Introduction Of Special Educational Needs & Disabilities
Get free written samples by our Top-Notch subject experts and Assignment Helper team.
Education is the basic human right that every child should have in their respective mental capabilities. But in real life, it is often seen that the children who are slightly different from the socially accepted norms are often forced to participate in similar educational programs such as the normal students. The learning complication for the mentally disabled kids is quite frequent in the United Kingdom full stop. According to a joint study performed by the NHS and health ministry, it was found that more than 1 lakh children in the age range of 0 to 5 years have some sort of learning disabilities. It is also found that nearly 30% of them don't receive any formal education. Social philosophers have often blamed the registration of education in the United Kingdom for this event. This brings a huge mental pressure on their young minds. According to a psychological evaluation of the children suffering from mental disabilities like autism and dyslexia, it is found that the traditional educational program not only exerts tremendous pressure on their minds but also causes other complications in their cases.
So nowadays the government of the United Kingdom is planning to implement a new educational policy specially devised for the children who are suffering from the above mentioned mental disabilities. According to the planning, the new educational reforms will contain the usage of videos, computer games and other creative resources to properly communicate with those kids and make education a fun activity for them.
To be quite honest down here any implementation of new educational policies are compared by State of the art resources to provide better education for the student suffering from mental disabilities will go in vain if the society is not ready to treat them properly. The systematic abuse in the classroom is sometimes so subtle that the abuser himself fails to recognise his activity as abuse is the main cause that the children suffering from mental disabilities need a better and autonomous educational facility to carry on their formal education.
It is seen that the students often suffer from autism and fail to communicate with their classmates (Damiani, 2017). For this reason, they are often excluded from the group. This causes tremendous mental pressure on them which further degrades their mental health status. Other than this it is also seen that the students who are suffering from dyslexia and dyspraxia are often neglected or abused in the classroom. This causes great hardship for them to receive the formal education that they deserve.
The idea of education can be broken into three major attributes. The first one is speaking. This speech can be described as the way that the teaching personalities interpret the language written in the pages to the mind of the students. This process gets slightly complex for the students who are suffering from mental illness. They often fail to recognise this speech. Hence they feel they understand the teaching provided by the teacher. Then comes the language. The language can be described as a conveying means that the teacher undertakes to enhance their interpreter capability and make students understand the subject. The proper usage of language plays a great role in the teaching background (Drigas and Politi-Georgousi, 2019). The same hurdle is faced by the students who are suffering from mental disabilities in this section also. Many times it is seen that they are unable to properly understand the teaching of the teacher and spend a lot of time in their imagination. Lastly, the most important part of education is communication. It is an event when the teacher and student talk to each other and exchange their learning. This provides a better edge to education. But as mentioned before the student was suffering from diseases like autism and dyslexia due to their improper functioning of the central nervous system and failing to properly communicate with their teacher as well as their classmates (Cooper, 2019). This restricts them from getting the proper knowledge from the education program they are in.
Various resources can be helpful to provide the proper education for the students suffering from mental disabilities (Fitzwater, 2018). The various national and international models or case studies can be analysed for creating proper reforms to provide newly designed education for the students who are suffering from mental disabilities.
Firstly it is important to design an activity plan. Proper designing of activity plan is very much necessary as it will be used at the guidelines in the proper implementation of the various reforms and projects that will be directed in providing better education for the student. For designing the activity plan the help of the psychologist as well as the educationist can be undertaken. Designing the activity planet is very much necessary to understand the demand of the situation. The priority should be e constructing a smooth channel for education and communication between teachers and the students appearing with mental disabilities (Westerveld et al., 2017).
So, the priority must be to elevate the point of confidence for those students. The society as well as the rigid educational structure of the United Kingdom contribute much to make them feel that they don't belong to the educational facilities. This can be quite a negative sign as it can create additional pressure in the mine as well as restrict them from having the proper education. So it is important to elevate their self-confidence level. It is seen in the schooling system developing in the United States that the posters and banners are posted on the walls of the school to encourage the students who were having some disabilities and make them feel that they are normalising the rest of all students (Mellifont, 2021). As suggested by the studies this brings quite a positive sign in elevating their confidence and engagement to the educational facilities. In this context, the creativity of the usage of the images and innovation in the posters is highly important as it can cause a more in-depth connection with the mind of the students suffering from mental illness. This can also help the other students to actively communicate with them and make them feel welcomed.
