Special Needs
Children with Special Needs

It is difficult to imagine a more vulnerable group than that comprised by children and adolescents with special needs. The vulnerability lies in the fact that though they have a voice it is often ignored. This does not mean that people do not want to listen to them, but, unfortunately, adults often either have an agenda or they believe they know what is better for the child than the child him or herself. It is true that children who have a physical disabilities, behavioral disorders and mental disorders such as autism may not understand what is best for them, but they should be able to voice their desires also. This includes both the interactions that they have with caregivers, other authority figures and peers. The individual in this situation needs someone to advocate for them because "they are a particularly vulnerable group and have, traditionally, been…...

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References

Dixon, A.L., Tucker, C., & Clark, M.A. (2010). Integrating social justice with national standards of practice: Implications for school counselor education. Counselor Education & Supervision, 50, 103-115.

Knight, K., & Oliver, C. (2007). Advocacy for disabled children and young people: Benefits and dilemmas. Child and family Social Work, 12, 417-425.

Mulick, J.A., & Butter, E.M. (2002). Educational advocacy for children with autism. Behavioral Interventions, 17, 57-74.

Murray, F.R. (2005). Effective advocacy for students with emotional/behavioral disorders: How high the cost? Education and Treatment of Children, 28(4), 414- 429.

Functional Curriculum Goals
Special needs children: Integration vs. self-contained classrooms

Under the auspices of the 1975 federal law IDEA (Individuals with Disabilities Act), every child with a disability is entitled to receive a public education in the least restrictive environment possible, as determined by the extent and the nature of his or her disability. "IDEA strives not only to grant equal access to students with disabilities, but also to provide additional special education services and procedural safeguards" (IDEA, 2011, Help4ADHD). IDEA supports the value of mainstreaming the education of students with disabilities, but not at the expense of the quality of the child's instruction.

Still, here is a great deal of value in the use of an integrated classroom for student with special needs. While mainstreaming is not warranted in all instances, often an inclusive classroom is superior vs. A self-contained classroom because of its ability to teach social as well as…...

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References

Chang, Grace. (2009). Understanding self-contained classrooms. Public School Review.

Retrieved February 14, 2011 at  http://www.publicschoolreview.com/articles/73 

IDEA (The Individuals with Disabilities Act). (2011). Help4ADHD. Retrieved February 14,

2011 at  http://www.help4adhd.org/education/rights/idea

Likewise, the study would not include unmarried couples, single-parent homes, or couples without children. With 50 to 60 participants couples gathered and fulfilling the necessary qualifications for division into the two categories, those with a Special Needs child will be identified as the SN group whereas those with a non-Special Needs child will be identified as the SNS group.
Statistical analysis will rely on the use of a t-test, an appropriate mode of assessing comparative inventory scores and their meaning in the case of this particular study design. According to Trochim (2006), "the t-test assesses whether the means of two groups are statistically different from each other. This analysis is appropriate whenever you want to compare the means of two groups, and especially appropriate as the analysis for the posttest-only two-group randomized experimental design." (Trochim, p. 1)

Findings:

Ultimately, the inventory responses and the statistical analysis conducted through the aforementioned t-test demonstrate…...

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References

Baskin, T.W., Rhody, M., Schoolmeesters, S., & Ellingson, C. (2011). Supporting special needs adoptive couples: assessing an interventio to enhance forgiveness, increase marital satisfaction, and prevent depression. The Counseling Psychologist, 39, 933-955.

Belsky, J., & Rovine, M. (1990). Patterns of marital change across the transition to parenthood: pregnancy to three years postpartum. Journal of Marriage and the Family, 52, 5-19.

Corman, H., & Kaestner, R. (1992). The effects of child health on marital status and family structure. Demography, 29, 389-408.

Daire, a.P.; Munyon, M.D.; Carlson, R.G.; Kimemia, M. & Mitcham, M. (2011). Examining Distress of Parents of Children With and Without Special Needs. Journal of Mental Health Counseling, 33(2), 177-188.

Suter, J., & M. Giangreco. 2009). Numbers that count: Exploring special education and paraprofessional service delivery in inclusion-oriented schools. The Journal of Special

Education, 432), 81-93. Retrieved September 3, 2009, from Research Library.

Document ID: 1785064241).

This study of paraprofessionals in special education programs notes how paraprofessionals often provide the bulk of student services, given the overburdened nature of the special education system. The authors raise their concerns that paraprofessionals are not fully qualified to give a comprehensive education to students with disabilities. There is a lack of certified teachers in the discipline of special education. This remains problematic, even though paraprofessionals often do interact with their students on a one-to-one basis.

Inclusion:

Koralek, D. 2009). Supporting all kinds of learners. YC Young Children, 642), 10-11.

Retrieved September 3, 2009, from ProQuest Education Journals. Document ID: 1673585101).

