The Educator’s Post

Did you know that students with special needs who are included in mainstream classrooms have higher academic achievement and improved social skills? A comprehensive study has been done to compare mainstream and special school education for children with Down syndrome. The data collected clearly indicates that children with Down syndrome benefit from being educated in mainstream schools. They are significantly ahead of their peers in special schools on communication, literacy and social competence. They are also ahead in daily living skills and display less antisocial behaviours than those in special schools. Yet, too many schools still struggle to fully implement inclusive practices. It’s time to shift the conversation from 'how can we accommodate?' to 'how can we truly include?' Every student deserves an education that respects and nurtures their unique strengths. Let’s advocate for a future where every classroom is truly inclusive. ~ Helping people live better healthier lives #InclusionMatters #SpecialNeedsEducation #SDG4 https://lnkd.in/gkG5DJPP

Discover the six crucial steps in the IEP (Individualized Education Program) process! This article provides essential insights to empower students with disabilities in K-12 learning institutions. 📚✨ https://hubs.ly/Q02Wk3ss0 #IEPProcess #SpecialEducation #StudentEmpowerment

Fundamentals of our democracy, A right to Education for all persons 👂 ●Special schools in crisis: Investigation reveals hundreds of children without places as demand for spots soars 161 applicants for just 52 places at one school in crisis that is mirrored nationwide. ●Children ‘denied the right to appropriate education’ as special schools grapple with overwhelming high demand ●Hundreds of children are being left without places in special schools which are experiencing the “worst” demand for places ahead of the next academic year. It means children are being left at risk of reaching secondary school without being able to read or other key skills. ●There has been a doubling of the number of applications for some special schools in the past year, with many reporting a significant increase in the number of children they have had to turn away. ●The Children’s Ombudsman has raised concerns about the “unacceptable level of stress” caused to families when children with additional needs are denied the right to education. ●“We know there is the will in the Department of Education to cater for all children with SEN. However, a tendency to react, rather than to sufficiently plan for places, is hampering progress.” Did you know? ●There's 4 specialist reading schools in Ireland. 4 !! 10% of our school population are dyslexic. There are kids out of school because they never received any help of any use in school with dyslexia. ●Kids have to be less than the 1st percentile to even have a hope of access and so many fall between the cracks. ●There's no recognition of these kids by the department. ●Teachers get zero training in dyslexia and neurodivergence in college and most teachers have no specialist knowledge. ●Who is responsible and Who cares? Neurodiversity Ireland Proposals for Change: https://lnkd.in/ddW5MB2y In its 2022 Guidance on SET allocation , NCSE advised that the following are just some of the matters that must be taken into account when identifying pupils’ “educational need;” ● Parental consultation ● Teacher observation records ● Teacher-designed measures /assessments ● Basic needs checklist ● Learning environment checklist ● Pupil consultation ● Literacy and numeracy tests ● Screening tests of language skills https://lnkd.in/dwXj8mDu

Why ensuring accessibility to your educational institution not just a legal requirement, it makes good business sense too. Under the Equality Act 2010, schools, nurseries, colleges, academies, and universities have a legal obligation to make reasonable adjustments to ensure that individuals with disabilities are not placed at a substantial disadvantage. A WCAG-compliant interactive virtual tour is an essential tool for meeting this requirement, as it provides an inclusive way for all students and parents to explore the campus without physical or psychological barriers. This is particularly the case for students, parent/carers and, potential employees who may have hidden conditions or disabilities such as PTSD, neurodiverse, anxiety and continence related challenges. (Continues) Read the full article on our website: https://lnkd.in/ePX4QyBy Chris Wood Director Ocean3D.co.uk

Recent research has uncovered significant achievement gaps between students with SEND and their peers, particularly for those with dyslexia and communication disorders. The gap is also stark for students with autism, who are, on average, one year behind their peers. In Australia, similar patterns are emerging. Professor Robyn Young stresses that the current educational system's "band-aid approach" is failing neurodiverse students. She advocates for neuro-affirming learning environments, which cater to the sensory and emotional needs of students. In order to learn, students need to be in a state of readiness to learn but unfortunately too often this is overlooked due to the stressful school environment.” It’s clear that to bridge these gaps, we must rethink how we support neurodiverse learners and create inclusive, adaptable spaces where all students can thrive. #InclusiveEducation #Neurodiversity #SEND #EducationalReform #SpecialNeeds #AutismAwareness

Research consistently shows that parental involvement significantly improves student academic outcomes and social-emotional skills and reduces unhealthy behaviors. This article summarizes five key takeaways from new research about parental engagement in schools. #nfesummit https://lnkd.in/eSZfyrWs

Latest article about Inclusivity just uploaded to Senploy!

🤝 Creating an inclusive school culture is essential for the success of students with Special Educational Needs and Disabilities (SEND). ✍ Our latest article explores seven effective strategies to foster empathy, adaptability, and support within educational environments. 🔎 Discover how assistive technologies, adaptable policies, and safe spaces can make a significant difference. Read more: https://lnkd.in/eBnxFfRe #InclusiveEducation #SEND #AssistiveTechnology #EmpathyInEducation

🎓 *Navigating College Admissions for Students with Learning Disabilities* College is a tremendous investment of time, money, and effort—especially for neurodivergent students, having learning disabilities or ADHD. Finding the right institution can make all the difference in fostering confidence and success. 🏫 *Spotlight on Supportive Colleges* Colleges like #BeaconCollege and #LandmarkCollege are transforming education for students with learning differences. With tailored academic programs, assistive technology, and dedicated counseling, these institutions create an inclusive environment where students can thrive. 📝 *Simplifying the Application Process* Platforms like the #CommonApp make applying easier. Students can share their unique stories and disclose necessary accommodations in sections designed to highlight their strengths and needs. Submitting supporting documents like IEPs or evaluations ensures colleges can provide the best resources right from the start. 💡 *Takeaways for Families* Explore universities with robust support systems, use application platforms effectively, and don’t hesitate to connect directly with admissions counselors to discuss personalized needs. A little research and preparation can unlock a world of opportunities. Let’s ensure every student gets the education they deserve! 💪✨ 📩 Write to Us for Support at: info@kraftingcareers.com kraftingcareers@gmail.com #CollegeAdmissions #LearningDisabilities #InclusiveEducation #ADHD #BeaconCollege #LandmarkCollege #CommonApp #HigherEducation

What happens when students with disabilities reach the Age of Majority? For most students receiving special education services, turning 18 brings significant changes. (I say “most” because a few states set the legal age of adulthood at 19 or 21.) At this age—known as the Age of Majority—legal rights and educational decision-making responsibilities transfer from parents to the student. This includes critical decisions like consenting to evaluations, participating in IEP meetings, and even accepting a diploma to end eligibility for services. There’s a lot we can do as educators and parents to help students prepare for these changes: • Build decision-making skills early. • Teach the IEP process in middle school or earlier. • Encourage students to observe and join IEP meetings. • Let students invite trusted supporters to meetings. • Role-play IEP meetings to boost confidence. • Discuss the Transfer of Rights early. • Talk about how students want to make decisions (alone, shared, or delegated). • Help students build relationships with school staff. • Stay involved in IEPs after 18 but let the student lead. 📖 Learn more about building decision-making skills, navigating the Transfer of Rights process, and supporting students as they take charge of their educational journey in my latest blog: https://buff.ly/3ZK5ZNp #AgeOfMajority #TransitionPlanning #SpecialEducation #PostSecondaryTransition #IEP #SupportedDecisionMaking #TransitionAssessment #TransitionServices #Adulting #Parenting