Rabu, 09 Mei 2012

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In the context of Islamic education as non-traditional context, there are serious problems raised. If there was any aim of education department, it did not go beyond having to keep millions of youth confined within four walls, to read aloud to them the contents of the books and to provide them with a diploma at the conclusion of their academic terms. In this way, from the first day all that the parents cared about was what his or her child would become after twelve or sixteen or eighteen years of school and college education, what office he would hold and what sort of income he would secure for himself. Knowledge was not relevant. The diploma and the certificate served as bridge to across over to higher salary. Therefore, all that matter was the diploma.

When there were establishment of education projects run by foreign experts and advisers, we were happy in our heart. While in reality, with the establishment of such projects we had made our economy dependent upon exploitation and domination servile to the desires of bloodthirsty colonialist, who were responsible for exporting consumerist thinking and culture to our country. If they established some colleges in certain specialized fields, for example produced good doctors, we were so weak with regard to our goals and ideal vis-a-vis our own people that our

doctors absorbed by American and European hospitals to treat others, as if they deserved their services more than ourselves. If we established one or two specialized faculties in our country and succeeded in producing some experts, they were benefit only for others.

Thus, it seemed that our system of education was geared to the foreign interest. When I say that education also suffered from dependence, it should not be misunderstood. Dependence does not mean translation of foreign texts into our language. Learning from others is no way opposed to the ideals of self-reliance. The Muslims were responsible for developing the sciences complying with the Prophet’s words: Seek knowledge from the cradle to the grave. And: seek knowledge even (if it is to be found in a place as distant as) China.

therefore, we are taking the steps to bring about the revolution in the light of goals of Islamic education. The education department has to comprehend its role. It should really be interested in educating people, in fashioning them and in maining them useful individuals. The teacher’s attitude should change from one having to carry uninteresting burden and the students’ atmosphere should be one of real interest in acquiring knowledge and leaning various subjects. Our aim, thereupon, should be simultaneously to create both an independent as well as an Islamic culture in character. Independence and richness of content are indeed among the characteristic of Islamic culture.

Accordingly, our teachers are the apostles of today, being charged with a cultural and intellectual mission and responsibility. Therefore, permit us not to let our children fall prey to the foreign plots, to be corrupted by the venom of poisonous ideas and values. And at the same time, it is essential that we warmly clasp those hands that are sincere in serving Islam.

Special Educational Needs policy

http://www.wigan.gov.uk/

Introduction

The Local Authority (LA) has a general responsibility to promote high standards for all pupils, including those who have special educational needs (SEN). The aim of this policy is to describe the provision of support for children/pupils with SEN within the LA. A key feature of this provision is a commitment to the principles of inclusive education. Underpinning these principles is a national framework, which provides guidance as to the way in which the LA and local partners will implement the policy.

This framework includes:

The UNESCO Salamanca Statement (1994) which reinforces the notion that all pupils should attend their local community mainstream school “unless there are compelling reasons for doing otherwise.”
The Disability Discrimination Act 1995, which aimed to end discriminatory practices faced by many disabled people.
The 1996 Education Act, which made provision for the publication of the SEN Code of Practice, designed to give education providers guidance on the identification and assessment of children and young people with special educational needs.
The 1997 Government publication “Excellence for All Children – Meeting Special Educational Needs” which sets out a strategy for improving the standards for pupils with SEN
The 1998 publication “Meeting Special Educational Needs – A Programme of Action” which, in conjunction with the 1999 Disability Rights Task Force Report “From Exclusion to Inclusion”, reinforces the rights of all pupils to be educated in mainstream schools
The Special Educational Needs and Disability Act (2001), which amended the Disability Discrimination Act (1995) to make it unlawful for education providers to discriminate against disabled pupils, students and adult learners. As a result, education providers must make reasonable adjustments to ensure that disabled people in education do not suffer a substantial disadvantage in comparison to their peers who are not disabled. Part 1 of the Act strengthens the rights of children and young people with special educational needs to be educated in mainstream settings. The Act also requires schools and LAs to plan strategically to increase access to education.
The revised SEN Code of Practice (effective from January 2002), which takes account of the Special Educational Needs and Disability Act (2001) and “provides practical advice to Local Authorities, maintained schools, early education settings and others on carrying out their statutory duties to identify, assess and make provision for pupil’s special educational needs
The Government Green Paper “Every Child Matters” (2003), which describes a commitment to partnership and a multi-agency framework within the Children’s Services proposals

