Special Education

CYPW Level 2 Unit SHC22 Introduction to communication in health social care or childen’s and young peoples setting. Task 1 – Links to learning outcome 1, assessment criteria 1. 1, 1. 2 and 1. 3 1. 1- Describe the duties and responsibilities of your role: To assist and support the Early Years Leader. Work as a member of the staff team, under the supervision of the Early Years Leader, to provide safe, high quality care and education for all attending pre-school. To support each child’s transition from home and recognise the importance of creating positive links with parents in accordance with the policies of pre-school.

To respond to the individual needs of the children. Listen effectively and appropriately to the needs of the parents. To have skills and knowledge in matter’s concerning children’s health and safety and to provide a safe environment at all times. To be aware of, and maintain at all times, Christ Church pre-school’s confidentiality policy. To maintain the accident book, register’s and other record’s as the need arises. To maintain apparatus to high standard. Attend regular staff meetings and be familiar with the organisation of preschool. Assist with fundraising activities. 1. – Identify standards that influence the way your role is carried out: EYFS Children’s Act 1989 Children’s Act 2004 Data Protection Act 1998 Admissions Policy Settling In & Transition Policy Equality & Diversity Policy Special Educational Needs/Disability Policy Health & Safety Policy Fire Procedure Risk Assessment Forms Continence & Personal Development Policy Medication Policy Medication Forms Safeguarding Children Policy & Procedures Behaviour Management Policy & Practice Confidentiality Policy Data Handling Policy Record Keeping Guidance Emergency Closure Policy

Parental Involvement Policy Visitors Policy Complaints Procedure Procedure in the event of an allegation being made against a member of staff Staffing & Employment Policy Code of Conduct – Promoting Safe Practice Social Networking Policy Internet Policy Mobile Telephone Policy Drugs and Alcohol Policy Harassment & Bullying Policy & Procedure Whistle Blowing Policy Student Placement Policy Volunteer Policy Procedure for Uncollected Children Procedure for when a child leaves the group unaccompanied Equipment & Resources Policy Environmental Policy Food & Drink Policy Healthy Eating Policy

Procedure for Outings Consent Form for Outings 1. 3– Describe ways to ensure that personal attitudes and beliefs do not obstruct the quality of work: listen, be patient and don’t be judgmental and stay impartial this could also include being supportive and empathetic in certain situations. Making sure a variety of toys, snacks and activities are tailored and available for different children’s and children’s parents beliefs and background this is a lovely way to teach children about the differences there are in each other and showing them its nice and exciting to have individual experiences and beliefs.

I particularly like the celebrations of different festivals and special occasions from around the world and how the children love to get involved either by dressing up in costume’s, trying new and different foods or listening to the different types of music from other countries. Making sure all the children and children’s parents/carers are made to feel important and that you can be approached by them at anytime and they feel you can be open-minded but professional about any concerns or worries they may have.

The birth of any kid can hold a important consequence on the kineticss of the household. Parents and other kids in the household must undergo a assortment of alterations to follow to the force per unit area of a new member. The consequence of the birth of a handicapped kid on household can be even more profound. The physically challenged kids are often characterized by extremes of behaviours, which in some instances influence the interactions they have with parents and siblings. The excess attention and particular adjustments are required by them. Families of physically challenged kids likely vary in their behaviour, societal attitude and household relationships as compared to households who do non hold disabled kids ( Hussain and Juyal, 2007 ) .

Disability could be seeable or unseeable, impermanent or lasting. The first major and systematic record of handicapped individuals in Pakistan is available from 1961 nose count. Harmonizing to this record about 2 per centum of the population suffered from all sorts of disablements, peculiarly the kids of age group 0-14 old ages after the initial crisis, many parents develop healthy and constructive attitude towards their disabled kids maximal population of Pakistan lives in rural countries so bulk of the kids are born and brought up at that place. The overall status of our small towns gives their life as start with multiple disadvantages. They suffer from unwellness caused by malnutrition and non-hygienic status. The state of affairs of disabled kids is far from satisfactory. The causes of this calamity are poorness, ignorance, malnutrition, hapless lodging installations, unequal health care and environment act as a accelerator for infection. Good physical and mental growing can non be achieved in an environment where there is poorness and wretchedness, nutrient and shelter is unequal and wellness services are either missing or highly unequal. The inauspicious societal, economic and environmental conditions can be considered responsible for the hapless rational public presentation of many kids, who in more favourable environment could develop abilities within a spectrum. ( David, 1978 )