Other than these it is very much important to provide relief to the mental pressure caused by the rigid educational system on the minds of the students suffering from mental disabilities (Murdock, 2020). In this context, the model used in the school for students of this kind in Japan can be helpful. In Japanese schools, students with mental disabilities are often allowed to play video games. As found in the report published by the health minister of Japan, this helped the students not only to connect more to the education program but also seem to be beneficial in providing relief to those minds.
The playing of games like Mario and Minecraft can help increase their cognitive and innovative senses. Show the professionals who are employed in properly administering the provisions as declared by the SEND must ensure that the school that has a high number of students who belong to this category has basic infrastructure and funding so that they can arrange for this kind of game. Other than these they also must be a quota strategy to properly make a ground of collaboration between playing video games and receiving formal education. As some educationists often suggest, the syllabus and the course outline for the student who has some sort of mental disabilities must be redesigned (Hebron, 2017). This redesigning of the educational policy must be done by keeping in mind that it will provide enough room for the mental health of those students. Recently in the British parliament, there is a notion to arrange a separate autonomous educational body for providing education and improving the mental health of the students suffering from detailed abilities such as autism and dyslexia.
It is often seen that the teachers in the schools of Japan engage themselves in playing video games with the students. In an interview on a Japanese newspaper platform, the educational secretariat stated that the key part of providing the education to those students is having proper communication with them as a friend. Playing games with them helps the teacher to become their friend so that they can communicate with them freely and come up with their learning problems (Gill, 2019). This same protocol can be used in the schools of the United Kingdom and teachers must be provided with proper training and guidance so that they can communicate freely with the student. This can be a great step for changing the regent educational structure of the United Kingdom. In this contact this special focus must be provided to the schools in the rural region as often It is seen that the policies for the social betterment often fail to be implemented in the rural provinces.
Along with this, showing some funny videos of some inspirational videos for the students suffering from mental disabilities can also be quite helpful in this context. Screening of movies such as "Forrest Gump" can be very helpful. This movie depicts the inspirational journey of a student who himself suffered from a mental disability and turned them to his power and become quite successful in his life. This can bring a sense of confidence and self-awareness for the students who themselves suffer from similar kinds of mental disabilities (Robinson, 2017). Apart from this the screening of funny videos and cartoons such as "Tom and Jerry" is also found to be very helpful. An additional study by the psychological society with the funding of the royal institute of the United Kingdom revealed that this kind of activity is helpful in creating a strong bond between the teacher and students suffering from mental disabilities. The report also stated that arrangements of the fun activities such as annual functions or any dress-up competition can very much help food in encouraging the onset of creativity and innovation in the minds of those students. The power of social media can also be harnessed in order to provide additional help to the grown-up students who are facing some sort of communication issue with their mentor or teachers inside the educational facility. The sharing of memes and social media exchanges can also be helpful in creating a bridge of communication between them.
The resources will communicate with kids suffering from mental disabilities like autism dyslexia or speech learning complications. This will provide them with some chance to receive a formal education.
As it is known that education is the combined effort provided by the parents of the children as well as by the teacher. So for properly utilising the potential of the resource and the chosen orders must be the children suffering from mental disabilities.
If we think of the education system as a machine then the teachers are the principal driving force. Any well developed educational reform system will fail if the teachers don't perform along with the designated procedures. Previously by the help of the surveys performed by BBC, it is seen that the attitude of the teachers while communicating with the students suffering from mental disabilities is one of the key reasons that the children fail to have any formal source of education in the schools. So the resources are designed in such a way that it will help the teacher to communicate more efficiently with the children who are suffering from mental disabilities. The usage of resources like video games or movies along with some creative posters can be helpful to engage the students more.