“Removing Barriers to Achievement – The Government’s Strategy for SEN” (2004), which focuses on

Early Intervention

Removing Barriers to Learning
Raising Expectations and Achievement
Delivering Improvements in Partnership
The Disability Discrimination Act (2005), which places a duty on all public bodies to promote disability equality. This is a positive duty, which builds on disability equality from the outset, as opposed to the practice of making adjustments at the end of any given process.

Special Educational Needs Defined

Special Educational Needs are defined in the revised Code of Practice and 1996 Education Act as follows:

“Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them".

Children have a learning difficulty if they:

Have a significantly greater difficulty in learning than the majority of children of the same age: or
Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the Local Authority
Are under compulsory school age and fall within the definition at a) and b) above or would do so if special educational provision was not made for them.

Special educational provision means:

For children of two or over, educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the Local Authority, other than special schools, in the area

For children under two, educational provision of any kind.

Aims

In order to deliver a high standard of educational provision for pupils with SEN, the LA will:

Invest in a wide range of choice of provision and service.
Prioritise resources accordingly to ensure support to children/young people and their families through collaborative early identification and intervention.
Adopt a structured approach to assessment, as described in the SEN Code of Practice, and ensure consistence of practice across all sectors in support of children and young people with SEN.
Take into account the view points of parents/carers, children/young people and professionals involved.
Respect pupil and parental choice, notwithstanding the need to meet the statutory duty of maximising pupil potential by appropriate interventions.
Support all partners to facilitate children’s/young person’s involvement in decision making processes where appropriate.
Maximise pupil participation in their own education and their role as citizens within their learning, family and social communities.
Match pupil need with relevant support interventions and school placement – mainstream or special school as deemed appropriate. Mainstream options will always be pursued if parents request this.
Provide a broad, balanced and suitably differentiated curriculum in support of children and young people with SEN and severe low incidence disabilities.
Ensure that pupil progress is reviewed regularly against clearly defined learning outcomes suited to the child or young person’s abilities, aptitudes and potential.
Provide a comprehensive programme of continuing professional staff development for teaching and support staff commensurate with their defined areas of responsibilities.
Ensure that there are comprehensive and effective support services, staffed by appropriately qualified professionals, to support children/young people with SEN, their parents/carers and schools.
Facilitate inter-agency collaboration in support of children and young people with special educational needs and/or disabilities.
Implement consistent procedures in respect of placement decisions and the allocation of resources and ensure that additional SEN resources provided to schools are used effectively and in line with the principles of Best Value through a clear monitoring process.
Develop the effectiveness of support services through quality assurance mechanisms, recognising the principles of Best Value.

Inclusion – Defined

The Authority recognises the duty within the Special Educational Needs and Disability Act 2001 to ensure that every young person achieves their potential.

It also recognises the expectation within the Act that, where at all possible, this will be achieved within a mainstream school.

However, the presumption of mainstream provision has to be balanced by the appropriateness, for some children and young people, of more specialist provision when this is requested by parents/carers, within certain parameters. The Authority also recognises the right of young people to be consulted on choices which affect them. The LA will maintain a range of special schools for children and young people with severe low incidence disabilities or who have complex learning needs.

Continuing Professional Development

The Authority is committed to ensuring that all staff have access to appropriate training to enable them to fulfil their statutory and contractual duties in relation to children with special educational and additional support needs. A comprehensive CPD framework is available covering the duties and areas of responsibility for all staff; senior managers, class and peripatetic teachers, classroom assistants, SEN auxiliaries and clerical staff. All LA staff will participate in regular supervision and appraisal meetings with line managers. One aspect of this process will be the identification of training needs and appropriate training opportunities to meet those needs.

