Children with Special Needs: Inclusive Education

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Table of Contents

Special Needs: Dyslexia and ADHD
Key Terminology
Similarities and Differences
Current Findings, Controversies, and Trends
Proposed Plan
Conclusion
References

Children with disabilities encounter different challenges that might disorient their learning processes. Inclusive classrooms require teachers to examine learners with special needs and respond to them accordingly. During intakes, the established team should examine the capabilities, exceptionalities, and problems associated with such individuals. To manage the incoming exercise, the committee should rely on the available current information and evidence regarding learning disabilities, their incidence rates, and the existing exceptionalities. By considering the power of inclusive education and addressing recorded controversies, the developed team will offer personalized instructions to support the identified three children with special needs.

Special Needs: Dyslexia and ADHD

Members of the intake committee need to be aware of the causes and triggers of disabilities and exceptionalities in children are usually diverse in nature. The first possible one is that of genetics, whereby some families tend to have one or more people with special needs. The second cause is the use of addictive substances and smoking by women during pregnancy (Warnes et al., 2021). The third trigger could be the occurrence of complications before, during, or after childbirth. The fourth one entails the presence of environmental problems or toxins that result in mental and cognitive developmental problems (Warnes et al., 2021).

A proper understanding of these possible causes is critical if learners are to receive personalized instructions and support. The level of needs will differ from one child to another based on the severity of the recorded factors.

The two major disabilities for the intake committee to put into consideration include dyslexia and attention deficiency-hyperactive disorder (ADHD). Students affected by dyslexia would encounter difficulties in processing information, a situation that disorients the learning process. The affected children will be unable to understand both speech and text (Kirk et al., 2009). Some common symptoms associated with the condition include delayed speech, visual processing problems, and challenges in reading or comprehension. ADHD, on the other hand, find it hard to control their actions or concentrate in class. They will be disorganized, unable to remain attentive, and make noise. Mood swings tend to be common and affect the recorded learning outcomes.

A proper understanding of the number of children with developmental and learning disabilities is important. In the U.S., the prevalence rate for young learners with learning problems is around 1.69 percent (Cologon, 2022). This figure means that around 4 million children in the country have at least one form of disability (Lundqvist et al., 2019). In term of incidence, latest findings indicate that one in every 59 children is affected by a learning problem or developmental concern (Cologon, 2022). This kind of information explains why a coordinated 5-year plan could be introduced in a primary school to meet the needs of more children with dyslexia and ADHD.

Key Terminology

Key terminologies are essential for those who want to learn more about children with unique needs and support them accordingly. Special educational needs denote learners with various problems that affect their learning processes. Inclusion promotes the idea of allowing special needs students to receive instructions in classes with other individuals who do not have learning problems. Assistive technology identifies systems, tools, and innovations capable of supporting the learning process (Lundqvist et al., 2019). The Individuals with Disabilities Education Act (IDEA) is a policy formulated in 1975 to support the needs of disabled children.

Similarities and Differences

Key similarities are evident that members of the selection team should take into consideration for individuals with ADHD and dyslexia. For example, children with developmental disabilities tend to become individuals with both physical and sensory impairments. The affected people will encounter various learning challenges that call for additional support (Cologon, 2022). In the class setting, most of the students with dyslexia will be in need of additional support and empowerment if they are to record positive academic results. In all these disabilities, the targeted beneficiaries will experience problems in behavior, communication, and learning activities.

Some differences exist among the range and nature of exceptionalities in learners with special demands. For instance, developmental disabilities are cognitive in nature and disorient the process of acquiring instructions. This problem would differ significantly from the ones associated with physical challenges since they disorient movement. Sensual disabilities, such as hearing and vision, would require assistive devices for the individuals to function optimally and receive the provided instructions (Lundbäck & Fälth, 2019). The provision of the relevant support needed to be personalized in accordance with the childs disability or special need.

Current Findings, Controversies, and Trends

Different theorists in the field of early childhood development have presented additional ideas supporting disabled learners in the respective classrooms. For instance, Cologon (2022) indicated that teachers need to have a positive attitude when dealing with such children. The professionals are usually ready to monitor learners behaviors and their willingness to interact with other students. A detailed analysis of the recorded disorders would be necessary if the child is to benefit from personalized support. The provision of timely and regular assistance to the learners is necessary while considering the inclusion of other members of the family.

Any management committee aware of most of the attributes described above will remain supportive and ensure that the three targeted children receive timely support. The concept of inclusive classrooms has attracted the attention of many scholars in the past (Hoffmann et al., 2021). The model guides educators to be involved, allow all individuals to participate in the process, and improve the recorded outcomes. Assistive devices and technologies are practical tools that have the potential to improve the outcomes of more children with disabilities.

