Special Education Needs (SEN)

Special Education Needs (SEN)

April 12, 2019 / blog , case-study / Comments (0)

ASSESSMENT AND IDENTIFICATION for Special Education Needs.

SPECIAL EDUCATIONAL NEEDS (S.E.N)

Students of determination have varying requirements for special educational needs (SEN). When their symptoms manifest and affect their ability to learn at the same level of the classroom peers then this is when intervention is necessary. The obstacle to learning can be resolved by lowering the barriers to enable them to access the learning experience and maintain progress with their peers within their classroom. The school must be sensitive to these situations and be prepared to respond when the special Education Need occurs.

Not all children with special education needs have been identified as such. Schools have to be aware of both groups, those who have been diagnosed and those that haven’t. In other words they may be some instances of children that have not yet been recognised as having or displaying a difficulty that requires special education need. 

LEVELS OF ASSESSMENT

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ASSESSMENT AND IDENTIFICATION for Special Education Needs.
Introducing a tiered assessment system helps evaluate the level of special education needs within each student with determination. These assessments are usually conducted on the basis of psychological and/or medical (physiological) diagnosis. Equally important are reports from teachers with direct knowledge and experience who can benchmark students progress over time and highlight further assessment and screening. Teachers can monitor changes in progress and flag any concern to set about removing barriers to learning before they hold back the student.
The main warning signs that are cause for concern include a gap in students reaching certain goals. The difference between the student in question and their peers. Another obvious sign for special needs education is when a student is making zero or marginal progress and also when a student makes substantially less progress than their peers of similar age from the same classroom.
As part of proper assessment parents should be consulted along with the actual students themselves. Attendance records and general behaviour observations should be included as part of the overall assessment. These discussions should be made by the ‘inclusive team’ with the leader of provision and the support teacher together.

MONITORING TOOLS

Health authorities have useful guidance on screening tools and checklists to apply when making an assessment for special education needs. These monitoring tools enable early detection of a potential disorder, difficulty or impairment and can be carried out on a boarder number of students. These screening guides are designed not to be over complicated and their simplicity means they are an effective way to highlight and start the initiate identification process. The screening tools can also be used by health or social authorities for an official or more informally by schools. Their main purpose is to highlight obstacles or barriers to learning. As they are simple tools they can also be applied by parents as well as educationalists to monitor and record behavioural skills so they can be used as baseline for comparison.
This baseline comparison is made between similar aged students to identify differences in behaviour and thereafter determine a need for further assessment. It also highlights areas of learning difficulties by assessing a students strengths and weaknesses to provide valuable insights that can help future lesson planning and allow for alterations to curriculum. The assessment results also allow teachers to forecast and plan for future achievement goals and expectations.

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inclusive education - What is your school doing to prepare
  • Health authorities have useful guidance on screening tools and checklists to apply when making an assessment for special education needs. These monitoring tools enable early detection of a potential disorder, difficulty or impairment and can be carried out on a boarder number of students. These screening guides are designed not to be over complicated and their simplicity means they are an effective way to highlight and start the initiate identification process. The screening tools can also be used by health or social authorities for an official or more informally by schools. Their main purpose is to highlight obstacles or barriers to learning.  As they are simple tools they can also be applied by parents as well as educationalists to monitor and record behavioural skills so they can be used as baseline for comparison.
    This baseline comparison is made between similar aged students to identify differences in behaviour and thereafter determine a need for further assessment. It also highlights areas of learning difficulties by assessing a students strengths and weaknesses to provide valuable insights that can help future lesson planning and allow for alterations to curriculum. The assessment results also allow teachers to forecast and plan for future achievement goals and expectations.

Diagnostic assessments.

Inclusive Education

ASSESSMENT AND IDENTIFICATION for Special Education Needs.
The inclusive Education school classroom has to be sustainable it has to be an ongoing process that is a cornerstone of schools in Dubai. Inherent within each school it needs a mechanism to overcome obstacles each time they appear. The inclusive education  programmes should never be sidelined and be part of every school’s routine procedure. If a typical school must also be prepared to add new roles to their teachers duties that cover the principles of inclusion that promote this change.

If you are interested to find out more about KHDA inclusion policy or schools in Dubai that run assessment centres, then you can learn by clicking the highlighted links.

For more articles on Inclusion in Schools www.TheSchoolAgency.com

Benefits of Inclusion

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peter caush

Director The School Agency

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