of SEN students aged 4–20, to obtain data on the loneliness, friendships and social inclusion of SEN students. The parents of SEN students attending regular schools did not perceive their children to be less included than parents of SEN students attending special schools. School context decreased SEN students’ perceived loneliness independent of the school type. And while most SEN students’ friendships were formed at school, SEN students attending regular schools had more friends, and these were more likely to live in the same neighborhood. Overall, the social inclusion of SEN students across school types was not affected by the school type, only by the school’s inclusive characteristics.

scholarly journals Perspectives on Socio-Educational Inclusion of Children with Special Educational Needs

2022 ◽  
Author(s):  
Romana Oneț
Keyword(s):  
Human Rights ◽  
International Organizations ◽  
Regular Education ◽  
Educational Needs ◽  
Opinion Poll ◽  
Special Educational Needs ◽  
Mainstream Education ◽  
Learning Programs ◽  
Teaching Learning ◽  
Educational Inclusion

The socio-educational inclusion of children with special educational needs is an insufficiently explored topic in Romania, despite the fact that we are part of many international organizations that support human rights and an increasing number of nationally ratified conventions. This paper aims to capture the perception and attitude of teachers on the rights and possibilities of these children to integrate into mainstream education, identifying obstacles and possible solutions. The study was conducted through an opinion poll and a focus group with the participation of teachers from mainstream education units.The main conclusions show that regular education will not be able to integrate children with special educational needs, in the absence of differentiated teaching/ learning, programs and assessments tailored to the specifics of each child, a thorough training of teachers and support of specialized staff, parents and community.

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