As society is progressing towards an open structure, the issues of mental disabilities for students are coming out of the closet. So teachers are using some means to communicate with them more efficiently. Nowadays separate schooling is provided to those kids and the Teachers appointed in the schools are constantly trained to properly communicate with them with the help of the experts. Often these students are shown movies out to play games in the school in order to relieve the pressure on their minds. The teachers are also provided with the communication module so that they can effectively teach them. But the broader picture is slightly different. It is seen that in the rural region of the United Kingdom this procedure is often overlooked and the teacher is often involved in behaving rudely with the children. Sometimes games are also added in for them in order to provide a more lively environment for education. But sometimes it is also seen that due to the shortage of funds due to the implementation of the new government policies those games activities are overlooked (Åsberg Johnels et al., 2021). This caused great obstruction in the path of mental refreshment for the children who were already suffering from mental disabilities. Other than this it is also seen that sometimes this school also arranges for the annual functions with the students coming forward and performing. These kinds of activities are designed to increase the confidence of the student and make them feel that they are also competent but sometimes it is seen that this kind of activity also brings unnecessary pressure to the students as a teacher forces them to perform. Other than this in the rural provinces and chains in Northern Ireland and Wales to the social service field to properly evaluate the usefulness of the policies and supervise its implementation. Teachers often disregard the policies and are involved in exerting pressure on the students.
The key point that this resource is going to focus on is to ensure that the children who are students having some sort of mental disabilities don't feel they are lagging in the field of education. Many times it is seen that the students who have difficulties in understanding develop some sort of mental trauma as their peers profoundly communicate with their teachers and get a grasp of the education they are receiving (Riddell et al., 2017). So with the help of the motivational videos and posters, it will be very useful to increase their self-confidence so that they can actively participate in the schools and other educational facilities.
Psychology suggests that students who are having some kind of mental disabilities that directly affect their process of learning sometimes feel excluded from society. The psychologist states that the behaviour pattern of the society plays a great role in creating this kind of mindset for them. So the psychologist points out that the usage of the creative poster which depicts the self-awareness and self-confidence plan for the students suffering from mental disabilities can be helpful (Broomhead, 2019). The psychologist stated that these kinds of students are lacking in the ground of formal education but have a higher sense of the creative perspective. So touching them on this ground can be helpful for the better convey of awareness messages.
Video games and other fun activities also perform a great role for the students who are suffering from mental disabilities. As the guidelines suggested by NICE the most part of the education for the children is the communication with the teaching personalities. By analysing the behaviour of the children while playing video games can be a great source of help for the teacher and the supervisor in order to design an educational pathway for better communication with their students (Rojo et al., 2020). Often it is seen that the students aren't really engaged in their educational facilities. Video games and fun activities such as the annual program or costume competition can be helpful to break the glass ceiling. This will provide a better engagement of students with their teaching personalities.
The power of social media can also be used for the betterment of students. The main limitation of this module is its limited usage. It can only be used for the students after a certain age. This works on the basic principle that creativity can be used as the basic ground for communication. The teachers and now it is seen to communicate more with their students with the help of social media platforms and online messaging platforms. With the help of the accounts of the business educationist, it can be said that the duty of the teacher towards these students is slightly different. For providing proper education to them the teacher has to become their friend (Craine et al., 2020). So sharing memes with them can be very helpful in creating a smooth communication channel where these students can become more open towards the teacher. This will ultimately help the teaching personality to provide better education to them.
To be quite practical in this scenario this is not a single man's job. These activities are the allocation of the resources as mentioned above must be done to improve the process of providing education to the students suffering from mental disabilities and must be overseen by some government agencies for its proper implementation. In this context, the activity of SEND becomes highly useful. They have the authority to properly strategize and oversee the process of its implementation. They also have the authority to properly allocate the budget and examine the infrastructure of the school in order to properly implement those resources in the educational program.
While concluding the assignment it can be said that Government and non-governmental agencies must come forward in order to design an education program that can be beneficial for the mentally disabled student. The use of an autonomous educational body for them can be a well-judged step. This body will design the separate educational curriculum and course work which will be helpful to properly distribute a load of education on their minds. Additionally, some special training must be provided to the teachers so that they can properly stage a communication platform with the student. Other than these a special team must be constituted which will oversee the process of implementation and periodically e inspect the infrastructure as well as the teaching program. This can be helpful in order to implement this program in the rural provinces of the United Kingdom. Other than this usage of the models used in the foreign countries can also be helpful in this context.
