Study about Special Educational Needs
Introduction: The focus of the guidelines is on the process schools and teachers may use to identify and cater for the special educational needs of individual pupils in proportion to the impact of those needs on their learning and socialisation. The process moves from simple classroom based interventions to more specialised and individualised interventions. The continuum of support described in these guidelines encompasses a graduated problem solving model of assessment and intervention in schools comprised of three distinct school based processes.
All pupils have needs including the need to feel a sense of belonging, the need to feel safe, the need to communicate and to be communicated with and the need to be respected and valued. In meeting these needs, teachers need to view their pupils as learning not only within their classroom setting but also within the context of the ethos and culture of the school. It is important, therefore, to be mindful of how the culture, ethos and learning environment of the school demonstrates to each pupil that he/she is respected and valued. How the school promotes the moral, social, emotional, cultural, intellectual and physical development of all learners is central to the development of an inclusive ethos. Keep reading…