Monitoring and Evaluation Procedures

This policy will be monitored and evaluated on a regular basis.

The monitoring and evaluation procedures of the LA will contribute to the self-evaluation procedures of both schools and central services.

The LA will:

work with all partners to ensure multi-agency evaluation
monitor the effectiveness of schools in fulfilling their duties towards pupils with special educational needs
ensure that its own arrangements and provision for SEN are kept under review and that resources are used effectively
A key feature of this process will be to identify good practice, which can then be shared with colleagues.

Placement Procedures

In determining the most appropriate placement for a pupil the Authority will take into account the complexity of the needs profile, parental preference and pupil views. Placement in specialist provision is overseen by the Authority and is determined by the following process:

Scrutiny of educational setting/programme reports, which will provide process evidence as to the level and nature of intervention made in response to the child or young person’s special educational needs or disability
Consideration of assessment data, undertaken by the Educational Psychology Service and, where appropriate, contributed to by the Health Service and/or other appropriate professionals.
Consideration of whether or not further modification of the curriculum, introduction of additional resources (both personnel and technical) or reasonable adaptation of the learning environment would address the identified special educational needs or disability.
If such actions are viable, the child will continue in attendance at the current school. If they are not, the Authority will nominate a specialist provision or service which could more effectively meet the special educational needs, or disability, of the child or young person.

Access Strategy

The LA is required to have in place a written Access Strategy and Plan, for all schools, which outlines action to improve, over time, accessibility for disabled pupils to:

the physical environment;
the curriculum;
written communication.

Mainstream Schools

All mainstream schools will have a special educational/additional learning needs policy which reflects:

the current legislative and national policy framework
the provision mapping processes undertaken in school to identify pupils in need of additional support and the nature of the support programmes/ staffing/time allocations to be provided
a commitment to ongoing continuing professional development, in accordance with the authority policy which outlines remits and responsibilities
identification of named members of staff who have specific responsibility in respect of children and young people with special educational (additional learning) needs. The Authority’s expectation is that this would be a member of staff who holds a teaching qualification.
reporting arrangements to parents and pupils
degree and nature of inter-agency working
arrangements to ensure that pupils are as actively involved as possible in planning their learning
deployment of support staff, on a minimal intervention model, aimed at assisting pupils to achieve their potential, develop their self-esteem and become increasingly independent in their learning.
monitoring arrangements for individual pupil progress
evaluation of practice and provision

Special Schools: Policy and Practice

The LA aims to ensure that its special schools are centres of excellence for children who have severe low incidence disabilities or who have a degree of vulnerability.

In consequence, special schools’ policies will reflect exactly the same points as those for mainstream schools (see 9 above).

Nursery Provision

The Early Years Quality and Inclusion Team, working in partnership with the Educational Psychology Service, has produced protocols to support access to Nursery Education, by children who have additional needs. These protocols include the documentation of the process of inclusion, providing clarity regarding the roles and responsibilities of; Early Years Practitioners from Maintained, Private and Voluntary Provision, and those of LA staff. Further information can be found in the following documents:

Surestart Inclusion Team Protocols for Nursery Schools and Schools with Nursery Classes
Educational Psychology Service Protocols for Nursery Schools and Schools with Nursery Classes
Supporting Children with Additional Needs (Appendices 7, 7a, 7b, 7c)
Complementary Policy and Guidance Documentation

Inclusion Statement

Inclusion Statement/Executive Summary
SEN Policy
SpLD (Dyslexia) Policy
Dyspraxia Protocol
Transport Policy
Access Policy/Strategy
Children and Young People with Medical Needs (Medical Needs Procedure)
Children and Young People with Medical Needs (Responsibilities for Schools)
SureStart Inclusion Team Protocols for Nursery Schools and Schools with Nursery Classes
Educational Psychology Service Protocols for Nursery Schools and Schools with Nursery Classes
Asperger’s Syndrome Protocol
ASD Protocol
Children in Public Care Protocol
Pupils Educated out of Borough Protocol
Inclusion Support Protocol (Outreach)
Education of Travellers’ Children Policy
SIS Guidelines/Procedures
Pupils Placed Out of Year Guidelines
Ethnic Minority Achievement Strategy Plan
Asylum Seekers’ Protocol
Parent Partnership Service (Operational Policy)

