Introduction
Tripping through the educational system for children with special needs is as if one were the one who was lost in the labyrinth. Picture this: it gives a feeling that some kids seamlessly learn the road traffic pattern while some obstacles are present at every bend. It is unfair to evaluate all kids at the same level, even if they are on other roads to different destinations; they need different tools and routes to reach their destinations correctly. Here, this paper examines the challenges relating to the teaching and learning process for SEND students in the complicacies they create in the classroom. It shows that lecturers try to achieve the complex task of creating an encompassing environment for these students in mainstream education without excluding them. Imagine a classroom where the hope for every child, different schools, with their special needs every child, is equally likely to succeed. It is the goal, but the burden is usually a matter of a single drop in the ocean. This essay is set around the challenges of early intervention, considering each case as unique, the IDPs, and the translated model approach to assist. Through the essay, similar circumstances are encountered, and moral distress in the teachers arises, parents struggle, and policymakers fight for what is equitable opportunities for all children.
Overview
SEND, which stands for Special Educational Needs and Disabilities, is a wide spectrum of learning difficulties and disabilities that require more assistance and latter to give specialized services and behold the full potential of all students(Bordeos, 2021). Traditionally, students with special educational needs have represented an area of the educational field that has gone through a constant and radical reformation process. In the first decades of the 20th century, children with special needs faced exclusion from the conventional education system and hardly received understanding and equal rights as all other students(Nwagbara, 2023). It was in the middle of the 20th century that the process of introducing inclusive education finally started to develop, pressed by the changes in the area of social views as well as the fields of psychology and special education(Graham, 2020). The education of children with disabilities had a major revamp during the 70s, with different countries enacting laws that balanced the need for children with disabilities to receive education according to their needs. The Education for All Handicapped Children Act was passed in 1975, laying the foundation for the special education service in public schools(Bleak and Abernathy, 2022). As a result of this law, students with learning difficulties got IEPs.
Education evolved to be more inclusive as concerns for man’s special needs continued to be addressed. The 20th and 21st centuries saw even greater successes in including persons with special needs and the support of people with disabilities. Landmark laws like the Individuals with Disabilities Education Act (IDEA) in the U.S. and the Special Educational Needs and Disability Act (SENDA) in the United Kingdom gave impetus to the educational rights of special students and their entitlement to receive specific support(Onyemah, 2021). These legislative advances were implemented hand in hand with progressive thought that this emphasis is placed on the person-centred approach and not on more technical aspects, as it is important to have a joint decision-making process involving children, their parents, educators, and student support services. In the current environment, it is laws like the Individuals with Disability Education Improvement Act in the U.S. and the Code of Practice for Special Educational Needs and Disabilities in the U.K. that are still influencing the educational sector in providing equal opportunities for success to all the students no matter what their special needs are.
Impact
Children with special educational needs and disabilities (SEND) attend school classes like other pupils. However, they need help in the academic process. The complex nature of these students’ needs may include specific assistance, special accommodations, or the adaptation of the curriculum to the degree it is relevant to their counterparts. This may often be their barrier to academic equal opportunities with their peers. The difficulties may appear in many forms; for instance, it may be difficult for students to catch up with the examinations, consider the instructions, process information, or complete the assignments independently.
Moreover, the social and emotional life of children with Special Education Needs is also affected significantly by their infirmity. Interpersonal communication skills are vital for the normal development of kids, building relationships, interacting with peers, and regulating feelings(Blewitt et al. 2021). Therefore, kids’ isolation from social interaction may cause them to feel that they are being left out and rejected. Furthermore, kids with SEND are more susceptible to bullying and social stigma; such reactions tend to be amplified by a feeling of being inadequate and can bring low self-worth. In the meantime, the pressure of trying to deal with various social issues and academic demands can be a hard thing for their mental health. They may end up suffering from anxiety, depression, and other emotional issues.
Parents and guardians of children with SEND (Special Educational Needs and Disabilities) face tremendous financial burdens due to the extra expenses involved in attending specialized therapy sessions, purchasing equipment at home or school, and seeking professional assistance(Roddy, 2022). Ranging from speech therapy sessions to players in adaptation equipment and relevant technologies, these costs are so overpowering, making the family budget break while affecting the living standard of the parents and children. Indeed, looking after a child with a predisposed disability routinely consumes a huge amount of time and energy from parents and care providers. The realities of sporadic schooling, distant appointments with health professionals, and intense parental advocate role diversion time prevent parents from doing work or leisure activities. Parents, on the other hand, are frequently caught between appointments, servicing coordination, and always having to perform ongoing support for their child, and this can easily make parents more and more exhausted, which in turn only aggravates already serious problems they face. Parents with children with SEND usually are burdened not only with financial difficulties but also with multiple other requirements of their time and energy, the price for which often impacts their health and family relationships.
