Special Needs Education

Everyone needs a set of abilities to develop, to initiate and maintain normal relationships, to achieve proposed goals, and to face the obstacles encountered. Special needs education, and developing these skills for them should be one of our primary focus.

What is and how did the integrated education concept emerge?

In 1988, UNESCO drew up and launched a new sentence that underpinned the 1944 Salamanca Conference guidelines: integrated (inclusive) education and community based rehabilitation are complementary approaches that support each other in favor of granting services for people with special needs (UNESCO, 1988), which found that rehabilitation in the community of people with disabilities is part of the development of a community and needs to address special education for deficient people, their families and members of their community, together with health services, education, professional and social.
The idea of education should integrate as a natural reaction of society to its obligation to ensure the necessary conditions imposed by the specifics of education of persons with special needs. These persons have the right to medical, psychological and functional treatment, to medical and social recovery, to education, vocational training and education/retraining, counseling assistance, employment services, and other services that allow the development and manifestation skills and capabilities they have and to facilitate the process of social integration/reintegration.
Special needs education refers mainly to the integration of children with special needs in education (children with sensory, physical, intellectual or language deficiencies, socioeconomic and cultural disadvantaged children, children from care and protection centers, psychotherapy and behavioral children, infected children with HIV, etc.) to provide a favorable climate for the harmonious and more balanced development of their personalities.

Special educational requirements mean those requirements or special needs of education that are complementary to and complementary to the general objectives of children’s education. With the appropriate approximation of these special requirements, we can not talk about equalizing access, participation and school integration, professional.
Each child presents individual and environmental features, features that require a personalized assessment and approach. Children with disabilities also have the same growing and developing needs. Children have, at the same time, specific, individual, specific, individualized needs. They are different in terms of temperament, motivation, ability even if they have the same type of deficiency.
The integrated education of children with special educational needs aims at developing their physical and mental capacities to get them closer to normal children, to implement corrective-recovery programs, to stimulate the remaining potential that allows for the compensatory development of certain functions to create the motivation for activity, in general and for learning, in particular, to ensure continuous progress in the acquisition of communication, the formation of socialization skills and relationships with the others, the training of professional skills and the pursuit of daily activities, the development of adaptive behaviors and positive personality attributes that facilitate full normalization.
Each child with special educational needs must benefit from a suitable and adapted recovery program that maximizes the physical and the psychological potential he has.
Integration aims at maximizing the availability of the deficient subject and compensatory training of the psycho-physical levels that are not affected in order to take over the activity of the deficient functions and to allow the acquisition of abilities that facilitate the efficient integration into the normal community.
People who need to benefit from disability education have the same fundamental rights as other citizens of the same age, without discrimination of sex, language, religion, political opinion, national or social origin, financial status, or any other characteristic of the person or family. Integration has become the basic concept of recovery, rehabilitation, instruction, and education, to ensure the social-professional insertion of people with special needs closer to normal.

From the category of children with special educational needs are included the children with deficiencies themselves, where the special requirements are multiple, including educational ones, as well as the children without deficiencies, but which exhibit stable manifestations of inadequacy to the school’s requirements:

  • Children with sensory impairments: visual, auditory, loco-motor.
  • Children with mental deficiencies
  • Children with affective disorders (emotional)
  • Children with paired disabilities.

As a social being, man is dependent on other people. This addiction actually means help, the ability to communicate and co-operate. This gives rise to the feeling of human belonging and solidarity, as well as to the individual’s sense of security.

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