If you are not Special Education

The designation of special education classes were carefully designed by educators and are considered in cases of conscientious students who seem to have a barrier or barriers to learning. Most of the cases mentioned school psychologists are simple and well understood. The majority of students are evaluated and clearly protected by the criteria for a category name and specified properly as a result of the designation. Time andMany times we have seen, if the students who meet the description and services associated with the services received to bring the students, their progress.

However, there are a growing number of students in each school district every year for which we can not find an exact match. These students continue to baffle vocational training, despite the efforts to understand and intervene. These are often students who arrive at school no matter how young, with asignificant history already in the making. Some have been asked to leave their daycare or pre-schools. Some have been given disciplinary transfers from one school to another. Others come to school with long, often conflicting psychological and/or medical reports from outside agencies and hospitals with various diagnoses and recommendations, some tried, some abandoned, or are students quickly acquiring such reports. Numerous traditional forms of intervention were tried with little success. To review school psychologist to observe and think about what the situation with these students, but I can not put my finger on the challenges and needs of students ? about what the real barrier is happening to their training. Design and implementation of effective intervention is unnecessary because the problem is not clearly understood.

If the problem is not clearly understood, we lack not only the opportunity to speak to the general educationeffectively, but also the ability to designate categories of special education in a more accurate and complete use. Some categories are broader and includes the provision that make their current use is, in value and Health Other head injuries, in particular. They are underused as a result. An overwhelming number of students judged to be better understood as health problems or brain damage due to their remarkableHistory or traumatic experiences. Educators are not these names for many of the students who need it considered, probably due to the limited knowledge about the brain and the nervous system of the current research. The results of the last 10 years ? "the Decade of the Brain" ? are of fundamental importance for our work. These findings underscore the importance of considering the pre-and perinatal trauma and stress, both the student and the student assistants for when we evaluate the potentialBarriers to learning.

Rather than simply identifying the problem and identifies the development of solutions to the problem, we need to understand the cause of the problem. This is what we think when we pre-and perinatal trauma and stress. Understanding the source of learning and behavioral disorders challenges, it is more important than ever for the best practices. Given the compelling research about brain development and its effect on the nervous system and the self-Capacity, we now know that without understanding the cause of the problem, we do not understand his solution. Rethinking of both the criteria for the designation of categories and the use of categories is involved.

The identification of barriers to learning is one of the most important things we as educators. As part of general education, we have low participation, cultural and ecological conditions, second language problems, chronic diseases and identify economicDisadvantages among others. Within special education, which we evaluated for developmental delays, physical disabilities, learning difficulties, emotional problems and health problems among others. Remains a group of students, but their inability to succeed in their education not understood. Remains in this 21 Century, misunderstood child.

We first heard about the "misunderstood child" in 1980, when the book of the sameName was originally published (Silver, 1984). The author has helped us a name to those students who were struggling with learning difficulties to give, we do not know enough about us. We rose to the challenges these students and then learned to speak more effectively with them. We learned then, as we continue to learn today that if we misunderstand the children they leave behind.

This is a new era. Twenty years after the publication of the MisunderstoodChild: understanding and dealing with your child's learning difficulties, we have new challenges in the areas of education post-9/11, in the light of the many school shootings, terrorist attacks and natural disasters, and with the media and Internet connection to a higher. level, our students experience violence in confrontation with the local and global frightening proportions. We want not only naive but also dangerous, ignorant to believe that this show not having a significant impact onour students. In fact, we are seeing the impact in our classrooms and on the playground every day. We feel now more than ever to tyrants, crisis and violence in schools. The increasing attention to education on prevention and intervention in these areas, because we get these problems are known.

Given this new era of having committed "No Child Left Behind," a rethinking of our priorities and commitments in education is required. We must ask ourselvesimportant issues. We have recognized, both in general education or special about possible barriers to learning and behavior in school success? These are the categories currently in use as a means comprehensive enough to explain the barriers our students face? Because there are a growing number of students who do not fall into the categories as they currently are in use? Who are these students who do not fit? What are the barriers to their education?What do we need to begin to assess more accurately identify and serve more effectively?

In an attempt to answer these questions, this innovative book, because the students do less: As educators and parents do about it can, is written to the results of current research on the development of the brain and nervous system examination ? research which entirely appropriate training is still largely ignored. The results of these studies show that itis a direct and significant effect of experience on the brain and finally, learning and behavior. While the results show that a single barrier, due to the struggles both general and special education students are, we must also recognize that our limited perception of these findings and their implications is also an obstacle to the success of our students. We can only know how to help if we know what influenced their experiences in their development. While theRelationship between the experience of developing the brain and learning and subsequent behavior is evident, it becomes clear why no one needs this information is more than an educator.

? Rega Lena Melrose, Ph.D. 2009

Source: http://education-nature.chailit.com/if-you-are-not-special-education.html

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