The author suggests that before a student with special needs joins a mainstream classroom, the teacher must conduct an audit…...

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(Document ID: 939465421).

This article advocates the mainstreaming of special needs students. It stresses how children without disabilities in an elementary school setting can act as peer counselors and support special need students in a way that facilitates the education of both types of pupils.

Rix, J., K. Hall, M. Nind, K. Sheehy & J. Wearmouth. (2009). What pedagogical approaches can

Special Needs Education
Briefly discuss trend education special children (learning disabled.) French evolution. What philosophic principles period education reflects?

Briefly discuss the trend in the education of special needs children (learning disabled etc.) after the French evolution. What philosophic principles of the period did this education reflect?

The first intelligence tests were developed in France as a way of screening students' ability to function within its confines, and even today the French educational system is notable for its high degree of centralized control. Still, based upon its democratic principles, which began with the French evolution and were formally enshrined into law during the Napoleonic period, France strove to educate all of its citizens in an equal fashion, and to make them all feel like true citizens of France. Today, in France, around 100,000 students identified as suffering from various disabilities go to special schools run by the Ministry of Health. 200,000 more receive…...

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References

IDEA. (2004). Retrieved March 18, 2011 at  http://idea.ed.gov/ 

Markham, David. (2010). The revolution, Napoleon, and education. International Napoleon

Society. Retrieved March 18, 2011 at  http://www.napoleon-series.org/ins/markham/c_education_m.html 

Mills, Ian. (2010). Education in France: Part 1. Discover France. Wharton Group.

Lesson objectives enhance teacher-student and teacher-teacher communications. Pupils must understand exactly what they're supposed to do, which will lead them to commit time to the activities that facilitate attainment of objectives. Their ability to differentiate and prioritize important course-based learning tasks will increase, and thus, they will not waste precious time over irrelevant details. Also, students need to make guesses with regards to what the teacher deems important, as well as what is expected in the form of evaluation matter (UNESCO, n.d.).
Journal

Evaluating the developmental progress of children is a never-ending process; it offers an understanding of children's fortes, inclinations, interests, and requirements, which can be utilized for planning suitable, meaningful activities for promoting learning and development of children, individually (CCHP, 2006).

Inclusion denotes growth and learning of all children together irrespective of individual abilities. Inclusion in practice resembles inclusion in standard early childhood courses, since, in case of younger kids, best…...

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Bibliography

(2010, September). Retrieved from www.theinclusiveclass.com:  http://www.theinclusiveclass.com/2011/07/supports-modifications-and.html 

CCHP. (2006). Children with Disabilities and other Special Needs. San Francisco: California Child Healthcare Program.

Dowell, H. H. (2008). The Ausbelian Preschool Program: Balancing Child-Directed and Teacher-Directed Approaches. Retrieved from www.earlychildhoodnews.com:  http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=114 

EdTech. (n.d.). ESL Students with Assistive Technology. Retrieved from  http://www.edtechpolicy.org/CourseInfo/educ477/Fall2005/yan_finalpaper.pdf

Special Needs Transition
Intervening to place children towards their appropriate levels of schooling is very important and requires certain and descriptive analysis. As a result of these changes, coping mechanisms are developed for the children that present new and different challenges for the both the educators and the parents and family of the child in question. The purpose of this essay is to discuss the factors involved that would promote or hamper a successful transition dealing with a child who has been learning in a center-based program to a more advanced program within an inclusion kindergarten program. I will additionally explore what factors are necessary for the likelihood of successful adjustment within the changing scenario.

Dunlap (2009) highlighted the legal necessities of a such a transition. He noted " transitions often involve major changes in routines. Federal laws ( in particular, the Individuals with Disabilities Education Act [ IDEA]) mandate transition planning.…...

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Works Cited

Cook, R.E., Klein, M.D. & Chen, D. (2012) Adapting Early Childhood Curricula for Children with Special Needs. 8th Ed. Boston, Mass: Pearson

p. 124 -125

Dunlap, L.L. (2009). An introduction to Early Childhood Special Education.

NJ: Pearson. (ISBN: 978-0-205-48872-8) .

Special Needs Intervention
Client Profile

Brenda is a seven-year-old second grader that has been identified as dyslexic. She has significant delays in pre-literacy and numeracy skills have been identified through both formal assessment and performance in classroom activities. Work samples demonstrate that Brenda has difficulty sequencing and recognizing word phenomes and putting them together for reading and writing activities. Brenda does not demonstrate the ability to recognize phenomes in words. Brenda frequently reverses letters and/or the whole words when performing literacy tasks.

An interview with Brenda's teacher reveals that other than her problems associated with dyslexia, Brenda's development and functioning is on target with a majority of her peers. She tends to display shyness and introversion when called upon in class to perform activities associated with literacy and numeracy. She is polite and participates actively in class activities. She is a pleasant child and normally social with her classmates. She gets along well…...