The emotional strain of the life of parents caring for a child with Special Education Needs and Disabilities (SEND) is endless. It makes the family’s emotional state fragile and scares their lives(Page, 2021.). Parents may have to deal with a multitude of feelings, including guilt as they realize they are not able to fulfil all the needs of their child, anger (or a breakdown) as they are facing difficulties, and, last but not least, anxiety for their children’s future. Balancing these emotions with other responsibilities may seem like climbing the mountains, but this sense of complete exhaustion and burnout will always be there waiting. Furthermore, other young siblings may experience their unique collection of hurdles, ranging from being duty-bound to care for their SEND young brother or sister to feeling jealous of the attention paid to the sibling. As a result, they may resort to blaming and become aggressive to express their discontentment. Alternatively, they may resent the family and the changes the sibling brings. They may feel unattended or overlooked as family customs are altered to satisfy the needs of the sister or brother. This situation leads to challenges for siblings that create family feelings of stress and emotional pressure among the family members. Thus, parents and families of children coping with special educational needs and disabilities might find themselves on the quest to achieve a unique state of emotional equilibrium, which may mean the distribution of their responsibilities between their child and family members and the assurance of general well-being within the family unit.
In this regard, the issues spelt out strongly shape and shed light on the experience of special education and social services practice for children with learning difficulties and disabilities (SEND). Regarding education, the children who drop out because they cannot grasp the instructions given to them or are unable to process the information provided and keep up with the assignments frequently become victims of discrimination against those who are equal to others. Such initiatives aim to provide the students with the most needed, yet the gap between special education and mainstream education is deep. Therefore, this contributes to a vicious circle, where academic failure and stress of the academic underachievement domain become reasons for educational failure and growing obstacles to academic success. Also, the social care area, whose functions are defined by the social and emotional outcomes of children with special education needs, adopts practices that meet these children’s needs. Classmates’ bullying, rejection, and low self-esteem in kids with Special Needs require the specific children’s support program for their mental health problems. Social care workers are, however, challenged by these delicate connections, their prerogative being to provide the stints needed to nurture necessary skills in the kids, allowing them to build positive social capital and raising their ability to adapt to an adverse environment.
Moreover, the financial pressure on families of children with special needs is still a matter of concern. It impacts their chances to address many education and social care organizations. Familial financial instability can directly impact the constraint of access to specialized therapies, assistive technologies, and other vital interventions that the child needs to be on a good development footing and well-being(Acquah and Thévenon, 2020). Along with that, this economic barrier leads to worse levels of existing inequality, which is a barrier for children with special educational needs and disability. Furthermore, the enormous time burden that parents and tutors face as they struggle with these difficulties constitutes an additional obstacle since families have difficulty dedicating sufficient time to their children’s education and appropriately representing their interests and needs. Social care policies inevitably should acknowledge the financial and time constraints experienced by families by providing practical help and the resources necessary for reducing these burdens and the general promotion of the emotional welfare of both children and caretakers. In the last place, the ongoing effects of those influences disclose the necessity of the joint work of the concerned sectors to create inclusive environments that prioritize the students with special needs and the rights of their families.
Strategies and Intervention
The investigation of some sides of Special Educational Needs and Disabilities (SEND), the implementation of Individual Development Plans (IDPs), and the provision of early intervention strategies are considered. Individual Development Plans are an equally significant part that guides the process of children with SEND going through education by offering the help of the individual schema, which comprises the needs and goals of the student with their support strategies(Newport City Council,2024). These plans are, therefore, extremely important because they chart the way for educators, parents, and all the supportive staff to work together to ensure every student succeeds in their own right. Including the child’s voice, parents or caregivers, and relevant stakeholders in the development process will engage participants and build a person-centred/holistic who will take responsibility for educational outcomes. Besides that, the necessity of early intervention programs is attributed to allowing children with SEND to realize their potential at the most youthful stage of their lives, which leads to the best possible outcomes. Through their interventions, professionals could effectively identify and resolve challenges before they become serious, diminishing the probability of SEND’s long-term long-term on the academic aspect. Early intervention policies are made up of different approaches – one of them is screening assessments. Nevertheless, it is only the beginning; more effort is needed to develop targeted interventions, and of course, all of this is being supported by services designed to improve the life of the child and their family actively.
In practice teaching strategies and interventions, including special education needs and disabilities (SEND), can be implemented to help children and their families dealing with Special Educational Needs and Disabilities. It can be referred to as Individualized Support Plans (ISPs), the layouts for handling the specific and general requirements of children with special needs and disabilities (Bishop, 2022). These plans are individual workouts, including personalized objectives, courses of action, and adjustments to the kids’ academic, social, and emotional needs. If necessary, teamwork of parents, educators, therapists, and any else administrative in the planning of ISPs assures a full and comprehensive approach to service. Using continuous assessments and involving conversations in the process, ISPs adjust themselves to consider the child’s growth and development, leading to a dynamic model of intervention that is responsive to the child’s health(Bührmann et al., 2022). By taking the child as the main point of planning and acknowledging the importance of all the participants, the ISP authorities are giving the family and educators an opportunity to work together and co-sync, which is aimed at making the interventions aligned with the unique scenario and ambitions of the child. However, ISPs are of great value for facilitating the educational process and promoting the overall development and personal well-being of children with SEND. In this sense, ISPs play a significant role in directing children in academic, social, and emotional development toward success.
