Advantages And Disadvantages Of Special Needs Pupils

The special educational needs (SEN) team are supported by a very active group who make sure that they provide a range of activities to meet the needs of our ever growing community of special schools, as well as colleagues in mainstream primary and secondary schools. Their aim is to work together to ensure good practice to promote effective approaches to enhance the students learning with Special educational needs.

Students with special needs should be placed into specialized schools so they are able to receive individualized learning. If they are in a classroom specific to their needs, they are able to receive much needed attention. In order to receive the optimal level of attention that is needed, schools would have to consider reducing class sizes or hiring multiple teachers for one classroom so more help would be readily available for these disabled students. Corwin argues that today’s schools offer a general curriculum and that they should convert to a specialized system. He states that students of various backgrounds, ethnicities, IQ scores, and physical, emotional, and mental disabilities should not all be placed in the same classroom because students learn in diverse ways and at different paces. Further, it is necessary for teachers to become specialized in certain areas in order to effectively teach students with special needs (Corwin).

A Special Needs Trust is set up for a person who receives government benefits so it doesn’t disqualify the beneficiary from said benefits, such as Social Security Income or Food Stamps/Cash Assistance. This is completely legal and permitted under the Social Security rules provided that the disabled beneficiary cannot control the amount or the frequency of trust distributions and they cannot revoke the trust. By establishing a trust, which provides luxuries or other benefits which otherwise could not be obtained by the beneficiary, the beneficiary can obtain benefits from the trust without defeating his or her eligibility for government benefits.

Since the government decided inclusions of the special needs children in a regular classroom, the general education teachers shall be mandated to study how to cope and deal with these children with disabilities. The government perhaps should provide additional training to these teachers. Schools aren’t equipped, teachers are not trained to handle children with such different

Inclusion is the act of having students with disabilities and abled body students in the same classroom. In concept this has many benefits not only for the students but it also saves time and money for the school, however in practice I do not think inclusion works the way it was hoped to. Inclusion in theory will put light strain on the classroom because of safe guards such as helper teachers are in place to help out. In my experience these teachers are in the way most of the time when students are trying to learn, and students feel cheated when the special needs students are handed a supplemented test making the students feel bad. Lastly that the pros of inclusion in the classroom are set in perfect conditions with good teachers on both sides special education and general education, however most of the time that is not the case.

12% of the student population, but 58% of those placed in seclusion or involuntary confinement, and 75% of those physically restrained at school to immobilize them or reduce their ability to move freely” (CRDC, 2014). That is horrible to take your disabled child to school now they are in a safe environment, but instead of teaching them right from wrong they are just restraining and not helping the grow.

There are those children who always have special needs, the classrooms where these students are placed are known as the “inclusion classrooms”

Special needs students with emotional, behavioural, mental, or physical disability are now often mainstreamed for at least part of their school day. Gifted children are also often in the same classroom and also need support, but a different kind (DfES 2004). This makes planning lessons that service all pupils a complex and often difficult task. The teaching is also one that could rarely be performed effectively by only one instructor (Bage, Grosvernor and Williams 1999). Hence, all three adults must work together to ensure pupils’ progress at an appropriate rate, balancing the special needs pupil’s entitlement and the needs of the broader class.

All schools should ensure that children and young people with disabilities and/or special educational needs are not turned down because of this. Being declined to access the school because of a disability or special educational needs will mean they have been discriminated against. As long as the school has provision which will ensure the child/young person’s needs will be met then there shouldn’t be any issues with the child being able to attend the

For years children with special needs were ushered off to separate classes and schools. Children with special needs have the right to attend classes with their same aged peers in the same classroom with support. Students with special needs deserve the same opportunities they would have if circumstances were different. Inclusion gives those students with special needs the chance to be part of the community; able to form relationships outside of the family unit. All students benefit from inclusion; students with disabilities develop social skills and develop friendships while non-disabled students learn tolerance and acceptance.

Within the past decades and a big discussion has occurred regarding the most appropriate setting within which to provide education for students in special education. Although the change in the educational environment is significant for handicapped student the concepts of inclusion also bring up new issues for the regular education classroom teachers.

The pros and cons of the inclusion of special education students in the public school system.

During my observation time in a kindergarten classroom, I have noticed that the students have a wide variety of abilities, attention spans, interests, and love for learning. When it comes to the teacher’s instructional strategies, she intentionally takes into consideration all of the above characteristics to make sure each student gets what they need to be most successful. During lessons students are engaged because of the teacher’s ability to implement interests of the student’s into things and giving them options. If an error occurs during a lesson, the teacher normally, allows for the student who got something wrong to try again, or to call on a friend to help them out. This way the students are still giving the answers and not the teacher just telling them the information. The teacher chooses a lot of small group instruction and centers where she can work with a small group, but then, easily monitor all the other groups to make sure they are on task and doing their work.

Many studies focused on how the services for special needs children contribute to their education. However, very few studies recognize the role of the society in their attitude towards success. This paper answers the following questions: 1) how education affect the disabled, 2) how to improve education outcomes for students with disabilities, 3) how can the society deal with the disabled students, and 3) how to identify special learning disabilities.

Whilst there is no one single definition of special education there are some inherent similarities between the various definitions given by a plethora of philosophers, politicians and academics. Special Education is a form of instruction that is designed to meet the needs of students with disabilities in order that they can learn the very same skills and information as other students in school (Giordano, 2007; Osgood, 2005). Under the banner of special education there is high prominence placed upon individualised