Education of the disable kids was considered as useless exercising. The premise was in past that a disable individual could ne’er go an built-in member of the society. Persons with professional expertness to learn handicapped kids were non available and there was no substructure to back up the instruction, preparation and rehabilitation of particular kids. The clip has changed and the instruction of disable has started with a focal point. A gradual realisation has emerged that the instruction of a disable kid is every bit of import as the instruction of an able bodied chief watercourse kid. The particular school system evolved in Pakistan every bit early as first decennary of 20th century, nevertheless the schools are non in sufficient Numberss to provide all the particular kids. The function of non-government organisations ( NGOs ) is really important in the development of particular instruction in Pakistan. The installations to back up higher instruction for particular people in colleges and universities are non available. The mainstream schools do non hold instructors and equipment to suit particular kids ( Ali, 2003 ) .

One-fourth of the instructors believed that they had sufficient schoolroom clip for inclusion attempts, that they were presently prepared to learn pupils with disablements, or that they would have sufficient preparation for inclusion attempts. These findings were interpreted as support for the premise that instructors viewed pupils with disablements in the context of the world of the general instruction schoolroom instead than as support for the prevailing attitudes about integrating. General instruction instructors therefore demonstrated certain reluctance about inclusion that must be addressed if such a policy alteration was to be successful ( Welch, 1989).

The accent on particular instruction as a topographic point deflected attending off from the fact that particular instruction was a more comprehensive procedure whose existent kineticss were major subscribers to its success or failure A important portion of the particular instruction procedure was represented in the beliefs and actions of general instruction. An incorporate system means that particular instruction can non move independently as a separate system, but must explicate policy in response to the attitudes, perceptual experiences, and behaviours of general instruction ( Gallagher, 1994 ).

Consideration for the demands of pupils of particular school is the most cardinal facet of particular instruction. It non merely assist instructors to be after, invent and implement modified course of study but besides steer them to make congenial schoolroom environment, set single educational programs, arrange suited educational resources, follow effectual instruction schemes, and choice appropriate rating methods to better the larning out comes of particular kids. Parents themselves take their disable kid to particular school where the school staff entree their demands without following any standardised method for measuring the degree of kid ‘s disablement. Consequently, a really small item about the particular educational demands of the assessed kid is available which is non sufficient for instructors to invent effectual educational programs and set up appropriate resources for such kids ( Coenen et al 2006 ).

The issues refering instruction of disabled kids and sociological position are globally highlighted by societal scientist. The complexness in the nature of jobs has farther demanded prudent attempts particularly in traditional societies of developing states. Dera Ghazi Khan remained distant and disadvantaged territory of Punjab in footings of resource allotment yet the being and sustainability of particular instruction centres will find the socio economic position of disabled kids. The rating of centres will assist in finding the demands and jobs of these incapacitated population strata. In this respect the present survey will be lending a significant portion in bettering the efficiency of services provided to disable kids.

Main aims of the survey are

• To analyze the jobs and jeopardies faced by disabled kids in particular instruction centre.
• To entree the quality of services being offered to particular kids in their centres.
• To do suggestions for policy shapers to minimise the dependence of particular kids.

Rewiew of literature:

Mext ( 2002 ) explored that instruction system for kids with particular demands was switching to particular support instruction at the beginning of the twenty-first century. Ministry of instruction, civilization, athleticss, scientific discipline and engineering mentioned that the particular support instruction is a primary accelerator for the advancement toward an equal chance society for all kids including persons with disablements. The chief rule of particular support instruction is run intoing single demands of each kid. A womb-to-tomb support system shall be developed through co-operation among every sector in society to advance kids ‘s liberty and engagement in all societies.

Ali ( 2003 ) studied the development of particular instruction web in historical position and the nature and set some steps for its betterment. In her survey she designed assorted instruments and conducted interviews of the particular pedagogues, support professionals, parents of particular kids and particular individuals. She found that the parent engagement in the instruction of particular kids is at minimum. A portion from this she besides concluded that huge bulk of parents of particular kids of all classs and particular individuals are non to the full satisfied with the instruction being given to their kids. She besides concluded that the function of non-government organisations ( NGOs ) was really important in the development of particular instruction in Pakistan ; nevertheless the installations to back up higher instruction for particular people in colleges and universities were non available.

