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Story head: Special Needs for Special
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Special Needs for Special
Populations
According to the Education Act 1993 and the Code of Practice it has
been acknowledged that at any one time a possible 20 per cent of
children may experience special educational needs during their
school career. The majority of these children it was estimated would
be in the mainstream sector and effective and early intervention
should ensure that they will make progress without significant
difficulty in the future. But for a smaller number of children
(estimated to be around 2 to 3 per cent of the child population),
special educational needs (sometimes linked to disabilities or
physical or mental health problems) may be so significant that only
intensive and often interagency assessment and intervention is
likely to be effective. However in relation, there are two issue
that needs to be addressed. They are collaboration and inclusion. In
case of special populations, they may eventually feel that they are
different and begin to feel inadequate. Therefore to avoid these
feelings from developing, which can hinder their progress and
learning, they need to be collaborated and included into the
mainstream. Collaboration refers to teamwork and group activity.
They need to made a part of a team so that they feel included, or a
part of something.
One way to help the mainstream special need populations is to
provide social support. Through guidance counselors as well as
community help groups. They can be involved in clubs and groups that
involve other special needs students and then help them to interact
with the mainstream population.
Appropriate tools and techniques and methods have to be used and
although these students need extra care and special attention they
need to know that they are not alien, rather special and that they
can just as well as be involved with other students populations.
This needs to be done so in conjunction with the familial support
systems. Although research has demonstrated the general benefit of
family support, little attention has focused on the various
help-giving models and their relevance to specific families and
children. Professionals' views on how best to address the needs of
families vary widely, and help-giving behaviors that are intended to
support families may actually have the opposite effect or damage the
family-professional relationship.
It is reported through research that
professionals sometimes cite the "best interests" of the family to
excuse their own bias about communication
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methodology, providing selective
information about
oral education, sign, or cued speech.
Professionals need to understand the nature of their relationships
with families and the behaviors that promote feelings of competence
and decrease powerlessness.
The "professional as expert" model assumes that parents/caregivers
lack knowledge and skills. Families are encouraged to rely on
professionals for information and decisions. The "direct guidance"
perspective views parents/caregivers as somewhat knowledgeable, but
needing skills and services that the professional will determine and
provide. In the "partnership model," the professional accepts family
members as equal partners. This family-centered approach assumes
that families themselves are capable of acquiring the information,
resources, and support that will enable them to solve their own
problems and to make choices to meet their family's needs. This view
emerges from an empowerment perspective and has potential for
long-term benefits: Relationships that encourage active family
involvement enhance decision-making abilities. This family-centered
partnership model is seen as most useful by professionals who have
worked with many families and their young children The special
attention that is needed involves greater care, attention,
flexibility and communication. Generally help strategies need to be
developed through professional guidance and the families of the
special students need to be integrated into the programs that are
developed.
References
1. Support services for families with children who are special:
Challenges for professionals. {Topics in early Childhood, special
education) Meadow-Orlans, Kathryn P.-Sass-Lehrer, Marilyn;
09-01-1995
2. Special Needs Education, Encarta Encyclopedia 1998.
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EDITOR'S
PICK
Classroom Management
Plan:
When developing classroom plans and teaching methods, many teachers
use collaborative learning techniques. This generally involves
intergroup learning and the use of verbal interaction. Where the
teacher is not just teaching, rather giving the students an
opportunity to learn through interpersonal interaction. Some use
peer groups for classroom management, thereby creating more time for
personal interaction with individual students.
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