Dyslexia, previously known as word blindness, is a learning disability that affects either reading or writing. Different people are affected to different degrees. Problems may include difficulties in spelling words, reading quickly, writing words, "sounding out" words in the head, pronouncing words when reading aloud and understanding what one reads. Often these difficulties are first noticed at school. The difficulties are involuntary, and people with this disorder have a normal desire to learn. People with dyslexia have higher rates of attention deficit hyperactivity disorder (ADHD), developmental language disorders, and difficulties with numbers.
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.
In clinical diagnostic and functional development, special needs refers to individuals who require assistance for disabilities that may be medical, mental, or psychological. Guidelines for clinical diagnosis are given in both the Diagnostic and Statistical Manual of Mental Disorders and the International Classification of Diseases 9th edition. Special needs can range from people with autism, cerebral palsy, Down syndrome, dyslexia, dyscalculia, dyspraxia, dysgraphia, blindness, deafness, ADHD, and cystic fibrosis. They can also include cleft lips and missing limbs. The types of special needs vary in severity, and a student with a special need is classified as being a severe case when the student's IQ is between 20 and 35. These students typically need assistance in school, and have different services provided for them to succeed in a different setting.
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".
Management of dyslexia depends on a multitude of variables; there is no one specific strategy or set of strategies that will work for all who have dyslexia.
Language-based learning disabilities or LBLD are "heterogeneous" neurological differences that can affect skills such as listening, reasoning, speaking, reading, writing, and math calculations. It is also associated with movement, coordination, and direct attention. LBLD is not usually identified until the child reaches school age. Most people with this disability find it hard to communicate, to express ideas efficiently and what they say may be ambiguous and hard to understand It is a neurological difference. It is often hereditary, and is frequently associated to specific language problems.
A resource room is a type of support for students with disabilities in need of special education that allows them to be leave their general education classroom placement and go to another location for targeted instructional support. It is one of many support options for special education students around the world to help meet their needs and serves as a transition stage between a self-contained classroom and a general education classroom for special education students. In the resource room, students work with a special education teacher or aide in either a small group or individual instruction.
Special educational needs (SEN), also known as special educational needs and disabilities (SEND) in the United Kingdom refers to the education of children who require different education provision to the mainstream system.
General Pio del Pilar National High School(abbreviated as: GPDPNHS, filipino: Mataas na Paaralang Pambansa ng Heneral Pio del Pilar, informal: Pio) is a Public Secondary School located in Osias St., Barangay Poblacion, Makati. It follows the newly-enforced MATATAG curriculum set by the Department of Education for its Grade 7 students while offering the K-12 Curriculum for Grade 8 - 10.
The Additional Support Needs Tribunals for Scotland (ASNTS) was a tribunal which considered appeals made against decisions of local authorities regarding the provision of educational support.
Inclusive Classroom is a term used within American pedagogy to describe a classroom in which all students, irrespective of their abilities or skills, are welcomed holistically. It is built on the notion that being in a non-segregated classroom will better prepare special-needs students for later life. In the United States, the Rehabilitation Act of 1973 guaranteed civil rights to disabled people, though inclusion of disabled students progressed slowly until the No Child Left Behind Act of 2001, after which almost half of US students with disabilities were soon in general classrooms.
Alida Anderson is a professor at the School of Education at American University in Washington, DC, where she has been since 2009.
Klaus Wedell CBE was a British educational psychologist and innovator of national and international importance in educational psychology and in special educational needs (SEN), with respect to theoretical and conceptual developments, professional practice and policy.
Sonja Lee Macfarlane (née Bateman) is a New Zealand education academic and an associate professor at the University of Canterbury. Macfarlane specialises in the development of cultural awareness in the New Zealand education system.
Mary Winston "Missy" Morton is a New Zealand academic, and is Professor of Disability Studies and Inclusive Education at the University of Auckland. Her research interests include inclusive curriculum, assessment and pedagogies.
Alison Kearney is a New Zealand education academic and teacher, and is a full professor at Massey University, specialising in educational equity and inclusion.
Arohia Ernestine, Lady Durie (née Kōhere) is a New Zealand Māori educationalist. She was the first professor of Māori education at Massey University, where she was appointed full professor in 2001. Durie led the development of the first te reo Māori immersion graduate course. She retired from the university before or during 2010. Durie's husband is psychiatrist Mason Durie, and their son, Meihana, is also a professor at Massey University.
Susan Elaine Sandretto is an American–New Zealand academic, and is a full professor at the University of Otago, specialising in working with teachers to develop critical literacy in primary and secondary school pupils. Sandretto also works on unintended consequences of educational policy, such as changes to active transport.
Josephine Florence Fletcher is a New Zealand academic, and is a full professor in the School of Teacher Education at the University of Canterbury, specialising in literacy and learning environments.
Josephine Harle Howse is a New Zealand academic administrator. In 2022 she was appointed a Member of the New Zealand Order of Merit for services to education.
