2. Specifics in the education of students with SEN
Of course, special educational needs differ for individual pupils not only depending on the type and degree of their disability or disadvantage, but also according to their individual possibilities, needs and potential. Nevertheless, we can notice some common specifics in the approach to pupils with specific types of special needs:
- Pupils with physical and other health impairments
Early intervention is important for both pupils with physical disabilities and pupils with other health impairments. It can provide these pupils with therapeutic intervention which may help to improve their strength, posture, and range of movement. Early intervention also helps parents provide the support for their child at home. Some pupils with physical disabilities may have difficulties in communication. Some pupils with physical or health impairments may be gifted and some may have other disabilities, including learning or intellectual disabilities. All students with disabilities may participate in the general curriculum, but some will need modifications or special support in daily living skills. The school and classroom should be easily accessible for these pupils (some arrangements such as ramp handrails, widening of sidewalks, and doorways, and adjustment of the heights of equipment might be necessary). In the classroom, the teachers should make sure that there is ready access to all parts of the room. Sometimes classroom temperatures may have to be adjusted to accommodate student's heath needs.
- Pupils with sensory impairments
Sensory impairment may include a pupil who is blind or visually impaired, deaf or hearing impaired, or is deaf-blind. Sensory impairment does not effect the cognitive skills of a pupil directly. However, some pupils with sensory impairments may also have some cognitive disabilities. A sensory impairment usually affect how the pupil accesses information and learns. Early intervention is very important for these children. In education of children with sensory impairment the following strategies are useful: Allow the pupil opportunities for tactile exploration (by providing models, realia, and other hand-on teaching aids); designate a space for the student to store specialized equipment (such as assistive/adaptive technologies etc.); give verbal descriptions of visual information; make the pupil aware of transitions and other changes to his/her environment; make the necessary adjustments to lighting and increase the size of print if needed; allow the pupil to chose his/her seat in the classroom.
- Pupils with intellectual (cognitive) disabilities
In a school setting, a school psychologist usually administer an IQ test and a test to measure adaptive behavior for such a pupil. Pupils with intellectual disabilities usually benefit from participating in the mainstream classroom, where they are interacting with other peers who act as models for learning and behavior models. Pupils with intellectual disabilities need to be taught functional skills as well as the general curriculum. The functional skills teach students how cope with everyday living activities and situations. They also need to learn at least basic reading and number knowledge, of course.
- Pupils with Autism Spectrum Disorders (ASD)
Autistic disorders are often referred to as "autism.” It is a pervasive developmental disorder with characteristics often seen during the first three years of life. They include developmental delays in communication, social skills and behavior skills, difficulty adjusting to change, and repetitive behavior. These pupils need to be taught how to conduct themselves in common social situations. It is important for non-disabled peers to understand the characteristics associated with ASD so that they will be accepted in a peer-group. There are many special methods and even some comprehensive programs to help these pupils in communication, social behaviour and other skills development (ABA Therapy, Picture Exchange Communication System, TEACCH program etc.).
- Pupils with Attention deficit and hyperactivity disorder (ADHD)
ADHD includes a combination of problems, such as difficulty sustaining attention, hyperactivity and impulsive behavior. Pupils with ADHD may lack organization skills and may be careless in their schoolwork. The classroom interventions that help students with ADHD include self-regulation strategies; explicit, brief rules and instructions that are visible for the pupil; rewards, incentives and support should be used more often than punishment.
- Pupils with specific learning disorders
This term means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in the imperfect ability to listen, speak, read, write, spell, or do mathematical calculations. It does not include a learning problem which is primarily the result of visual, hearing, or physical disabilities, intellectual disability, emotional disturbance, or environmental, cultural, or economic disadvantage. There is a significant discrepancy between the pupil's school achievement and his/her ability, when the appropriate teaching methods are used. These pupils need temporary instructional support provided until they can solve a problem or understand a task independently. They also need opportunities to practice and apply information that was perviously taught.
- Gifted pupils
Schools should properly identify and provide effective interventions for gifted and talented pupils. Curriculum should meet their needs by being modified to fit individual pupil's ability. Teachers of gifted students should evaluate instructional approaches used in the mainstream classroom in order to ensure they are effective with gifted students as well. Instructional approaches may need to be altered to better accommodate the learning needs of gifted and talented students. Enrichment and acceleration are the most frequent strategies used in education of gifted pupils in mainstream schools today.
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