Alam et Al ( 2005 ) studied the behaviour of parents towards physically handicapped kids in Islamabad metropolis by questioning method. They found that a major proportion of the respondents had intermediate to graduation degrees of instruction. About 30 % of the respondent ‘s kids suffered from deaf and shit and blind. Majority of the respondents said that their kids were physical disableds since birth.

Kitcher et Al ( 2005 ) studied that behavioural upsets were non merely really straitening to multiply disabled patients and their households but besides had a negative impact on their acquisition at school or other installation, peer relationships and societal competency, so more attending should be paid to name ( detect and classify ) and sharply treat behavioural upsets by pharmacological, educational and environmental intercessions.

Kazimi ( 2007 ) reported that in Pakistan, three systems of Education at present operate 1. Normal schools 2.Special Education Schools and 3. Inclusive Schools. In the last named particular pupils of merely the lower categories were accommodated. She argued that jobs associated with working environment in Pakistan were broad ranging and have really terrible consequence on the personality of the individual, particularly when working with kids in particular scene or in inclusive scenes with mental deceleration or physical damage. Further more, Teachers really frequently experience stress due to professional demands and equivocal occupation description, parental force per unit area, non-supportive behaviour and deficiency of pupil motive. Similarly, Teachers working in mainstream inclusive instruction puting experience less emphasis.

Molnara et Al ( 2008 ) reported the instruction of the extroverted coevals was ever a hard undertaking and this was peculiarly true for those educational institutes where pupils necessitating particular intervention were educated. These pupils were frequently educationally challenged, mentally challenged or multi-challenged. They present an international co-operation lasting for three old ages whose premier end was to build non-language-dependent package for disabled kids. They introduce the establishments taking portion in the development, the procedure of the plan ‘s creative activity, the stairss to use the plan and the possibilities and methods of betterment.

Rao ( 2008 ) studied the individuals with disablements enjoyed co-existence, though at different times, the intervention and attitudes were at discrepancy. Out of all the types of disablements, an rational disablement airss greater challenges than the other types. The households of individuals with rational disablements did besides have demands different from others, which can non be segregated from the demands of kids with rational disablement. The National Institute for the Mentally Handicapped had developed many service theoretical accounts and contributed toward human resource development and research. National Policy has besides considered as important the development of human resources for supplying instruction to all kids with disablements in the general instruction watercourse. Many mileposts have been left behind in the way, important accomplishments have been made and chances have been created for the handicapped.

Fletcher ( 2009 ) studied the pupils with a schoolmate with serious emotional job experience decreases in first-grade trial tonss, particularly pupils in low-income schools and within schools utilizing school-level fixed effects specifications were qualitatively similar. The magnitude of the decrease in mathematics accomplishment was about 30-60 per centum of the size of the adjusted black-white accomplishment spread. Since about 10 per centum of the pupil population has a schoolmate with a serious emotional job, the aggregative consequence on trial tonss of the policy of including these pupils is potentially rather big.

Nabeel ( 2009 ) stated that Department of particular instruction Allama Iqbal Open University ( AIOU ) through distance acquisition system offers study/training at alumnus, Masterss and Ph. D. degrees. Teachers are prepared in 6 specialised countries of ocular Impairment, physical disablements, hearing damage, rational disablement, larning disablement and inclusive instruction. Each pupil is assigned to a coach who is a capable specializer. The particular instructor readying theoretical account through distance instruction system is highlighted.

Pasha ( 2009 ) assessed that no standardised method is being used for particular instruction. In Pakistan International Classification of Functioning has emerged as a standardised method for mensurating wellness and disablement at both single and population a degree. He explored the range of ICF in the field of particular instruction and has established links between ICF classs and course of study countries, schoolroom activities and larning aims for bettering the quality of instruction. Further research has been recommended to happen solutions to get the better of the initial jobs in accommodating ICF model in the field of Particular Education in Pakistan.

