Segregation in an era of inclusion? The role of special classes in Irish mainstream schools. ESRI Research Bulletin, 2018/02

This study assessed whether special classes operate as a form of segregation or inclusion for students with special educational needs. Ireland has a multi-track system of education where students with special educational needs can either attend mainstream school, special school or special classes in a mainstream school. In recent decades, there has been a dramatic increase in the numbers of students with special educational needs attending mainstream school and an expansion of special education resources including special needs assistants (SNAs), learning support and resource teachers and special classes. Although special classes have operated in the Irish education system since the 1970s, there has been a substantial increase in their numbers, with an almost doubling of these classes operating between 2011/2012 (548) and 2015/2016 (1,008). The type or designation of special classes has shifted from a traditional model of classes for students with Mild General Learning Disabilities (MGLD) towards more specialised units for students with more severe needs such as Autistic Spectrum Disorders (ASD). The majority of ASD classes have opened since 2010 and represent a shift in policy as to how these students are educated in mainstream education

Seeking Effective Policies and Practices for Students with Special Needs

Data from the 2008 administration of the Massachusetts Comprehensive Assessment System (MCAS) examination reveal an alarming 84% of districts did not meet Adequate Yearly Progress for the "special education subgroup" in both subject areas. In addition, 53% of Grade 10 special education students failed to earn a passing score on the MCAS in all three subject areas (ELA, math, science and technology).In light of these findings, the Rennie Center's recent report, entitled Seeking Effective Policies and Practices for Students with Special Needs, highlights schools making progress in educating students with special needs. The Rennie Center's study features four districts, two vocational technical high schools and one additional K-8 school that is "beating the odds" in serving students with special needs. The report examines the status of special education in the Commonwealth including legislation surrounding special education, the incidence of students receiving special education services and the distribution of students by disability type in different types of districts. These include the state's ten large urban districts, the 50 most demographically advantaged districts, charter schools and vocational technical schools. Among the findings, vocational technical schools educate more special education students (23%) than all other types of districts yet spend less on special education students and get solid results. Out of the 25 districts with the lowest percentage of special education spending, 23 are vocational schools.The report identifies the core practices of districts ranking in the top 5-10% for growth in the performance of students with special needs. Districts that are making progress no longer isolate students with special needs in separate classrooms; instead they adapt their general education classrooms to accommodate the needs of all students. These districts have adopted a culture in which faculty view "all kids as my kids" and in which general and special education teachers collaborate to design curriculum that meets the needs of all learners -- including those with special needs.In a series of recommended next steps, the report offers several considerations for district leaders and state policymakers. It highlights the importance of data, including the use of ongoing formative assessment to provide teachers with timely feedback. The report recommends that schools and districts adapt their instructional practice and curriculum to best meet diverse students' needs. The Rennie Center report also pushes for further study of effective practices found within the state's thirty vocational technical schools. Finally, the report urges the Department of Elementary and Secondary Education and districts to work together to disseminate effective practices in educating students with special needs

Needs or rights? A challenge to the discourse of special education

It is nearly 30 years since Mary Warnock's Report of the Committee of Enquiry into the Education of Handicapped Children and Young People introduced the phrase ‘special educational needs’ into the UK education system. In this article, Katherine Runswick-Cole, Research Associate at Manchester Metropolitan University, and Nick Hodge, Principal Lecturer in Research Development at Sheffield Hallam University, argue for the abandonment of the ‘special needs’ discourse, claiming that it has, in fact, led to exclusionary practices within education. Building on the work of early years educators in Reggio Emilia schools in Northern Italy, the authors advocate for the adoption of the phrase ‘educational rights’ and suggest that the positive impact of such a linguistic turn would be significant for the lives of young people currently described as having ‘special educational needs’ and for children's rights

Teaching Students with Special Needs in School-Based, Agricultural Education: A Historical Inquiry

The purpose of this historical study was to investigate the inclusion of students with special needs in school-based, agricultural education as reported by The Agricultural Education Magazine and the Journal of Agricultural Education over a time period of six decades. The impact of landmark legislation, such as the Vocational Education Act of 1963, the Elementary and Secondary Education Act of 1965, the Education for All Handicapped Children Act of 1975, and the Individuals with Disabilities Act of 1990, were examined. This legislation motivated and supported agricultural education’s efforts to meet the learning needs of special education students by providing modified lessons and learning environments, inclusive SAEs and FFA activities, and focused teacher preparation. Challenges and concerns regarding the placement of special needs students in school-based, agricultural education are also discussed, as well as opportunities for related research in the future, especially about their participation in the FFA