References

DfES (1997), “Excellence for All Children – Meeting Special Educational Needs”
DfES (1998), “Meeting Special Educational Needs – A Programme of Action”
DfES (2002), “Special Educational Needs Code of Practice”
DfES (2003), “Every Child Matters”
DfES (2004), “Removing Barriers to Achievement – The Government’s Strategy for SEN”
Disability Rights Task Force (1999), “From Exclusion to Inclusion”
HMSO (1995), Disability Discrimination Act
HMSO (1996), Education Act
HMSO (2001), “Special Educational Needs and Disability Act”
HMSO (2005), Disability Discrimination Act
UNESCO, (1994), “The Salamanca Statement and Framework For Action on Special Needs Education”
Wigan LA (2006), “Supporting Pupils with Additional Needs

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Special needs, "mainstream" classroom

Inclusive education isn't easy, but it benefits kids with-and without-disabilities

From January-February 2003 Issue
By Kathy Flores

Valerie is passionate about music, loves parties, and enjoys hanging out with friends. She's a doting big sister and an avid Giants fan.

She's also severely disabled. A disease called Rhett Syndrome robs her body of all voluntary movement except for minimal use of one hand. She eats with feeding tubes and communicates with a voice output device.

With the help of adaptive technology, Valerie is performing on grade level in regular classes in a San Francisco public school. Her mom, Audrey deChadenedes, fought hard to get her into regular classes. "I wanted Valerie to be part of the community at school and feel comfortable in the world," she says. "When I was growing up, I never saw disabled kids, and that wasn't right. The world is full of all kinds of people, and they all have value. Kids should learn that."

"Inclusive education"

Federal law says students with disabilities should be included with other kids as much as possible, but many children with disabilities have been separated in special education classes. Prompted by a group of parents, the San Francisco Unified School District has been pursuing an ambitious inclusion initiative since 1993-so far nearly half of the district's schools are participating.

Other districts are also moving toward greater inclusion. The Los Angeles Unified School District has been working on inclusive education to implement a 1996 court order stemming from a parent lawsuit.

For some children, like Valerie, inclusion means spending all day in "mainstream" classrooms. Others study core subjects in special education classes and join mainstream art, music, or physical education classes. "There is no one model of inclusive education," says Deborah McKnight, San Francisco's interim executive director of special education. Special education, she says, "is a service, not a place. It is about meeting the needs of students, whatever those needs may be."

The benefits: for kids with disabilities

Here are three examples:

Cruz, who is autistic, is in a regular first-grade class with the assistance of a paraprofessional aide. His teacher's special picture cues, the reading of stories about social situations, and participation in class meetings all help him learn appropriate behavior. He is happy in school and making friends.

Tony, who is developmentally delayed and has severe behavior problems, was mainstreamed in a drama class. With the teacher modeling acceptance, the other children helped Tony follow directions and participate. His behavior improved, he made friends, and according to his grateful mother, had the best school year of his life.

Patrick, who is deaf, attended an elementary school where he received some of his instruction in classes for deaf students, the rest in mainstream classes with the aid of an interpreter. He learned to relate to and make friends with both hearing and deaf people.

"Inclusion also results in greater academic gains," says Lois Jones, executive director of Parents Helping Parents of San Francisco, "and, just as importantly, language gains for children with disabilities."

The benefits: for other kids

Greater understanding: Aruna Subramanian, inclusion specialist at San Francisco's Cesar Chavez School, says, "Parents learn the benefits by watching their children interacting. Parents of nondisabled children see that their kids' learning is enhanced by the presence of the disabled kids."

