special education
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The document discusses special education and exceptional children. It defines special education as an attempt to educate exceptional children according to their needs, capacities, interests and potentialities using special techniques, materials and efforts. It notes that exceptional children differ significantly from average children in their mental, physical, emotional or social characteristics and may require modified environments or special educational services. The document then provides a brief history of special education and services for various types of exceptional children.
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This document discusses assessment of children with special needs. It defines assessment as the process of collecting educational data to make decisions about students or schools. Assessment aims to help teachers understand each student's level and determine next steps to improve learning. Testing is a form of assessment using specific problems to evaluate students' knowledge, intelligence or abilities. The main legal bases for assessment of individuals with disabilities are the Individuals with Disabilities Education Act (IDEA), which ensures publicly funded special education, and the No Child Left Behind Act (NCLB), which requires stronger accountability and testing standards.
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Special education refers to education for children with disabilities that is provided separately from mainstream education. It originated in the 1880s in India and focused on separate schools for specific disability categories like blindness, deafness, and intellectual disabilities. While special schools provide specialized resources and teachers with expertise, they can be disadvantageous by separating children from their families and communities. Integrated education aims to address these issues by including children with disabilities in ordinary schools part-time or full-time with some specialized support. It promotes social integration and helps remove the inferiority complex that children with disabilities may feel.
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Special education refers to education designed for students who have disabilities or exceptional abilities that prevent them from benefiting from regular education programs. It provides specially designed instruction to meet their unique needs. Special education aims to help students with special needs adjust to their environment, understand their abilities, gain necessary skills for independent living, and utilize their talents to contribute to society. It seeks to do so through principles like meeting individual differences, zero rejection, free and appropriate public education, least restrictive environment, non-discriminatory evaluation, and parental participation.
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special education,characteristics, objectives & principles.
Special education aims to meet the unique needs of children with disabilities by adapting curriculum and teaching methods. It provides individualized education programs tailored to each child's requirements. Special education is designed for students who need assistance beyond typical classrooms, either to function in school or reach their full potential. It has developed over time from exclusion and institutionalization to inclusive settings in regular classrooms.
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UNESCO promotes inclusive education and equal access to education for people with disabilities. It works to ensure disabled people are included in discussions on education for all and supports inclusive policies, programs, and practices. UNESCO also aims to increase opportunities for vocational training and social inclusion of disabled people. In India, UNESCO has helped facilitate access to Braille and launched early special education programs. Currently, it promotes inclusive, child-friendly schools and advocates for the right to inclusive education.
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Studying special education has several implications for classroom teachers. It helps teachers identify students with exceptionalities, allowing them to adapt their teaching methods to meet individual needs. It also helps teachers practice inclusive education by merging general and special education teaching techniques. Additionally, understanding special education allows teachers to advocate for students with disabilities and ensure they are loved and accepted. Overall, learning about special education makes teachers more prominent, competent, and effective educators able to understand, help, and manage all students.
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Special education refers to education designed for students who have disabilities or exceptional abilities that prevent them from benefiting from regular education programs. It provides specially designed instruction to meet their unique needs. Special education aims to help students with special needs adjust to their environment, understand their abilities, gain necessary skills for independent living, and utilize their talents to contribute to society. It seeks to do so through principles like meeting individual differences, zero rejection, free and appropriate public education, least restrictive environment, non-discriminatory evaluation, and parental participation.
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Special education aims to meet the unique needs of children with disabilities by adapting curriculum and teaching methods. It provides individualized education programs tailored to each child's requirements. Special education is designed for students who need assistance beyond typical classrooms, either to function in school or reach their full potential. It has developed over time from exclusion and institutionalization to inclusive settings in regular classrooms.
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Implication of special education to the teacher
Studying special education has several implications for classroom teachers. It helps teachers identify students with exceptionalities, allowing them to adapt their teaching methods to meet individual needs. It also helps teachers practice inclusive education by merging general and special education teaching techniques. Additionally, understanding special education allows teachers to advocate for students with disabilities and ensure they are loved and accepted. Overall, learning about special education makes teachers more prominent, competent, and effective educators able to understand, help, and manage all students.
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3. Barriers to inclusive education are outlined, along with specific targeted measures to promote inclusion in areas like curriculum, teaching methods, and teacher training.
4. Problems students face in non-inclusive settings like inferiority complex and adjustment issues are briefly covered.
Defining Special Education
1. The document discusses special education, defining it as education designed for students who require modifications to the standard curriculum, programs, services or facilities due to disabilities or exceptional abilities.
2. Several types of special education are described, including preventative, remedial, compensatory, and individually planned education.
3. Thirteen categories of disabilities are listed that can qualify students for special education, such as autism, deafness, intellectual disabilities, and specific learning disabilities.
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Special education provides individualized education and support to students with disabilities. The special education process involves referral, evaluation, development of an Individualized Education Program (IEP) by an IEP team, placement, and annual review. The IEP team develops an IEP that outlines the student's strengths and needs, measurable goals, accommodations and modifications, and placement in the least restrictive environment to meet the student's unique needs.