Despite the milestones recorded in special needs education, various controversies continue to exist that could disorient the future of the field. Cologon (2022) observed that some scholars were against the idea of inclusive classrooms characterized by students with special needs. This approach has been observed to worsen the experiences and outcomes of most of the disabled learners (Knopik et al., 2022). Without personalized support, the individuals might lack adequate support or fail to benefit from the process. The absence of adequate resources can affect the process of establishing inclusive classrooms (Hoffmann et al., 2021). This reality explains why some schools and learning environments are yet to embrace the idea.

Various trends have emerged that are designed to meet the needs of more learners with disabilities. The first one is the promotion of standards-based learning in accordance with the IDEA of 1975 (Nilholm, 2021).The second one is the concept of full inclusion, whereby teachers are involved in supporting learners educational goals irrespective of their special needs or exceptionalities in learning (Cologon, 2022). Inclusion in the field of education remains a moral strategy that is capable of supporting all learners equally (Nilholm, 2021). The third strategy that has become common to meet the needs of special needs learners is the power of early intervention. This method has the potential to encourage parents to start meeting the needs of their children with different disabilities.

Proposed Plan

The presented information offers unique insights for the involved committee to come up with a 5-year plan for meeting the needs of children with dyslexia and ADHD. The individuals will begin by monitoring learners to understand their disabilities and gaps that could affect the educational process (Knopik et al., 2022). The plan is workable for a primary school since the beneficiaries would be in their early years of schooling. For the proposed period, the first year would be needed to monitor and identify learners who might be in need of additional support (Lundqvist et al., 2019). The first year would be considered to sensitize all stakeholders about the proposed strategy and how it seeks to meet the demands of more learners with various disabilities.

The second year would be considered to acquire the relevant resources and introduce specific interventions to streamline the learning process. Educators would receive additional guidelines to identity the relevant technologies depending on the needs associated with the two learning disabilities (Lundbäck & Fälth, 2019). Years 3-5 would be considered to help all the admitted children, including those with the identified disabilities. The involvement of parents, teachers, community members, policymakers, and learners would create a powerful model for ensuring that timely results are recorded. The success of this 5-year plan will make it possible for the selected primary school to achieve its goals.

Conclusion

Learners with special needs require continuous support and personalized instructions if they are to achieve their goals. Educationists and members of the developed committee need to understand the leading causes of disabilities and developmental problems. They will rely on the recorded differences and similarities to provide personalized guidance. Past studies have supported the power of inclusive classrooms, assistive technologies, and involvement of key stakeholders as critical to meet the demands of more beneficiaries. By tackling most of the recorded controversies and identifying emerging trends, it would be possible to support the identified three children with learning difficulties.

References

Cologon, K. (2022). Is inclusive education really for everyone? Family stories of children and young people labelled with severe and multiple or profound disabilities. Research Papers in Education, 37(3), 395-417. Web.

Hoffmann, L., Närhi, V., Savolainen, H., & Schwab, S. (2021). Classroom behavioural climate in inclusive education A study on secondary students perceptions. Journal of Research in Special Educational Needs, 21(4), 312-322. Web.

Kirk, S. A., Gallagher, J. J., Coleman, M. R., & Anastasiow, N. (2009). Educating exceptional children (12^thed.). Houghton Mifflin Harcourt Publishing Company.

Knopik, T., BBaszczak, A., Oszwa, U., & Maksymiuk, R. (2022). Assisting strategies of the parents of students with special educational needs in the emergency remote learning in Poland. International Journal of Environmental Research and Public Health, 19(14), 8783-8791. Web.

Lundbäck, B., & Fälth, L. (2019). Leisure-time activities including children with special needs. A research overview. International Journal for Research on Extended Education, 7(1), Web.

Lundqvist, J., Allodi, M. W., & Siljehag, E. (2019). Values and needs of children with and without special educational needs in early school years: A study of young childrens views on what matters to them. Scandinavian Journal of Educational Research, 63(6), 951-967. Web.

Nilholm, C. (2021). Research about inclusive education in 2020 How can we improve our theories in order to change practice? European Journal of Special Needs Education, 36(30, 358-370. Web.

Warnes, E., Done, E. J., &Knowler, H. (2021). Mainstream teachers concerns about inclusive education for children with special educational needs and disability in England under pre-pandemic conditions. Journal of Research in Special Educational Needs, 22(1), 31-43. Web.

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