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Special Education is tailored to meet the individual needs of students with special educational requirements, focusing on personalized planning and interventions to enhance their autonomy and success. Common needs include learning and communication difficulties, with identification methods such as the discrepancy model and response to intervention. In Venezuela, Special Education is integrated into the Bolivarian Educational System, emphasizing a holistic approach that respects the biopsychosocial characteristics of each student.
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0% found this document useful (0 votes)
5 viewsSpecial Education Analysis
Special Education is tailored to meet the individual needs of students with special educational requirements, focusing on personalized planning and interventions to enhance their autonomy and success. Common needs include learning and communication difficulties, with identification methods such as the discrepancy model and response to intervention. In Venezuela, Special Education is integrated into the Bolivarian Educational System, emphasizing a holistic approach that respects the biopsychosocial characteristics of each student.
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Special Education is education aimed at students with special
educational needs, in such a way that it addresses the individual differences
of students and their needs. Ideally, this process involves the provision of
individual planning and systematic monitoring of teaching procedures,
adapted equipment and materials, accessible accommodations, and other
interventions designed to help students with special educational needs
achieve a greater level of personal autonomy and success, both in school
and in the community and, if possible, to give the student the opportunity to
access a comprehensive classroom education.
The most common special educational needs include learning
problems, communication problems, emotional and behavioral disorders,
physical functional diversity and developmental disorders. Students with
these special needs may benefit from additional educational services, such
as different approaches to teaching, the use of technology, a teaching area
specifically adapted to them or a resource room.
Giftedness is a learning disorder and may also benefit from specialized
teaching techniques or different educational programs, but the term "Special
Education" is generally used to specifically indicate the instruction of students
with special needs that reduce their ability to learn independently or in a
regular classroom, and gifted education is handled separately.
In more developed countries, educators are modifying teaching
methods and environments so that the maximum number of students are
served in general education settings. Special Education in developed
countries is often viewed less as a "place" and more as "a range of services
available in every school." This means that they try to offer children, in the
schools themselves, services for their diversity, instead of taking them to a
particular place. Integration can reduce social stigmas and improve academic
performance for many students.
The opposite of Special Education is general education.
Comprehensive education is the standard curriculum that is presented with
common teaching methods and without additional supports.
Some children are easily identified as candidates for Special
Education, thanks to their medical history. They may have been diagnosed
with a genetic condition that is associated with mental retardation, they may
have various forms of brain damage, they may have a developmental
disorder, they may have visual or hearing impairments, or other disabilities.
Among students whose identification is less obvious, such as students
with learning disabilities, two main methods have been used to identify them:
the discrepancy model and the response to intervention model. The
discrepancy model depends on the teacher noticing that student achievement
is significantly below expectations. The response to the model intervention
advocates earlier intervention.
In the discrepancy model, a student receives Special Education
services for a specific learning disability if, and only if, the student has at least
average intelligence and the student's academic performance is below what
is expected of a child with his or her IQ.
Although the discrepancy model has dominated the school system for
many years, there have been significant criticisms of this approach (e.g.,
Aaron, 1995, Flanagan & Mascolo, 2005) among researchers. One reason for
criticism is that the diagnosis of learning difficulties is based on the difference
between performance and IQ and does not predict the effectiveness of
treatment. In the case of poor academic performance, those who also have
low IQs seem to benefit from treatment.
The alternative approach, known as intervention, identifies children
who are having difficulty in school in their first or second year after starting
school. You then receive additional support, such as participating in
integrated classrooms. Children's response to this intervention then
determines whether they are designated as having learning disabilities. The
few who still have problems can then receive the necessary assistance.
Sternberg (1999) has argued that early intervention can reduce the
number of children who meet criteria for learning disabilities. He has also
suggested that the focus on learning disabilities and the provision of
accommodation at school fails to take into account that people have a range
of strengths and weaknesses, and places excessive emphasis on academics,
insisting that people should be supported in this area rather than music or
sport.
A Special Education program must be customized to meet the unique
needs of each individual student. Special educators provide a range of
services, in which students with special needs receive assistance of varying
degrees, depending on their individual needs. Special Education programs
must be individualized to address the unique combination of needs of a
specific student.
In the Venezuelan case, Special Education is a variant of the
Bolivarian Educational System, created to guarantee comprehensive
educational attention to the population with differentiated biopsychosocial
characteristics and interests. Special Education takes its fundamental
concepts from general education and differs in the implementation of
strategies according to the individual characteristics of the students.
It conceives the individual as an integral being in which the biological
and the social are combined in a dynamic equilibrium; the being is a
biopsychosocial unit, it is a person and in its study this totality is assumed and
the condition of respect as a human being is put first. Within the framework of
this conception of man and the constitutional precepts, the philosophical
principles that underpin the actions of Special Education emerge.