VI. Material and methods

The proposed survey will be conducted in three Government particular instruction centres viz. D.G.Khan, Sakhi Sarwar and Kot Chutta of Tehsil Dera Ghazi Khan. A sample of 40 handicapped pupils will be selected through simple random trying technique from each particular instruction centre. Thus a sample of 120 respondents will be interviewed with the aid of good structured questionnaire. Data will be analyzed by appropriate statistical technique. The information obtained will be utilized to better particular instruction of disable kids.

Literature cited:

Alam, A. , H. Noureen, N. Akhtar, M. Imran, I. Iqbal and M. Jamil. 2005. Behavior of parents towards physically handicapped kids. J. Agri. Soc. Sci. 1 ( 1 ) : 1813-2235.

Ali, A. K. 2003. A historical and appraising survey of particular instruction in Pakistan. Ph.D. thesis, University of Karachi, Karachi.

Coenen, M. , A. Cieza, T.A. Stamm, E. Amann, B. Kollerits and G. Stucki. 2006. Validation of the International Classification of Functioning, Disability and wellness arthritis research & A ; therapy 8 ( 4 ) 35-47.

David, T.1978. The societal psychological science of childhood disablement, Methuen and co. Ltd. London, 11 ( 4 ) 112-113.

Fletcher, J. M. 2009. The Effects Of inclusion on schoolmates of pupils with particular demands: The instance of serious emotional jobs. A Edu. Fin. Ass. 4 ( 3 ) : 278-299.

Gallagher, J. J. 1994. The pull of social forces on particular instruction. J. of Special Edu, 27 ( 2 ) :521-530.

Hussain, A. and I.Juyal. 2007. Stress assessment and get bying schemes among parents of physically challenged kids. jamia millia islamia, new Delhi j. of the Indian academy of applied psychological science. 33 ( 2 ) :179 -182.

Kazimi, A. B. 2007. A critical analysis of the emphasis bring oning factors in particular and inclusive instruction system. J.Manag. Soc. Sci.3 ( 2 ) : 87-93.

Kitchener, N. , M. Khalaf, A. Raouf, and N. Nagy. 2005. Behavioral upset in multiple disabled Egyptian kids. the international J. of child neuropsychiatry. 2 ( 1 ) : 89-96.

Mext.2002. Particular Support Education in Japan, hypertext transfer protocol: //www.mext.go.jp/a_menu/shotou/tokubetu/03110701/002.pdf

Molnara, I. T. , T. Radvanyib and E. Kovacsb. 2008. The use of altered ict in the instruction of kids with particular educational demand in different states of Europe. Ann. Math et inf. 35: 189-204.

Nabeel, T. 2009. Teacher instruction for distance acquisition based particular instruction in Pakistan.j.Dis.Edu.10 ( 1 ) :83-95.

Pasha, S. 2009. Scope of icf in particular instruction in Pakistan. J. Of research and contemplations in edu. 3 ( 1 ) : 34-48.

Rao, L. G. 2008. Education of individuals with rational disablements in India.

Salud Publica Mex. 50 ( 2 ) : 205-212.

Welch, M. 1989. A cultural position and the 2nd moving ridge of educational reform. J. of Learning Disabilities. 22 ( 3 ) : 537-540.

From the first day a child is born, parents are there to nurture their child, to support them as they grow and develop. There is a lot to learn about raising a child under normal circumstances, but when a child has special needs parents must learn this whole new language of medical and special education terms (Overton, 2005). Parents enter this new world where navigating for the best interest of their child is riddled with challenges and obstacles that they need to somehow overcome. This is especially true when parents are dealing with the special education program in their child’s school.

The Individuals with Disabilities Education Act (IDEA) requires parental involvement in the education of children with disabilities (Smith, Hilton, Murdick, &ump; Gartin, 2005). The IDEA also guarantees civil rights to children with disabilities and encourages parents to act as an advocate for their child. This seems like it would encourage school professionals and parents to work close together in obtaining the best services needed for the child. Unfortunately it often leads to a struggle in balanc… http://www. 123helpme. com/family-collaboration-in-special-education-preview. asp? d=206428 One of the most controversial issues facing educators today is the topic of educating students with disabilities, specifically through the concept of inclusion. Inclusion is defined as having every student be a part of the classroom all working together no matter if the child has a learning disability or not (Farmer) (Inclusion: Where We’ve Been.. , 2005, para. 5). The mentally retarded population has both a low IQ and the inability to perform everyday functions. Activities such as eating, dressing, walking, and in some cases, talking can be hopeless to a child with mental retardation.

