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Special education (also known as special-needs education, aided education, alternative provision, exceptional student education, special ed., SDC, and SPED) is the practice of educating students in a way that accommodates their individual differences, disabilities, and special needs.
Students with internalizing behavior may also have a diagnosis of separation anxiety or another anxiety disorder, post-traumatic stress disorder (PTSD), specific or social phobia, obsessive–compulsive disorder (OCD), panic disorder, and/or an eating disorder. Teachers are more likely to write referrals for students that are overly disruptive.
Early childhood intervention came about as a natural progression from special education for children with disabilities (Guralnick, 1997). Many early childhood intervention support services began as research units in universities (for example, Syracuse University in the United States and Macquarie University in Australia) while others were developed out of organizations helping older children.
There are a number of non-standard treatments for developmental and learning disabilities. There is a call for alternative therapies particularly when a condition lacks a reliable remediation. For example, there is no cure for autism; the main goals of mainstream behavioral and medical management are to lessen associated deficits and family ...
Animal-assisted therapy has also been shown to reduce problem behavior and improves overall behavioral functioning for children survivors of sexual assault. [ 93 ] Further research is needed to show the effectiveness of animal-assisted interventions in treating post-traumatic stress disorder for sexual assault survivors across varying demographics.
Children with disabilities have challenges in accessing play and social interactions. [27] Play is essential for the physical, emotional, and social well-being of all children. [ 28 ] The use of assistive technology has been recommended to facilitate the communication, mobility, and independence of children with disabilities. [ 29 ]
With strong roots in humanism, low arousal approaches have a philosophy of non-confrontation and 'do no harm'. In situations which may be stressful, responses that reduce levels of physiological arousal and stress are adopted by carers and staff, especially when supporting distressed individuals, who are more likely to perceive situations as stressful or threatening.
1999 – Cindy meets Leonard, a Kenyan special need teacher, who introduces her to children with disabilities on the coast of Kenya. 2000-2002 – Cindy and Leonard collaborate on small-scale projects to raise funds and awareness for the children. 2003 – Cindy registers Kupenda for the Children in the U.S. as an official 501(c)3 nonprofit. [6]
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