A nontraditional student is a term originating in North America, that refers to a category of students at colleges and universities. The term usually involves age and social characteristics. Nontraditional students are contrasted with traditional students.
The Royal National Institute of Blind People (RNIB) is a UK charity that offers information, support and advice to people in the UK with sight loss.
Special education is the practice of educating students in a way that accommodates their individual differences, disabilities, and special needs. This involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, and accessible settings. These interventions are designed to help individuals with special needs achieve a higher level of personal self-sufficiency and success in school and in their community, which may not be available if the student were only given access to a typical classroom education.
Developmental disability is a diverse group of chronic conditions, comprising mental or physical impairments that arise before adulthood. Developmental disabilities cause individuals living with them many difficulties in certain areas of life, especially in "language, mobility, learning, self-help, and independent living". Developmental disabilities can be detected early on and persist throughout an individual's lifespan. Developmental disability that affects all areas of a child's development is sometimes referred to as global developmental delay.
University College Birmingham is a university in Birmingham, England. It was awarded full university status in 2012 along with Newman University. It is not a member of Universities UK. The university was awarded 'University of the Year' in the 2022 WhatUni Student Choice Awards, as well as coming first in the 'Student Support' category.
Inclusion in education refers to including all students to equal access to equal opportunities of education and learning, and is distinct from educational equality or educational equity. It arose in the context of special education with an individualized education program or 504 plan, and is built on the notion that it is more effective for students with special needs to have the said mixed experience for them to be more successful in social interactions leading to further success in life. The philosophy behind the implementation of the inclusion model does not prioritize, but still provides for the utilization of special classrooms and special schools for the education of students with disabilities. Inclusive education models are brought into force by educational administrators with the intention of moving away from seclusion models of special education to the fullest extent practical, the idea being that it is to the social benefit of general education students and special education students alike, with the more able students serving as peer models and those less able serving as motivation for general education students to learn empathy.
Special education in the United States enables students with exceptional learning needs to access resources through special education programs. These programs did not always exist. "The idea of excluding students with any disability from public school education can be traced back to 1893, when the Massachusetts Supreme Court expelled a student merely due to poor academic ability". This exclusion would be the basis of education for all individuals with special needs for years to come. In 1954, Brown v. Board of Education sparked the belief that the right to a public education applies to all individuals regardless of race, gender, or disability. Finally, special education programs in the United States were made mandatory in 1975 when the United States Congress passed the Education for All Handicapped Children Act (EAHCA) "(sometimes referred to using the acronyms EAHCA or EHA, or Public Law 94-142) was enacted by the United States Congress in 1975, in response to discriminatory treatment by public educational agencies against students with disabilities." The EAHCA was later modified to strengthen protections to students with disabilities and renamed the Individuals with Disabilities Education Act (IDEA). IDEA requires states to provide special education and related services consistent with federal standards as a condition of receiving federal funds.
English-language learner is a term used in some English-speaking countries such as the United States and Canada to describe a person who is learning the English language and has a native language that is not English. Some educational advocates, especially in the United States, classify these students as non-native English speakers or emergent bilinguals. Various other terms are also used to refer to students who are not proficient in English, such as English as a second language (ESL), English as an additional language (EAL), limited English proficient (LEP), culturally and linguistically diverse (CLD), non-native English speaker, bilingual students, heritage language, emergent bilingual, and language-minority students. The legal term that is used in federal legislation is 'limited English proficient'.
Norwood, known legally as Norwood-Ravenswood, is a United Kingdom charity established in 1785 in the East End of London. Its name comes from its long-running home for Jewish children, Norwood Hall, in the south London suburb of West Norwood which opened in 1863 and closed in 1961.
Jane Susan Campbell, Baroness Campbell of Surbiton,, is a British disability rights campaigner and a life peer in the House of Lords. She was Commissioner of the Equality and Human Rights Commission (EHRC), and served as the Chair of the Disability Committee which led on to the EHRC Disability Programme. She was the former Chair of the Social Care Institute for Excellence (SCIE). She was a Commissioner at the Disability Rights Commission (DRC).
Learning disability, learning disorder, or learning difficulty is a condition in the brain that causes difficulties comprehending or processing information and can be caused by several different factors. Given the "difficulty learning in a typical manner", this does not exclude the ability to learn in a different manner. Therefore, some people can be more accurately described as having a "learning difference", thus avoiding any misconception of being disabled with a possible lack of an ability to learn and possible negative stereotyping. In the United Kingdom, the term "learning disability" generally refers to an intellectual disability, while conditions such as dyslexia and dyspraxia are usually referred to as "learning difficulties".
Sense College Loughborough (formerly RNIB College Loughborough) in Loughborough, England is a college for people with a wide range of disabilities, owned and operated by the national charity, Sense.
City College Coventry was a further education college based in the city of Coventry, England. It was formed in 2002 through the merger of two previous colleges in the city, although through them it has roots going back to the 19th century. It was one of three further education colleges within the city boundaries, alongside Henley College and Hereward College. The college caters for 12,000 students and occupies a purpose-built campus in the Swanswell area of Coventry. In 2017 City College merged with Henley College to form Coventry College.
Derwen College is a specialist college situated in Gobowen near Oswestry in Shropshire in the United Kingdom.
North East Autism Society (NEAS), previously Tyne and Wear Autistic Society (1980–2009), is an English public service organisation established by parents in 1980 to provide educational and residential programmes to children with an Autism spectrum Condition. The Society bought Thornhill Tower as its base on Thornhill Park, Sunderland creating a residential school. After which, The White House was purchased at South Shields that was subsequently sold to buy Thornholme House, a former hospital, establishing a comprehensive base within the Sunderland region. Thornhill Park became the location for the Society's main bases when in 1994, the Adult Services was established with the opening of a small specialist college at number 14 Thornhill Park. Community Services was then formed in 2009. As of the present day the Society has developed rapidly and is now one of the primary providers of specialist care and support for individuals with an ASC in the North East of England. The Society has recently opened the North East Centre for Autism in County Durham which has increased the operational area and range of the services it provides.
The Vanguard School is an approved private school in Malvern, Chester County, Pennsylvania, United States, approximately twenty-two miles northwest of Philadelphia on the campus of Valley Forge Educational Services.
Sir Herbert William Massie,, known as Bert Massie, was a British disability rights campaigner. He served as Chairman of the Disability Rights Commission from 2000 to 2007, and was a founding Commissioner of its successor the Equality and Human Rights Commission.
The Ivy Street School is a school that offers multiple programs aimed at providing the skills and healing for neurodivergent youth to thrive. Through its educational, residential, and community-based programs, Ivy Street supports adolescents and young adults with disabilities by strengthening healing, deepening community, building skills and accelerating motivation for a successful adulthood.
Approximately 180-220 million young people live with disabilities globally, with 80% living in the developing world, therefore lacking access to education, healthcare and employment [1]. Disability includes physical, mental or mental illness. Many young people live a healthy and stable life, although people with disabilities may have more obstacles than those without because of their possible limitations, created by physical weakness and social incapacity..
TVE refers to all forms and levels of education which provide knowledge and skills related to occupations in various sectors of economic and social life through formal, non-formal and informal learning methods in both school-based and work-based learning contexts.To achieve its aims and purposes, TVE focuses on the learning and mastery of specialized techniques and the scientific principles underlying those techniques, as well as general knowledge, skills and values.
