Special Education

Special education requires careful planning because its students have learning disabilities that do not allow them to understand lessons as fast and as well as their non-disabled classmates. In designing and planning special education activities, the following factors should be taken into consideration:

• Whether the students have physical or emotional deficiencies
• Whether the students are developmentally disabled
• Whether the students have learning disabilities
• If the students are impaired in vision or hearing

• Be aware that special students may face unique stressors not typically recognised or seen in a normal student. For example, what may seem to be a fun and engaging activity for a mainstream student could be stressful for an autistic student.
• Strictly monitor the incoming sensory stimulation brought about by each activity: hearing new sounds, smelling new scents, recognising new tastes and touching new textures and shapes.
• Always assure the students of their personal safety. Understand that for students with special needs, change can be very difficult to accept because their comfort zone is narrow. Thus, introducing new things and new people can seem intimidating.
• Be mindful about limiting variables in the environment. Special education students easily experience sensory overload, so keep as much of the environment consistent as possible.
• Special education students, as a result of their condition can make difficult situations for a teacher or caregiver. Be prepared for this by keeping a calm and consistent manner. Seeing these traits will build your students' confidence in you when new situations arise.
• Take the time to discuss options with your students. Often, a child with special needs have a perspective that there are only two choices when encountering a difficult situation: fight or flight. Practice them to do compromising activities such as asking help from an adult or going into a hallway when they feel threatened.

Special education is the opposite of general education. It is the opposite of the standard curriculum which is presented using standard teaching methods and without supplemental supports. Detecting special learning needs in children is done at the early stages of life.

• Early Detection – Many children are conveniently detected to have needs for special education based on their medical records. New born children are passed through screening before leaving the hospital after they were born and their genetic condition can indicate whether they have the tendency to develop special needs later. Mental retardation, brain damage, developmental disorder, disabilities of the senses essential in learning and other disabilities can be detected at this stage.

• Models for Detection – Very young learners or students who have or may develop needs for special education can either be screened using discrepancy model and the model of response to intervention. In the discrepancy model, teachers use their observation to notice students who achieve very far from what is expected of what learners of their age usually does. On the other hand, the model using response to intervention encourages early intervention.

• Discrepancy Model – Under the use of the discrepancy model, a child with special learning needs is given the services for a specific learning difficulty or SLD only under the circumstances that he or she has at least normal intelligence and underachieves based on his or her IQ. The discrepancy model has been widely used in years but it is still subjected to a good amount of criticism from researchers because, among others, these critics have asserted that diagnosing SLDs based on discrepancy between achievement and IQ does not predict the effectiveness of treatment. According to them, students who achieve low and also have low IQ also seem to benefit from treatment just like students who achieve low and have normal or high intelligence.