Kim Lind has a student with Down Syndrome in her fourth-grade class at West Portal School in San Francisco. His aide is there only part of the day, so the other kids help him when he needs help. "Sometimes I think that the other kids in the class get even more out of it than he does," she says. "They learn how to treat other people who aren't just like them."
Better teaching: "You have to learn to be a better teacher to teach different kinds of kids," Subramanian adds. "It makes learning better for all kids." Including students with disabilities can prompt teachers to use more creative methods, such as cooperative learning and differential instruction (teaching to children's different learning styles), which benefit all their students.

What makes it work?

Commitment of school leadership. "If the principal isn't cooperative, you're out of luck," says J.C. Flores, mother of two autistic children in Los Angeles. Inclusion works in schools like West Portal, where everyone, not just special education teachers, is expected to share responsibility for educating children with disabilities.
Specially trained staff. In each San Francisco school with an inclusion program, an inclusion specialist is on staff to work with classroom teachers. In addition, many children with disabilities need a specially trained aide with them in the classroom.
Adapting the curriculum. Tiffany Kendall, inclusion specialist at West Portal, helps classroom teachers make modifications for students with special needs: A student with fine motor problems uses a marker and whiteboard instead of paper and pencil. A student with severe reading problems has a peer tutor read to him and listens to books on CDs. A student with cerebral palsy uses an adaptive keyboard. A teacher rings a bell to cue students with Attention Deficit Disorder to prepare for a transition.

At Cesar Chavez School, says Subramanian, a developmentally delayed student in fourth grade "wanted to work in the same math book on the same page as the other kids, but he didn't know how to do multiplication. So we let him add the numbers instead."
Training and time for collaboration. Most classroom teachers need training and ongoing support to effectively teach such a wide range of learners. They also need time to meet regularly with inclusion specialists. "If there isn't sufficient training of teachers and paraprofessionals, it doesn't work for kids," says Pat Mejia, program director for Support for Families of Children with Disabilities.
Teaching children acceptance. Schools teach inclusive attitudes mostly by example. In addition, a San Francisco organization called Kids Project does school presentations to educate kids about disabilities. "It helps kids to appreciate each other's similarities and differences," says Emily Bittner, program director. "They begin to understand that disabilities are a social, not medical, condition."

Big challenges, big rewards

Inclusive education is, in general, more expensive, says McKnight. It means hiring specially trained paraprofessionals to work with the students and providing training to classroom teachers. Some federal funds are available, but not enough to cover the cost-one reason why inclusion doesn't happen more. In addition, there's rarely enough time in a typical school week for the planning and collaboration necessary to make inclusion work well.

And mainstream classrooms don't work for all students with disabilities. Billy, who has development delays, was fully included in a third-grade classroom with a teacher who lacked training in special needs. Billy was aware that he could not do what his peers were doing and became increasingly frustrated. His behavior got worse. Eventually he was transferred into a special class. With teaching at his own level and an intensive social skills curriculum, he showed great improvement and appeared much happier.

The challenges of inclusion are substantial, but the payoffs come in small day-to-day moments. Tiffany Kendall recalls, for example, the time a fifth-grade student with Down Syndrome, sharing a learning experience with two non-disabled peers, put his arms around their shoulders and said, grinning, "Friends! I love friends!"

"That," says Kendall, "makes it all worthwhile."

Resources

California Department of Education Special Education Division, 916-445-4613, www.cde.ca.gov
Information on the educational rights of students with disabilities, 800-926-0648
San Francisco Unified School District Special Education office, 415-355-6904

PENDIDIKAN (KHUSUS/ SASTRA/ PSIKOLOGI (SPECIAL NEED EDUCATION))

Rabu, 09 Mei 2012

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Special needs, "mainstream" classroom

Inclusive education isn't easy, but it benefits kids with-and without-disabilities

"Inclusive education"

The benefits: for kids with disabilities

The benefits: for other kids

What makes it work?

Big challenges, big rewards

Resources