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3. Barriers to inclusive education are outlined, along with specific targeted measures to promote inclusion in areas like curriculum, teaching methods, and teacher training.
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1. The document discusses special education, defining it as education designed for students who require modifications to the standard curriculum, programs, services or facilities due to disabilities or exceptional abilities.
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Principles of Education, Special Education, Inclusive Education
Education aims to develop students holistically in body, mind and spirit. Principles of education include social, mental and physical development as well as character building. Special education provides specially designed instruction to meet the unique needs of students with disabilities or exceptionalities. Principles of special education include zero reject policies, ensuring appropriate education, educating students with disabilities alongside non-disabled students when possible, and involving parents and students in the education process. Inclusive education refers to including all students in regular classrooms regardless of abilities and providing support so that both general and special education teachers can handle an inclusive class.
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Presentation history of special education
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- In the late 19th century, special education programs began appearing in public schools through self-contained classrooms that isolated students with disabilities from general education students.
- A series of laws from the 1970s onward established rights for people with disabilities and mandated access to free public education for all students with disabilities.
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The document provides guidelines for inclusive education at the national level based on the Salamanca Statement and Framework for Action adopted at the World Conference on Special Needs Education in Salamanca, Spain in 1994. It outlines policies and organization, school factors, recruitment and training of teachers, external support services, priority areas, and the importance of community perspectives to promote the inclusion of children with special educational needs in regular schools.
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The document discusses Maria Montessori and her revolutionary educational philosophy and method. Some key points include:
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- She observed children in Rome who flourished in a specially prepared environment without direct teaching, showing their potential when free to learn naturally.
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Maria Montessori was an Italian physician and educator who developed an educational method centered around the way children naturally learn. She opened the first Montessori school in Rome in 1907. Montessori education emphasizes independence, viewing children as eager to learn in a well-prepared environment without conventional testing. It has since spread worldwide with thousands of Montessori schools.
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- During the Renaissance and Reformation periods, educators like Erasmus, Luther, and Comenius advocated for more child-centered approaches and universal education for boys and girls.
- Enlightenment thinkers like John Locke and Jean-Jacques Rousseau emphasized the natural growth and development of children through play, exploration, and experience rather than memorization or corporal punishment.
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Maria Montessori was an Italian educator who developed an influential method of early childhood education. She believed that children have an innate desire to learn through exploration and hands-on activities in a prepared environment. Montessori established schools that featured specially designed materials to support children's sensory, motor, and cognitive development. Her principles emphasized self-directed learning, hands-on activities, and the importance of early childhood education. Montessori's methods and curriculum, including practical, sensory, and formal skills experiences, continue to influence early education practices worldwide today.
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Maria Montessori was an Italian physician and educator born in 1870 who developed the Montessori method of education. She founded the first Casa dei Bambini, or Children's House, in 1907 for normal children aged 3-6 in Florence, Italy. Montessori observed that the children needed little persuading to do everyday tasks and puzzles, and benefited from a "prepared environment" of child-sized furniture and materials. Through this interaction and experience, the children developed high intellectual and social abilities at young ages. Key components of the Montessori method include respecting each child, making children the center of learning, encouraging freedom, observation, and multi-sensory learning materials to achieve the main goal of
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This document discusses different methods of educating students with special needs, including inclusion, mainstreaming, segregation, and exclusion. It notes the history of special education and increasing inclusion over time. While inclusion has benefits of fostering understanding, some argue mainstreaming is difficult for teachers and segregated classrooms can better address individual student needs through specialized training and facilities. The author shares their own experience with segregated education and which method they favor.
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This document discusses approaches to educating students with special needs. It outlines the history of special education and common methods like inclusion, mainstreaming, segregation, and exclusion. While inclusion aims to educate special needs students alongside others, some argue this does not provide enough individualized attention and can negatively impact all students. Segregated special schools are suggested to better address individual student needs through specialized teaching and facilities. The author also shares their own experience with this issue.
Influential people in the development of ecd
Martin Luther advocated universal education and literacy for all children. Pestalozzi believed in a child-centered approach focusing on intellectual, emotional, and physical development. Froebel opened the first kindergarten and emphasized learning through play and self-activity. Montessori placed the child at the center of learning and believed in a prepared environment. Piaget's theory was that children learn through hands-on experiences and problem solving. Dewey advocated for an integrated, learner-centered curriculum that prepares children for life.
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North Garland Montessori School (NGMS) was established in 1997 under the direction of Mr. Manooch Varasteh. NGMS pioneered Montessori education in Garland. Our school is the first and oldest non-sectarian Montessori School in Garland. We believe and practice the educational philosophy of Dr. Maria Montessori (1870-1952) to help children everywhere reach their maximum learning potential, while becoming well balanced individuals. Our overall objective of the School’s activities is to promote “Excellence in Education” using the Montessori Method, implemented by our teachers and our children in close cooperation with parents.
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
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crucial for coordinated efforts across different administrative levels. Advanced technologies like
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