Brimo, K., Dinkler, L., Gillberg, C., Lichtenstein, P., Lundström, S. and Åsberg Johnels, J., 2021. The co?occurrence of neurodevelopmental problems in dyslexia. Dyslexia.
Broomhead, K.E., 2019. Acceptance or rejection? The social experiences of children with special educational needs and disabilities within a mainstream primary school. Education 3-13, 47(8), pp.877-888.
Clouder, L., Karakus, M., Cinotti, A., Ferreyra, M.V., Fierros, G.A. and Rojo, P., 2020. Neurodiversity in higher education: A narrative synthesis. Higher Education, 80(4), pp.757-778.
Craine, M., 2020. Changing Paradigms: The Emergence of the Autism/Neurodiversity Manifesto. In Autistic Community and the Neurodiversity Movement (pp. 255-276). Palgrave Macmillan, Singapore.
Curran, H., Mortimore, T. and Riddell, R., 2017. Special Educational Needs and Disabilities reforms 2014: SENCos’ perspectives of the first six months. British Journal of Special Education, 44(1), pp.46-64.
Damiani, L.M., 2017. Art, design and neurodiversity. Electronic Visualisation and the Arts (EVA 2017), pp.183-191.
Drigas, A. and Politi-Georgousi, S., 2019. ICTs as a Distinct Detection Approach for Dyslexia Screening: A Contemporary View.
Dunn, K., Rydzewska, E., Macintyre, C., Rintoul, J. and Cooper, S.A., 2019. The prevalence and general health status of people with intellectual disabilities and autism co?occurring together: a total population study. Journal of Intellectual Disability Research, 63(4), pp.277-285.
Fitzwater, L., 2018. Theory and Practice in Art & Design education and Dyslexia: The emancipatory potentials of a neurodiversity framework. HUMANA. MENTE Journal of Philosophical Studies, 11(33), pp.121-143.
Gillon, G., Hyter, Y., Fernandes, F.D., Ferman, S., Hus, Y., Petinou, K., Segal, O., Tumanova, T., Vogindroukas, I., Westby, C. and Westerveld, M., 2017. International survey of speech-language pathologists’ practices in working with children with autism spectrum disorder. Folia Phoniatrica et Logopaedica, 69(1-2), pp.8-19.
Mellifont, D., 2021. A Qualitative Study Exploring Neurodiversity Conference Themes, Representations and Evidence-Based Justifications for the Explicit Inclusion and Valuing of OCD. The International Journal of Information, Diversity, & Inclusion (IJIDI), 5(2), pp.111-138.
Murdock, J., 2020. Autism: A Function of Neurodiversity?. Journal of Human Services: Training, Research, and Practice, 5(1), p.5.
Oldfield, J., Humphrey, N. and Hebron, J., 2017. Risk factors in the development of behaviour difficulties among students with special educational needs and disabilities: A multilevel analysis. British journal of educational psychology, 87(2), pp.146-169.
Richards, J., Sang, K., Marks, A. and Gill, S., 2019. “I’ve found it extremely draining”: Emotional labour and the lived experience of line managing neurodiversity. Personnel Review.
Robinson, D., 2017. Effective inclusive teacher education for special educational needs and disabilities: Some more thoughts on the way forward. Teaching and Teacher Education, 61, pp.164-178.
Rydzewska, E., Hughes-McCormack, L.A., Gillberg, C., Henderson, A., MacIntyre, C., Rintoul, J. and Cooper, S.A., 2019. General health of adults with autism spectrum disorders–A whole country population cross-sectional study. Research in Autism Spectrum Disorders, 60, pp.59-66.
Underwood, J.F., Kendall, K.M., Berrett, J., Lewis, C., Anney, R., Van den Bree, M.B. and Hall, J., 2019. Autism spectrum disorder diagnosis in adults: Phenotype and genotype findings from a clinically derived cohort. The British Journal of Psychiatry, 215(5), pp.647-653.
Van Herwegen, J., Ashworth, M. and Palikara, O., 2018. Parental views on special educational needs provision: Cross-syndrome comparisons in Williams Syndrome, Down Syndrome, and Autism Spectrum Disorders. Research in developmental disabilities, 80, pp.102-111.