2. According to Wikipedia, special needs is a
term used in clinical diagnostic and
functional development to describe
individuals who require assistance for
disabilities that may be medical, mental, or
psychological (2012).
3. Medical Issues
Children with serious conditions like cancer and heart
defects, muscular dystrophy and cystic fibrosis; chronic
conditions like asthma and diabetes; congenital
conditions like cerebral palsy and dwarfism; and health
threats like food allergies and obesity (Mauro, 2012).
Children with medical issues may require numerous
tests, long hospital stays, expensive equipment, and
accommodations for disabilities. (Mauro, 2012).
Behavior Issues
Children who do not respond to traditional discipline.
With diagnoses like ADHD, Fetal Alcohol Spectrum
Disorder, Dysfunction of Sensory Integration, and
Tourette Syndrome, they require specialized strategies
that are tailored to their specific abilities and
disabilities (Mauro, 2012).
4. Learning Issues
Children with Dyslexia and Central Auditory
Processing Disorder struggle with schoolwork and
require specialized learning strategies to meet their
potential and avoid self-esteem problems and
behavioral difficulties (Mauro, 2012).
Mental Health Issues
Children may experience Anxiety or Depression
suddenly. They may need to seek professional help
and make hard decisions about
therapy, medications, and hospitalization
(Mauro, 2012).
Developmental Issues
Diagnoses like Autism, Down Syndrome, and
Intellectual Disabilities (Mauro, 2012).
6. Rehabilitation Act of 1973
Section 504 of the act states that "no otherwise qualified" individual
with a disability "shall solely by reason of his [disability], be excluded
from participation in... any program or activity receiving Federal
financial assistance..." (US Department of Justice, 2005).
Americans with Disabilities Act of 1990 (ADA)
Title II states that it is illegal for a qualified individual with a
disability, by reason of the disability, to be excluded from participation
in or denied the benefits of services, programs, or activities of a
public entity, which includes public schools. Public services cannot be
provided in a segregated fashion simply because it is administratively
or fiscally more convenient (US Department of Justice, 2005).
The Individuals with Disabilities Education Act (IDEA)
A federal law enacted in 1990 and reauthorized in 1997 and 2004. It is
designed to protect the rights of students with disabilities by ensuring
that everyone receives free appropriate public education
(FAPE), regardless of ability. Furthermore, IDEA strives not only to
grant equal access to students with disabilities, but also to provide
additional special education services and procedural safeguards (US
Department of Justice, 2005).
7. Least Restrictive Environment
A child with a disability should be served in the regular
classroom with as much interaction with his or her non-
handicapped classmates as possible. A child with a
disability may only be removed from the regular classroom
when the nature or severity of the disability is such that
the education in regular classes cannot be achieved
satisfactorily, even with the use of supplementary aids and
services. However, for specific areas of intensive training,
it is appropriate to remove a child from the regular
classroom. For example, a child with a reading disability
may appropriately be educated in most academic areas in
the regular classroom with assistance in note taking and
test taking, but it may be necessary to remove the child
from the classroom to work in a small group or one-on-one
specifically in the area of reading. The child's placement
and the services he or she will receive depend on the
child's individual needs, not on administrative convenience
(Least restrictive environment and inclusion)
8. Supported Inclusive Education
Refers to the opportunity for all students, regardless of their
disability, to be educated in age-appropriate general
education classes in their neighborhood school in natural
proportions. All necessary supports are provided to students
and educators to ensure meaningful participation in the total
school community.
Students may be engaged in the same activity with or without
modifications, or may be engaged in parallel activities
(i.e., same content area but different activity).
Inclusion has come to be preferred primarily because it
connotes that students with disabilities are considered part of
the general education classroom. "Inclusion is a right, not a
privilege for a select few. While this surely requires
considerable effort on the part of educators... it is a small
price to pay to increase the opportunity of individuals with
disabilities to become fully functioning, productive, and co-
equal members of society."
(Least restrictive environment and inclusion)
9. Assistive technology
“Any item, piece of equipment, or product system, whether acquired
commercially off the shelf, modified, or customized, that is used to
increase, maintain, or improve the functional capabilities of a child
with a disability" (IDEA, 1997, 20, USC, Ch. 33, Sec. 1401 [25] US). The
level of guidance and support necessary for each student in the
classroom may vary greatly; the student may need anything from
physical, verbal, or visual prompts to high-technology devices and
services. "No" technology and "low" technology devices do not require
electronic equipment and may need only a simple accommodation, are
usually readily available, and are cost effective; "high" technology
requires a high-maintenance electronic system and, hence, is more
costly (Purcell & Grant, 2002) (North Central Regional Educational
Laboratory).