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References

Adams, M., Foorman, B., Lundberg, I. & Beeler, T. (2011). "Phonemic Awareness in Young

Children." Reading Rockets. Retrieved from  http://www.readingrockets.org/article/408/ 

Dyslexiaaustralia.com (n.d.). Dyslexia Testing Services. Retrieved from  http://www.dyslexiaaustralia.com.au/information-mainmenu-90/38-disability-discrimination 

Dyslexiasymptoms.net. (2011). Dyslexia Symptoms, Tests and Treatment. Retrieved from http://www.dyslexiasymptoms.net/page/2

Best practices that help students with learning disabilities consistently focus on early intervention not only for educational benefit, but also because early intervention promotes greater social skills ability and development among children (Wong & Donahue, 2002). The sooner a child is integrated into the mainstream system and learns to "cope" with any perceived "deficits" the more likely they are to build healthy and long-lasting friendships that will help them as they age to become contributing members of society (Wong & Donahue, p. 93).

Personnel Implementing Plan

The key school personnel to implement this plan include the parents of the student, who must reinforce the actions taken by educational authorities to enhance student learning; the teacher of the student, who must be aware of what a student's needs are, and of special educational resources, so he or she may integrate the two curriculum's without disturbing any student's learning; and administrators, who must approve…...

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References

Bradley, R., Danielson, L., & Hallahan, Daniel P. (2002) Identification of learning disabilities: Research to practice. Mahwah, NJ: Lawrence Erlbaum Associates.

Brooten, K. (2007) "Writing about the holocaust, writing research report, poetry,"

HotChalk Inc., Retrieved December 13, 2007: http://www.lessonplanspage.com/

Jaffe-Gilla, E., & Benedictis, Tina, Ph.D., (2007) Learning Disabilities: Understanding the types, causes, symptoms, and diagnosis. HelpGuide.org, Retrieved December 13, 2007:

hile some suggest that high-stakes testing is an inadequate way of measuring the academic achievement and learning of most students, many also agree that high-stakes testing has severe disadvantages for special education students. Kymes points out that high-stakes testing may be a discriminatory assessment method for special needs students, placing an "unfair burden" on these students. The scholar argues that testing plans cannot be created for each and every student, and even when they can, these testing plans are not always put into practice (Kymes). In addition, Ralabate notes the importance of finding alternate testing methods that allow students with disabilities to perform to their highest ability.

Determining that high-stakes testing is not a correct method of assessment for special needs students, however, is just half of the task at hand. In fact, significant information exists to argue that students with disabilities, in addition to schools, can be seriously harmed by…...

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Works Cited

Fact Sheet: No Child Left Behind. 8 January 2002. The White House. 19 November 2008.  http://www.whitehouse.gov/news/releases/2002/01/20020108.html 

Kymes, Nancy. "The No Child Left Behind Act: A Look at Provisions, Philosophies, and Compromises." Journal of Industrial Teacher Education. 41.2 (2004) 19 November 2008.  http://scholar.lib.vt.edu/ejournals/JITE/v41n2/kymes.html 

Marlow, Ediger. Assessment and High Stakes Testing. Speech, 2001. Educational

Resource Information Center. ED449234.

Special Needs Offenders
However, when discussing prisoners with mental health needs, it is important to point out that this population is so significant it is virtually synonymous with the larger population. "In the United States, 56 per cent of state prisoners, 64 per cent of jail inmates and 45 per cent of federal prisoners reported treatment for or symptoms of major depression, mania or psychotic disorders in 2006" (United Nations Office on Drugs and Crime, 2009, Handbook on Prisoners with Special Needs:10). Even when a prisoner is not legally classified as 'insane' he or she can still have severe mental disabilities which stretch the limits of his or her limited coping mechanisms. Prisoners often have poor access to mental health care to manage their conditions, given that the types of therapies and psychotropic medications that are effective for treating mental illnesses can be extremely difficult to balance without constant oversight.

The question…...

Birth to Three Special Needs Brochure
Early Intervention and Early Detection

Georgia's Babies Can't Wait Program

The Babies Can't Wait (BCW) program in the State of Georgia is the service delivery system for children between birth and three years of age who have developmental delays or a disability (GDPH, 2012). Once a child has been referred to the BCW program, either by a family member or physician, the parents are contacted within a few days to schedule an initial interview (GDH, 2005). During the interview parents are given information about BCW services, are asked to sign consent forms, and if the child is determined to be eligible an evaluation is scheduled. The evaluation is conducted by a team of at least two multidisciplinary professionals with training and experience in early childhood education, early childhood special education, occupational therapy, physical therapy, speech-language pathology, nursing, and/or nutrition (GDH, 2005).

The Value of Early Intervention

Historically, children between…...