Schooling for the disabled requires a special environment—one that only a few teachers have the gift to care for. Instead of looking out for the child’s needs, the government is focused on passing test grades and social skills. Mentally retarded children require a highly trained special education teacher, patience for behavioral issues, and are also required to pass standardized tests; public education for these students move at a faster pace than they can comprehend and lack the personal focus that … http://www. 123helpme. com/special-needs-education-preview. asp? d=206359 Special education essays have become common in recent years because of the need to address this issue in modern days. As a result, students especially those studying special education are oftentimes required to write special education essays by their tutors. As a result, it is essential for students to develop competitive writing skills. When asked to write a special education essay, students need to have factual information in order to have a coherent flow of information. This flow is crucial in helping the reader to understand the essay with a lot of ease.

Above all, it is necessary to define special education, the people who need it, and why they need it. Special Education Education is very important in any society. For this reason, some people have gone ahead to describe education as the source of knowledge. In other worlds, one cannot be knowledgeable when he or she does not have education. Importantly, various groups require different forms of education. For instance, the society is made up of people with various needs, like the sick, elderly, children or even disabled ones.

In this regard, special education essays must address the fact that special education is designed for students with special needs in the society. In most cases, this education is tailored in manner that addresses the needs of the students. In order to achieve this, teachers are tasked with drafting of teaching procedures and equipment to enhance the learning process. Together with accessible settings, these conditions are necessary to enhance the learning process and ensure that students with special needs are not denied chance gain knowledge and sharpen their skills.

In other words, special education eliminates barriers, which exist when a student with special needs is admitted and exposed to a normal classroom setting without any special consideration. What are these special needs, which qualify a student to be considered for special education? Firstly, students with challenges in learning have to be considered. In a normal class, there could students who find it hard to learn because of some reasons. Such students need specialized attention so that they are not disadvantaged in the learning process.

When writing special education essays, it is also important to address the issue of communication challenges. These challenges occurs because of poor proficiency in the language being used, thus causing a communication barrier. The commonest factor is physical disabilities. Students with disabilities require specialized education for them to gain knowledge and become productive in the society. These disabilities may include hearing and sight problems. They may also have deformed limbs, as a result of natural birth or accidents. Additionally, students with emotional, behavioral, and developmental disorders require special education.

Are you looking for competitive essay writing help? Are you in need of essay writers online? Do you want to buy research papers? We have excellent homework help to meet your needs. Our custom essays focus on your instructions. We provide you with high quality online homework help and best essay writing service to guarantee you A+ grades. http://www. stellacostello. net/special-education-essay/ One of the largest controversies faced by schools today is the mandated implementation of inclusion of students with special needs into general education classrooms.

Many administrators, teachers, and parents question the possible academic effects of students with special needs being placed into general education classrooms and being held accountable for the material taught. _______ Rather than segregating students based on their differences, inclusion recognizes that all students are learners who benefit from a meaningful, challenging, and appropriate curriculum delivered within the general education classroom, as well as from differentiated instruction techniques that address each students’ unique strengths and challenges.

Inclusion seeks to provide all students with fairness rather than sameness by establishing supportive, and nurturing communities that are based on giving all students the services and accommodations they need to succeed, as well as respecting and learning from each other’s individual differences (CITE TEXT). While inclusion has focused on individuals with disabilities, it is designed to the educational system so that it is more able to accommodate and respond to the diverse strengths, challenges, and experiences of all students.

Inclusion programs also provide all students with access to a challenging, engaging, and flexible curriculum that helps them be successful in society. To achieve this, educators establish individualized expectations for all students that are based on the general education curriculum, and offer differentiated teaching practices to accommodate students’ individual differences and to help all students succeed. Inclusion of special education students into general classrooms is

Historical court cases and landmark legislation on special education schools have had various impacts on parents, children as well as the school and have directly impacted on various activities and rules that govern special education in our schools today. Though there are various historical court rulings on special education, in this paper I will emphasize on four cases to show how their ruling have had an impact on today’s special education.