High-Tech: Relatively expensive devices that contain microcomputer
components for storage and retrieval of information
Talking calculators or word processors
Word prediction, graphic organizer, or flowchart software
On–screen math, computer calculations
Communications device/software (Assistive technology, 2000)
10. Examples of Assistive Technology
Mid-Tech: Moderately priced, easy to operate electronic devices
Tape or digital recorders
Electronic dictionaries or organizers
Audio books
Special lighting or acoustical treatments
Adapted keyboards
Audible word scanning devices (Assistive technology, 2000)
Low-Tech: Low-cost, typically non electronic devices
Raised-line, colored, or grid paper
Correction tape or pens
Highlighter tape or pens
Velcro
Adapted furniture, tools, or utensils
Manual communication boards
Large print books
Magnifiers
Line guides
Pencil grips (Assistive technology, 2000)
11. Tips for Academic and Behavioral Success
Make sure that the learning objectives are clear and easy to read and understand
Provide written individual instructional guides if needed to insure that students stay focused and
on task
Provide clear expectations for Instructional assistants/resource staff to guide students through the
lesson
Create kinesthetic opportunities for hands on manipulations/performance based assessments
Provide visual aids if needed to accompany the lesson objectives
Create classroom transitions that provide students with before and after warning reminders during
activity or lesson changes
Make sure that the proper and expected lesson modifications/accommodations are being
implemented
Include student interest in lesson changes to create accessible and fun lessons
Create smaller chunks of information for understanding and processing of the learning objectives
Provide practice opportunities for students to understand the lesson expectations
Model what you teach with clear, concise steps and processing.
Incorporate assistive technology hen indicated by student's IEP or learning need
Provide celebrations and reinforcement incentives for positive and constructive behavior in the
classroom
Create lesson assessments that are doable and challenges the student masters the expected
outcome
Make lessons fun and teaching fun
(Stonecypher, (2011)
12. Preparation for Adult Living: The goal of education is to prepare individuals to be contributing
members of society. By attending their local schools, students with disabilities can practice skills
in the actual community settings where they're needed and they can then develop a sense of
belonging.
Improved Learning Through Peers and Greater Exposure: Students with disabilities who are
placed in general education classes have opportunities to grow socially and academically through
peer models and exposure to a greater variety of experiences.
Growth for Peers: Peers without disabilities learn to develop skills in dealing with others who are
different from them. It leads to growth in self-esteem and interpersonal behaviors,
Effective Use of Resources: Special educators provide support in that setting. This affords
students the opportunity to learn from special educators, general education classroom teachers,
and classmates. The entire class benefits from the collaboration of general education and special
educators.
Friendship Development: Inclusion affords students with and without disabilities opportunities to
become friends with one another.
Acceptance of Differences: Breaks down barriers and help people to understand each other
better.
Team Building: Results in improved instruction for students and improved staff morale.
Focus on Strengths: Inclusive education programs are characterized by a focus on the student's
strengths, rather than the student's deficits. This emphasis enables the educators to look closely
at areas where the student is functioning most like his typical peers, and these strengths are then
used to facilitate positive interactions with classmates.
Support of Civil Rights: The Individuals with Disabilities Education Act (IDEA) entitles all children
with disabilities to free appropriate public education in the least restrictive environment
(Least restrictive environment and inclusion)
13. Assistive technology. (2000). Teaching resources for Florida. Retrieved from:
http://www.cpt.fsu.edu/eseold/in/acom/tech.html
Disability info. Children with special needs. (2011). Retrieved from
http://childrenwithspecialneeds.com/index.php/disability-info.html
Least restrictive environment and inclusion. Retrieved from:
http://www.spannj.org/BasicRights/least_restrictive_environment.htm
Mauro, T. (2012). What are special needs? About.com. Retrieved from:
http://specialchildren.about.com/od/gettingadiagnosis/p/whatare.htm
North Central Regional Educational Laboratory. Assistive technology to meet K-
12 students needs. Retrieved from:
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te7assist.htm
Stonecypher, L. (2011). Modifications and accommodations in lesson planning.
Brighthub. Retrieved from:
http://www.brighthub.com/education/special/articles/30418.aspx
US Department of Justice (2005). A guide to disability rights laws. Retrieved
from: http://www.ada.gov/cguide.htm
Wikipedia. (2012). Special needs. Wikipedia: The free encyclopedia. Retrieved
from: http://en.wikipedia.org/wiki/Special_needs
