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Problem Statement

The document discusses the challenges of special education and the inclusion of students with special educational needs. It notes that the spectrum of needs has expanded beyond organic issues to include learning problems. Although support strategies are proposed, specific curricula are lacking. Inclusion is effective for understanding performance and providing educational and social services, but individual attention must be given to each student considering their cognitive differences.

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10 views4 pages

Problem Statement

The document discusses the challenges of special education and the inclusion of students with special educational needs. It notes that the spectrum of needs has expanded beyond organic issues to include learning problems. Although support strategies are proposed, specific curricula are lacking. Inclusion is effective for understanding performance and providing educational and social services, but individual attention must be given to each student considering their cognitive differences.

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STATEMENT OF THE PROBLEM

Special education is no longer limited to the care of students with


some organic problem, the spectrum of educational needs has
it has been expanding during the last decades as they are found
including learning problems among which none have been
found study plans.

Special education is no longer limited to the attention of students with


some organic problem, the spectrum of educational needs has
I have been expanding over the last few decades. since they are

including learning problems among which have not been


specific study plans found for each one; on the contrary
What is done is to propose some strategies for teacher support.
but not a work process as such.

The educational needs and inclusion are currently being addressed.


as an effective alternative for understanding performance
in learning, as for the reception of services of a character
educational and social, which significantly favors construction
of knowledge of attention to diversity.

It is necessary and timely for a specialist teacher on the subject


interfere in education and highlight the needs and ways of
manage them, but it is also necessary to take into account that even though the

boy or girl be part of a group of students where it is possible


that most of them have an 'adequate' development, their attention
In a certain way, it must be individual and take into account their differences.

whether cognitive and/or physical.

It is the teacher's responsibility to find ways to recognize the


special and differential needs of their students. To carry out
typical diagnostic procedures such as: interviews
individuals with the students, task analysis, individual and
group, attitudes, etc.

According to the philosopher and educator Mary Warnock, the integration of children and

girls from these different conditions in regular schools have been a


failure. This is justified after an extensive investigation that
even if it is approved that this happens, it is not achieved at first instance no

it is their educational ideal since the attention given to them is


minimize among others as equitable attention would be normal
and generally they will not be calm and will isolate themselves due to the great of

these schools. With this, it was concluded that the well-being of the
children with special conditions would be much better off in
specialized schools for them.

But in the development of a research by psychologist Alicia Brauer


from Andrade, we should integrate more rather than include children with special educational needs.

school differentiating integrating as complementary but not including one


within the other, what translates to include. This allows for the
children learn under their own conditions and potentialities and that
recognize another while being recognized. "A person with
disability or with special educational needs, just like the rest of the citizens, has

fundamental rights, including the right to education of


quality. Educational integration is a person's right
human rights issue. The psychologist I mention claims that
we all have special educational needs, but to what
we call them that which are the most notable and those that may need
a more thorough follow-up.

The right of all people to participate in society implies that


those people who have a disability do not have any
type of restriction or discrimination in different areas of
society.” (Guijarro, 1999) For a long time when talking about
our disability society is associated with a useless body
a body that is excluded and a body that is incapable, we are in a
society where the disabled person is an 'abnormal' person
that inspires pity, failure, and a life that has little meaning and does not
it is worth recognizing.

Aside from the physical or intellectual limitations of people


the limitations that have been created can go unnoticed in the
same society over time from stigmatization. As
Ferreira (2002) raises the problem of the integration of the person.
disability arises because their identity is imposed on them.

There are very few children with special needs who are
linked in school life, according to the Report of the Special Rapporteur on the
right to education, (Skliar, 2010) It is not about filling the schools
children's regulars NNEE to increase the inclusion percentage otherwise
what way the process is going to be carried out. Open the doors of the school to
inclusion of children with special educational needs is also about opening oneself to the other,

to open up to what that other can bring, not to see the difference
How strange that the differences allow us to know and learn.
of the others.

Inclusive education must rescue diversity without falling into


preferences that exclude others as stated by (Guijarro, 1999) the
which states that we must "develop an education that values and respects
the differences, viewing them as an opportunity to optimize the
personal and social development and not as an obstacle in the process of
"teaching and learning." This author emphasizes that equality is not
homogenize tastes, talents, and ways of learning to give it the
the same for everyone, the inclusion process proposes that equality
is to give each person according to their need, highlighting that the
the needs of all people are different and so is the way
to supply them.

To implement an inclusion process, it is necessary to break with


some paradigms that have been built over time of what
it is to educate and the ways to do it, the aim of this process is to give
opportunities for children with difficulties in being in a regular classroom
what is required to implement new ways of learning for teachers
to teach and teach based on diversity without resorting to exclusion.
Some of the factors that negatively affect this process and it
they turn into a slow process where objectives are not met
"they are the attitudes and fears of the teachers, because these
They claim that they are not prepared to teach children with special educational needs.

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