The first case to discuss was presented in 1972 by the Association for retarded citizens (PARC) vs. the Pennsylvania where children were not allowed in public school if they possessed certain characteristics. Some of the children were told that they could not attend schools because of their horrible appearances, which could otherwise be described as ugly to look at. The court ruling held that every child had a right to free and a public education. This ruling has impact on special education even today in that, it has enabled every child to have access of a free public education since it is right of children to receive education no matter of their disabilities or looks. It has also enabled children to freely interact with the others in school even though physical appearance of some of them may be horrible.

In the case presented in 1979 by the Armstrong vs. Kline in Pennsylvania where the students who had disabilities were not allowed to go to the summer school even if the program was provided to the enabled students. The parents made a request to the district to provide this program to special students who have disabilities. The court ruling held that students who have severe disabilities are entitled the right of Extended School Year (ESY). Determination of this would be the by the use specific data, which will be part of individual program in education. The impact of this ruling is that children with disabilities up to now receive education in a long duration over the year than the other children especially in the schools of special education for students with disabilities.

In another case presented in 1988, Honig vs. Doe, two students with diagnosed behavior disorders where each of them suspended because of acting out. The parents were of the view that, both these students were being punished because of their disability. The court held that students who have handicaps should not be expelled out of school due to handicap related behaviors. The impact of this ruling is that in the process of punishing a student with disabilities, one should think on what type of punishment he should give. This has prompted teachers to devise proper means and ways of punishing these students in schools.

The fourth case to discuss here was presented on 1989, Daniel R.R vs. The state education board. Parents wanted Daniel to be put in main stream school program even though he was disruptive and yelling in the class. The court held that schools can have use of inquiry of two parts so that they can determine extend to which a child needed to be mainstreamed or to determine that regular classroom had a learning room environment. The impact of this ruling is that a child who is disruptive can not be placed in one classroom with the other children since he can make the classroom not to have a good learning environment, which will affect the learning of the other children. This is what is put in practice even today and that is why there are special schools for students with such disabilities.

According to Figueroa, January 1999 combination of bilingual education with special education offers an interesting example on what should not happen in educational evolution and reform. In United States there is inconsistent interface between bilingual and special education offering basis for unique form of significant dialogue between United States, Latin America and Mexico on children education that didn’t not thrive in general education programs and who later wind up in special education or remedial classrooms.

The main arguments of this article are on psychological and medical underpinnings on current bilingual special education modus in Western Hemisphere that has survived its usefulness. Educational paradigms are the main focus to guide behavior of special educators in achieving learning needs of students with disabilities.

Figueroa argues that, this is the time for diminution of the functions of regulations, with significance given on diagnostic and predictive evaluation, stressing on ritualized and detailed system for establishing Individualized Educational Programs with belief on power of drills, contingent reinforcement, skills and enough conditions for actuating high-order mental processes (Figueroa, 324).

Figueroa, January 1999 argued that, for the underachievers a different vision and a new skepticism is required for current beliefs and practices in bilingual and special education. For bilingual and special education, educators should increase use of presentations which is recommended as “do more” principle. Increased use of tests and state-based regulatory edifices should be used. Bilingual and special education offer more interesting strategy on educational reformation.

Despite the importance and strength of bilingual special education in United States, it lacks crucial components. There is no theoretical grounding that would serve in explaining and guiding bilingual special education with clear acknowledgment on the thirty year old literature and that questions the diagnostic, regulatory, pedagogical and structural foundations of bilingual special education (Figueroa, 326).

The article, Critical pedagogy in a Bilingual Special Education Classroom by Goldstein, 1995 explains application of critical pedagogical principles in first and second grade of bilingual special class for Latino children with limited proficiency in English. Teachers of bilingual special education face difficult challenges especially in evaluating learning disabilities. Those ESL students with disabilities are deprived intervention because teachers are reluctant in categorizing them with learning disability.

Teachers really struggle with question of examining ESL students and they have to understand the link between ESL students and evaluation for special education. According to Goldstein, 1995 teacher’s assessment on ESL students is wrong. Many students are miscategorized having learning disabilities because of their failure to respond to instructions they get from teachers (Goldstein, 463). The problem is that skill-based instructions don’t work in most cases and they even result in establishment of learned learning disability.