Vulnerability to bullying in children with a history of specific speech and language difficulties

This is an electronic version of an article published in Lindsay, Geoff and Dockrell, Julie and Mackie, Clare (2008) Vulnerability to bullying in children with a history of specific speech and language difficulties. European Journal of Special Needs Education, 23 (1). pp. 1-16. European Journal of Special Needs Education is available online at: http://www.informaworld.com/10.1080/0885625070179120

Special Education 2000 : the implementation experience : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Social Policy at Massey University

Since 1877 the state has provided free, secular and compulsory education for most of the children of school age in New Zealand. In 1989 legislation was passed that gave the right to enrol and attend at the local school to all children. For more than one hundred years children with disabilities and special educational needs were supported in a piecemeal fashion. The influences and practices from the medical discourse often dominated their education and services when they were available. With the passage into law of a right to an education in the mainstream for all children the state accepted the responsibility for the full range of students with special educational needs. At the same time as passing into law the opportunities for these children the Fourth Labour Government was initiating major reforms in education administration. The Education Act 1989 made provision for the governance of schools by locally elected Boards of Trustees. In 1995 after a hiatus with no special education policy for an interval of almost six years the policy Special Education 2000 was announced. This policy programme was to complete the work of education reform commenced under Tomorrow's Schools. The feature of this was to be the shift in responsibility for the education of students with special educational needs from the Ministry of Education to local school Boards of Trustees. This study examines the experiences of a small group of stakeholders as they implement the policies of Special Education 2000. Four secondary school principals participated in interviews that complemented policy analysis as part of this study .The outcomes of implementation varied for the participants. For two of them the policies appeared to offer continuity and opportunity to extend school services for students with high and very high special educational needs. For the other two this was not the case and a redirection or cessation of services appeared to be the outcome of the new policies. The findings of this study pinpoint the issues arising from the selection of policy instruments to implement and achieve policy goals, difficulties are identified due to a mismatch between the two

Education for children with special needs in Kenya: A review of related literature

Children with special needs in Kenya for many years were not given adequate attention with regard to their education. These children like their counterparts, have a right to free and compulsory basic education as provided for in international conventions to which Kenya is a signatory as well as in legal and policy frameworks in Kenya. Providing education for children with special needs is therefore one way of ensuring that their right to basic education is protected. This will in turn promote national development by providing a secure environment that enhances good health to allow people with special needs participate in social and political activities. This article therefore, provide insights on children with special needs from a review of related literature, with a special focus on the history of special needs education in Kenya, policy frameworks on special needs education, management and administration of special needs education institutions as well as discussions on selected categories children with special needs in Kenya. Key words: Children with special needs, Challenges in special needs education, Disability, Interventions in special needs education, Special needs educatio

A Moral Debate at the Invisible Rainbow: Thoughts about Best Practices in Servicing LGBTQ Students in Special Education

Instead of occupying a marginal space within teacher preparation programs, special education courses and training should promote diversity in servicing marginalized groups such as lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students. Within these programs, issues related to LGBTQ students should occupy a meaningful and formative space in the training of future teachers in special education. Often, special education teachers are at a loss about how to educate LGBTQ students with disabilities. Rethinking the role of special education and LGBTQ students with special needs within teacher education programs enables pre-service teachers to cultivate new values and attitudes that can enrich the student/teacher relationship within public schools. As such, this article proposes to explore best practices for servicing LGTBQ students in special education by promoting better ways to train future teachers

CURRENT PROGRAMS FOR MEETING SPECIAL EDUCATION AND TRAINING NEEDS - A REPORT

Teaching/Communication/Extension/Profession,

A systematic review of pedagogical approaches that can effectively include children with special educational needs in mainstream classrooms with a particular focus on peer group interactive approaches

The broad background to this review is a long history of concepts of special pupils and special education, and a faith in special pedagogical approaches. The rise of inclusive schools and some important critiques of special pedagogy (e.g. Hart, 1996; Norwich and Lewis, 2001; Thomas and Loxley, 2001) have raised the profile of teaching approaches that ordinary teachers can and do use to include children with special educational needs in mainstream classrooms. Inclusive education itself is increasingly conceived as being about the quality of learning and participation that goes on in inclusive schools rather than simplistic matters of where children are place