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SPECIAL NEEDS
SPECIAL NEEDS
The Team IMPORTANCE
The team of consists of:
Case manager: often also the skill
OF INCLUSION
development teacher, develops and
implements the IEP, outlines goals, objectives, British Columbia promotes an inclusive education
adaptation, modifications, strategies for system in which students with special needs are fully
receiving the support they need. Including students with special needs in the
accommodations and uses teaching and a sense of belonging. All students should be
strategies that help the student learn provided with opportunities for learning and be a
INCLUDING
objectives on their IEP and monitor progress. part of their community. It helps to reduce stigma
They also provide student updates to the and promotes understanding. Furthermore, all
at the school.
Specialists: such as, teacher of the visually Provincial School for the Deaf
impaired, orientation and mobility instructor, - referrals can be made through the Provincial
braillist, teacher of the deaf and hard of Educational Review Committee for the Deaf and
services and training for helping the student Provincial Resource Centre for the Visually
access their education. Impaired -PRCVI or SET-BC
- lends learning resources, reference materials
Strategies for Learning and Teaching. Retrieved Auditory Training Equipment (ATE)
from https://www.sess.ie/categories/sensory- - Ministry of Education provides auditory training
visual and auditory impairment, which can range acuity is not sufficient for the student to participate with audiological assessment by an audiologist that
from partial sight to total blindness and from ease in day-to-day activities. The impairment interferes affirms a bilateral hearing loss, a unilateral loss with
moderate to profound hearing loss. The compounded with optimal learning and achievement and without proper significant speech/language delay, or a cochlear
impairment results in significant challenges in adaptations, can result in a substantial educational implant. The medical diagnosis must also result in
developing communicative, educational, vocational, disadvantage. substantial educational difficulty. As such, decibel
avocation, and social skills. The student’s functioning may be described by one of loss is not a sole criterion for determining a need for
Identification information should come through a the following by an ophthalmologist, optometrist, orthoptist education intervention, assessments to determine the
multidisciplinary assessment process. It should or the Visually Impaired Program: student’s language development and
describe the sensory acuities (vision and hearing), A visual acuity of 6/21 (20/70) or less in the better eye communications skills may also be required.
abilities, educational achievement, and Any progressive eye disease with a prognosis of
communicative competence of students who are becoming one of the above in the next few years; or Strategies for Teaching
deafblind. A visual problem or related visual stamina that is not