Abstract
There are approximately 800 million young children worldwide affected by biological, environmental and psychosocial conditions that can limit their cognitive development. In Europe, recent estimates place the number of children with special educational needs (SEN) at 15 million. Conservative estimates state that dyslexia, a learning disability that impedes a person’s ability to read, affects approximately 6 percent of Europe’s population, whilst the prevalence of autistic spectrum disorders is also estimated to be higher than previously thought. Children with SEN frequently leave school with few qualifications and are much more likely to become unemployed or economically inactive. Children with SEN are children first and have much in common with other children of the same age. There are many aspects to a child’s development that make up the whole child, including-personality, the ability to communicate (verbal and non-verbal), resilience and strength, the ability to appreciate and enjoy life and the desire to learn. Each child has individual strengths, personality and experiences so particular disabilities will impact differently on individual children. A child’s special educational need should not define the whole child. Presented paper briefly introduces different categories of special educational needs and subsequently describies inclusive education as a concept potentially successful for their academic and vocational performance.
Highlights
It has been already 50 years when Jacobus tenBroek (1966), professor of law at the University of California at Berkley, defended the legal right of people with disabilities “to be abroad in the land”
Education should be about enabling all children, in line with their abilities, to live full and independent lives so that they can contribute to their communities, cooperate with other people and continue to learn throughout their lives
The criteria listed in the Diagnostic and Statistical Manual V (DSM-V) describe many of the behaviours associated with ADHD, but a shift from the traditional view occurred when Barkley developed a paradigm that described a chronic lag of 30 % - 40 % in the development of self-control and inhibition and presented a new construct using these descriptors
Summary
It has been already 50 years when Jacobus tenBroek (1966), professor of law at the University of California at Berkley, defended the legal right of people with disabilities “to be abroad in the land”. The most frequent special educational needs in children and students educated in inclusive settings at various types of schools in Slovakia include learning disabilities, intellectual disabilities, communication disorders, and behavioral disorders. While several European countries, such as Norway (Groven, 2015), Finland, Sweden, Italy (Lechta, 2010) started to use integration, and later on, inclusive efforts as early as in the 1970s, other countries, including Slovakia, tend to continue in the tradition of special education of students with special educational needs in special schools. The notion of non-categorical special education has garnered support; it is noteworthy that this support lies mainly in the areas if teacher certification and teacher preparation This focus does not detract from the necessity to understand the unique characteristics and need of individuals with each disability. A categorical approach to research may be the most effective method for determining best practices
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