Goldstein argued that, bicultural and bilingual students have signs of learning disabilities not because they have cognitive abnormalities but because of difficulties to adjust to the dominant school culture. Teachers use innovative approach in educating bilingual students which is known as critical pedagogy based on theoretical work. This focuses more on the style of whole-language in teaching literacy. Teachers tailor their lessons on personal lives of students more so on social and economic difficulties they have experienced.

She concludes that many students in ESL have no learning disabilities and they negatively respond to instructions they get from their teachers in classroom based on the dominant school culture. The strength of this article is that bilingual students can not be evaluated in same way as those native English speaking students. The best way of evaluated ESL students with learning disabilities is by use of wide array of evaluation approaches like standardized testing on phonological awareness with close observation on students in multiple contexts.

The weakness part of it is that, this article doesn’t give full information on what should be done to the student thus more research should be done to find most cost-effective and accurate ways of evaluating ESL students. This problem is facing many schools and will continue to grow within United States in those non English Speaking populations (Goldstein, 467). The article, school-based bilingual special education teacher assistance teams by Harris, 1995 discusses establishment of school-based bilingual special education teams mainly on Hipic school situation located in urban southwest city.

Intervention and preferred screening involves identification of problems which students experience regularly in classroom, they identify the source of the problem either from teachers, students, environment or curriculum and finds ways of dealing with the problem in regular classroom. This eliminates unsuitable and unnecessary referrals to bilingual special education. Implementation of pre-referral intervention process in which teachers are helped in remediation of the problems should be avoided and help teacher remediate problems experienced by children in classroom.

This achieved through team of teachers, other colleagues and school support personnel. Teacher Assistance Teams should be used in selecting peers to facilitate pre-referral problem solving. This team discusses problems facing students and think of any possible solution they develop plan of action which is implemented by referring teachers (Harris, 418). This team decides whether students should be referred to bilingual special education or not.

To minimize cases of students being referred to bilingual special education, this pre-referral procedure helps teachers in designing and implementing educational interventions which is effective in the least restrictive environment and regular classroom. For the teachers to ensure that special programs by not using special education as a dumping ground for students with limited-English-proficient it is an imperative that LEP students be thoroughly tested. In each possible formal and informal evaluation process should be applied in determining functioning level of students who are handicapped.

There should be more research on development of language and acquisition of second language should be considered with research on cognitive development, neurolinguistic, psychological functioning and bilinguistic (Harris, 424). The article bilingual special education teachers shifting paradigms: complex responses to educational reform by Ruiz and Robert argues on nature and procedure of change among the five main bilingual special education teachers which are attempted in order to transform already existing instructional practices.

Change process is affected by three factors namely; more special education training of teachers in teachers’ background with their strong reductionism orientation, change which involves shift in instructional practices and shift in beliefs and they don’t obvious go hand in hand and at the start of stages of collaboration change is most facilitated including practicing members of teachers’ occupational community as agents of change (Ruiz and Robert, 624).

Paradigm of shift is a radical change in education system to cater for all students even those with learning disabilities. This helps in transforming people with severe disabilities academically. Programs and service systems which are more responsive to education of people with disabilities are used. Training methodologies and materials for those people with disabilities are used. Joining bilingual special education of those students with disabilities offer an interesting example on what should not be done in terms of educational evolution and reforms.

This article argues mostly on the psychological and medical reinforcement of bilingual special education with teachers shift paradigm to cater for students with learning disabilities. Education paradigm shift is used by teachers to meet needs of these students (Ruiz and Robert, 631).

Works Cited

1. Figueroa, Richard, “Special Education for Latino Students in the United States,” Bilingual Review, Vol. 24, No. 1, 324-327, January, 1999
2. Goldstein, Barbara, “Critical pedagogy in a Bilingual Special Education Classroom,” Journal of Learning Disabilities, Vol. 28, No. 8, pp. 463-475, October, 1995
3. Harris, Kathleen, “School-Based Bilingual Special Education Teacher Assistance Teams,” Remedial & Special Education, Vol. 16, No. 6, pp. 419-425,
4. November, 1995 Ruiz, Nadeen T. , and Robert Rueda, “Bilingual Special Education Teachers Shifting Paradigms: Complex Responses To Educational Reform,” Journal of Learning Disabilities, Vol. 28, No. 10, 622-635, December, 1995