SPECIAL EDUCATIONAL NEED

SPECIAL EDUCATIONAL NEEDS

A child has special educational needs (SEN) if he or she has learning difficulties or disabilities that

make it harder for him or her to learn than most other children of about the same age.

Many children will have special educational needs of some kind during their education. Schools

and  other  organisations  can  help  most  children  overcome  the  barriers  their  difficulties  present

quickly and easily. A few children will need extra help for some or all of their time in school.


So special educational needs could mean that a child has:

•          Learning difficulties – in acquiring basic skills in school

•          Emotional and behavioural difficulties – making friends or relating to adults or behaving

•          Specific  learning  difficulty  –  with  reading,  writing,  number  work  or  understanding

•          Sensory or physical needs ­ such as hearing or visual impairment, which might affect

•          Communication problems – in expressing themselves or understanding what others are

•          Medical or health conditions – which may slow down a child’s progress and/or involves

treatment that affects his or her education.


Children  make  progress  at  different  rates  and  have  different  ways  in  which  they  learn  best.

Teachers take account of this in the way they organise their lessons and teach. Children making

slower progress or having particular difficulties in one area may be given extra help or different

lessons to help them succeed.


Teachers are providing different support, help or activities in class, for these children who have



CONCLUSION

In  our  opinion  we  think  that  child  must  be  brought  up  at  school.  Learning  is  based  on  the

interaction between students, between equals. These relationships let their self­esteem increase.

School is an space dedicated to them, to learn knowledge, skills, values and, above all, to grow

up as people and get in touch with other. In the school the infant learns how to live without the

patron of an adult and it is the way to connect with concepts of solidarity and cooperation.



Link video: https://www.youtube.com/watch?v=alZth54roMA

By: Marta Fernández and Judith Martínez.

SPECIAL NEEDS: AUTISM

Introduction

To speak about the autistic children, we think it is appropriated to clarify when considering that a child is autistic. Autism is characterized by limited social interaction , problems with verbal and nonverbal communication, and severe limited activities, unusual and repetitive interests. Children labeled as "autistic" have been enigmas since they were first identified. Fortunately, some questions surrounding these children are being answered. Many "autistic" children (children with sensory dysfunction) are now being helped, and some are achieving "normal" function.

A problem of perception

The "autistic" child can be perceived as an emotionally disturbed child without a great deal of difficulty and they are often in their own little world. They may strike out at others, at their environment, and even at themselves as though consumed by some inner emotional force. But if we view these behaviors through other eyes, they can begin to make even greater sense. Many people wonder why autistic children have siblings who are not, or why are normal at birth and autism come after a year or two. The answers to these questions are found in neurological study of people and not the emotional.

Treatment

Treatment of children with a multifaceted sensory diffusion is very important because you have to consider the components of neurological organization, specific sensory training, designing a sensory protected environment, behavior management, and medical and nutritional general care. For this reason, children with autism need special support to enable them to positively address their problems in school, social environment, etc..

Faced with such problems children have the vital need for a controlled sensory environment. Many "autistic" children, when placed in a controlled environment, they respond immediately to the new non-threatening environment.

Controlled sensory environments are an integral part of the NACD centers (National Association for Child Development) and are important factors in the care and support to these children to achieve greater potential.

Learning how we learn

Children with this disorder may benefit from various treatments such as educational therapy, speech / language, motor skills development, and development play and socialization with peers, depending on the individual needs of the child.

Most autistic children learn to read before to speak. Therefore, structured, intensive and early education can help children grow and learn new skills such as speaking and communicating, interactive play, learn and worry about themselves.

In conclusion, the segregation of these children and stiffness does not help them learn.As our ideas become clearer and contribute for helping children with autism and other problems, these children are more likely to reach more potential.

Link of the article: http://nacd.org/journal/article3.php

Link of the video: https://www.youtube.com/watch?v=SU-7946HlMw