Special education ? so hard to provide? | High Point Education

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Special education ? so hard to provide? ? Education Article Content

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? special education ?defined as the process of design education specific to people with disabilities, spent, over the years through various stages of design, development and transformation. Was launched to the segregation of the limited ?or? bad ?person? in the centers of education, to attendance at the clinic ? health care procedure, the medical field.

high costs and poor outcomes that result from this approach has proven over the years that is not the way. The presence, focusing here on a ?sick patient? to be rehabilitated by a technician, the generally poor performance in the process of integration or inclusion of the person making disability. As contra-proposal, several voices emerging in the world demand for ?integration?, which generated much controversy and experiments in search of a more equitable education for those without access to regular education, due to its characteristics or special educational needs (SEN). This is not only due to humanitarian reasons, but also the social and economic conditions. (MOUGNIOTTE, 1994)

LEARNING

Children and

Many young people are related to regular education, without a real diagnosis and comprehensive approaches to their real problems and opportunities systematically in the plans physical, cognitive, communication, cognitive, social and professional.
addition, much of the schools in the country has no easinesses so that a minimum number of students with special needs can not independently broke inside: big tracks, roads, aisle space, bars support on the walls and bathrooms, etc, or have educational projects that reflect the institutional equity and is not an illusory concept of equality that does not allow any possibility of assessing the difference.

Education is a permanent staff, a process of cultural and social education which is based on a conception of man, dignity, rights and duties. It should be noted that education is not primarily responsible, nor exclusive, teachers, professors and educators. Pit art is also a coherent policy from the perspective of the kind of man who wants to form, which is implemented in a final. (Scavino, 2000)

Traditionally, the family assumes that the institution is itself a responsible role in stimulating the development of the student, showing passivity of paper. This traditional framework of doctors.

Among other duties, the family plays a fundamental and transferable, as the basic unit of society and primarily responsible for the education of children, until most or until whenever any form of both kinds of emancipation occurs. In this way, is the family:

? For more information about the behavior of income and their children?s academic and the March of the school, and in both cases, to participate in action.
improvement ? To seek and receive guidance on parenting
-. To educate children and provide an environment in your home ready for development.

SPECIAL EDUCATION

The dominant group in society defines the tracks that make up the agreement of academic success and failure, which produce the differences between those who are learning or not. Educational policy developed long subsided some students were included and others not, the determination that many disabled people may not have been blocked in the mainstream education system, and therefore, a parallel system of special education was created.
separation between regular ?and? special difference ?Education? and perpetuates a traditional view of medicine and disability, individual attention is key to the problem without seeing the temperature surrounding environment (family, relative to the school, community) as a source of explanation. Therefore, this configures a medical diagnosis and treatment of students with disabilities. (Freire, 2002)

This world demands to be mitigated through individual rehabilitation programs, so that the form of participation in special educational needs of some students, given the emergence of educational practices ?regular? and ? special ?as a result of cultural and social position.

This paradigm considers that the inability to maneuver the center line and its presence on the negative than the potential of the person, which is defined as:

private

deterministic v (negative) ? Emphasizes that the student does not know how.

specific (technocrats) ? focuses on the need for intervention by the experience, the specialist, the best performance in responding to the diversity of basic students

compensation. ? Disparities source processes compensate the special educational needs (paste) to establish parallel forms of CV (curriculum adjustments and individual development).
Ultimately, ?Special Education?, regarded as a deficit model, not only ideologically accepted diversity as a human value and maintains the discriminatory differentiation between students, then it is assumed that there is no legitimate sociological and biological determinism physical separation and programs.

MOUGNIOTTE, Alain, 1994, Educating for Democracy, Paris, Ed. Cerf

Scavino, Susan et al, 2000 -. Contributions from the em-Human Rights Education, Rio de Janeiro, Cochabamba and Santo Domingo, Ed Novamerica, Yachay Tinkuy and Poveda Center.

Freire, Paulo Neves Reglus. . Autonomy gives Pedagogy ? ? ?Knowledge necess?rios pratica Education in S?o Paulo: Editora Paz e Terra, 2002 About the Author Luiz Gustavo Arruda remains an informative website on how to increase line of research and specialized. For instructions on sua de Monograf?a research please be more than welcome to visit their website. He added a website where he teaches in the executive survey time Monographs

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