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References

GDHR (Georgia Department of Human Resources). (2005). Frequently asked questions for physicians: Getting started with Babies Can't Wait. Health.State.GA.U.S.. Retrieved 23 Aug. 2013 from  http://www.health.state.ga.us/pdfs/familyhealth/FAQ%20for%20Physicians%20-%20Getting%20Started%20for%20web.pdf .

GDPH (Georgia Department of Public Health). (n.d.). Babies Can't Wait: Frequently asked questions. Health.State.GA.U.S.. Retrieved 23 Aug. 2013 from  

Included in life skills are such as the ability to manage personal finances, the ability to manage a household, the ability to care for personal needs, and awareness of safety as well as many other life skills including citizenship and leisure activities.
Findings & Conclusion

In the United States and the United Kingdom, governmental assistance to special needs students in education is seen as the answer to making appropriate educational provisions for these students with disabilities. The view of the World Health Organization to developing countries is quite different however; this may be based on the cultural barriers to education for special needs students in the developing countries.

Recommendations

Recommendations arising from this brief study and proposal for research include a recommendation that research be conducted for the purpose of determining what governmental aids and supports can be made for special needs students in education to provide them with the most appropriate and…...

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Bibliography

Brolin, D.E. (1989). Life Centered Career Education: A Competency Based Approach (3rd ed.). Reston, VA: The Council for Exceptional Children.

Edgar. G. (1988). Employment as an outcome for mildly handicapped students: Current status and future direction. Focus on Exceptional Children 21(1), 1-8 (EJ380199).

Goodship, Joan M. (1990) Life Skills Mastery for Students with Special Needs. ERIC Digest #E469.

Minority Students in Special and Gifted Education (2002) National Research Council U.S. Committee on Minority Representation in Special Education. National Academies Press 2002.

Technology on 4th and 5th Grade Student's Academic Achievement
Students today learn differently as a result of technology (Presnky, 2008). Schools differ in technology uptake and execution. Davis (2012), states that schools had to take this up because their students lagged behind and were not able to compete at the same level as those who had access to technology. In fact, education today requires the use of technology as information and research is easily accessed digitally.

Justification for the Research Problem:

There are some students who are particularly required to use technology to aid their learning. These are the millions of students, who due to physical impairment may not be able to participate and get full benefit from the old classroom set up. Hasselbring and Glaser (2000) state that there are several advantages that technology affords all students. It actually equalizes all students as it can be adapted for those with minor…...

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Bibliography

Agnello, M. F., White, D., & Fryer, W. (2006). Toward twenty-first century global citizenship: A teacher education curriculum. Social Studies Research and Practice, 1(3).Retrieved from www.socstrp.org.

Bartsch, R., & Cobern, K. (2003).Effectiveness of PowerPoint presentations in lectures.

Computers & Education, 41, 77-87. Doi: 10.1016/S0360-1315(03)00027-7

Behrmann, M. (1998, May 01). Assistive Technology for Young Children in Special Education: It Makes a Difference. Retrieved from Edutopia:  http://www.edutopia.org/assistive-technology-young-children-special-education

Gradually, there are lesser desired adoptive kids as society have come to accept single mother who parent their children compared to earlier. The disgrace of giving birth to a child outside marriage has lowered and hence, the bulk of single moms prefer to have their kids with them in place of "relinquishing them" for being adopted. Besides, thanks to advanced technology, "birth control" pills are instantly accessible to the fertile populace, and, as abortion has been legalized, a pregnancy which is unplanned could be stopped. A new dimension to the problem has emerged because of the decrease in the supply of desirable adoptable infants and the rising infertility among Americans. (Infant Adoption is Big Business in America)
It is anticipated that out of every six couples, one couple has problems in conceiving and total infertile couples may number 5.3 million. A lot of adopters who are presently desirous of adoption…...

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References

Adoption is big business: Rationalizations for Adoption. http://www.adoption-articles.com/adoption_business.htm

Adoption: The Child Commodities Market is Big Business.  http://www.associatedcontent.com/article/224728/adoption_the_child_commodities_market.html?page=2 

Avery, Rosemary. J. Adoption Policy and Special Needs Children. Auburn. Westport: CT.

Cahn, Naomi R; Hollinger, Joan Heifetz. Families by Law: An Adoption Reader. New York

Title 1: The Unbreakable Bond: Navigating Life with a Special Needs Sibling

This title encapsulates the unique and profound connection between siblings, emphasizing their resilience in facing the challenges and joys of living with a special needs sibling.

Title 2: Through Their Eyes: Exploring the World as the Sibling of a Special Needs Child

This title conveys the perspective of the sibling, highlighting their experiences, understanding, and empathy gained from sharing life with their special needs brother or sister.

Title 3: The Gift of Difference: Embracing the Unique Contributions of a Special Needs Sibling

This title focuses on the positive aspects of having a special....