Early intervention programs are responsible for supporting children with Special Educational Needs and Disabilities (Smythe et al., 2021). This is because their initial stages address and identify the struggles of these children. The selection of screening evaluations to specialists lets them pay attention to emerging problems and areas that need worry, which will help to provide coordinated and timely intervention. The active interventions tailored to meet individualized needs, such as specific therapies or educational services, are administered for further improvement. Stressing the other side, extended family support services soften the difficulties of raising a SEND child by providing parents and caregivers with the needed materials, guidance, and emotional support (Ren et al., 2020). These programs target SEND to the parents/guardians so that children’s development is less disrupted or under minimum impact and they reach their full potential. They also promote a positive environment within the family for the children. Such early intervention programs address the present problems and develop the factors that foster success. This future will show progression in academic work, relationships, and the emotional sphere.
Creating inclusiveness and accessibility in the educational environment is as important as the other issues concerning children with Special Educational Needs and Disabilities (Lindsay et al., 2020). These institutions can help solve the challenges of disabled children adjusting to the school environment by introducing assistive technologies, modified curriculum materials, and sensory-friendly spaces that will allow these children to take part in learning opportunities that would have been unfair to them. Complementary technologies, such as speech-to-text programs or sight screens, are essential tools that facilitate students with disabilities to learn to use digital content and participate in classroom lessons(Baxter and Reeves, 2023). Changed study materials, such as pictures or easy directions, are adapted to meet students’ varying learning styles or special educational needs, ensuring diversity and generalization. Moreover, sensory-friendly spots, which are fitted with customizable lighting, tranquil areas, and ergonometric furniture, are meant to help with sensory sensitivity issues of children with sensory processing disorders or autism spectrum disorders, and this makes the setting conducive for learning(Mohamed and Almaz, 2024). By making access and inclusivity their priority, educational institutions start the educational process of children with SEND on the right note, ensuring every student’s full participation and academic success. Consequently, educational institutions create an equal and welcoming environment for all students.
Having multidisciplinary support teams remains a great way to provide whole-sustainable support to children with Special Educational Needs Disabilities (SEND) and their families. These multidisciplinary teams usually gather educators, psychologists, therapists, and other professionals. They create the network of expertise and resources for SEND children care comprehensively (Seoane-Martín and Rodríguez-Martínez, 2023). The modifying nature of the team’s collaboration is demonstrated, with each member crafting a customized care plan specific to each child’s circumstances, drawing on his/her parallel expertise from different areas to ensure an inclusiveness strategy in the whole brain of a support model. These organizations function as a critical variable in tracking progress, changing interventions where necessary, and giving homerooms and educational courses all along the way. Through the combined impact of the diversified team comprising experts from different fields and with expertise in various domains, educational institutions are best able to strategically address the multifaceted needs of a child with learning difficulties and support their academic progress, social development, and personal well-being.
The principle of the family-centric practice becomes a basis of deliberately designed measures to assist SEND children and their families(Engell et al. 2021). Specialists accept parents and caregivers as partners in decision-making and thus highlight the essential function of families in striving for their child’s requirements. Giving parents comprehensive information, resources, and support makes it possible to act as well-informed helpers and empowered participants in the educational process. This way, parents and educators can do their jobs together. This kind of partnership empowers parents and makes them feel pushed to behave like they own the situation, thus making more informed decisions and becoming good advocates for their child’s rights and needs. Medical professionals are expected to consider the viewpoints and matters of a family first to qualify a friendly and inclusive environment for the kid’s development and growth that, in turn, contributes to improving their social and cognitive skills(Puig and Evenson, 2023).
Sharing of issues peer-to-peer and indirect mentoring are the tools that can easily be used to provide the right social and psychological backup for the SEND children. Peer mentoring or buddying purposes of such programs include socializing, positive social interactions, and the development of relationships(Van Der Meulen et al. 2021). By fostering close ties and shared moments, pupils with special needs help to dissolve individual loneliness and societal stereotypes(Draper and Bartolome, 2021). Moreover, peer help and mentoring programs encourage inclusion and self-confidence in the school environment, creating a positive atmosphere for all students where they experience appreciation and dignity. These programs utilize friendships as a form of encouragement, which leads to the betterment of social and emotional skills of students with SEND and, in turn, provides a platform for success in other academic and social endeavours.
It is very important to be involved in developing transitional plans to help children with Special Educational Needs and Disabilities (SEND) as they move on to different stages and adulthood. However, these plans must contain thorough, comprehensive assessments of the child’s high points, issues, and options, as well as clear target setting and coordination of help facilities, guaranteeing a smooth transition. Engagement of children and their families in transition planning will bolster their belief that they have a stake, a reason to be involved, and a platform to speak when making decisions. The amalgamation of parents, caregivers, educators, and appropriate professionals helps pave the way for symbiotic planning where the nature of each child is taken into account, as well as his/he ambitions reached. This collaborative approach enhances the feeling of power and responsibility within children and their families, therefore making parents and their children ready to face any obstacles that might occur and any opportunities that might be presented. In the end, orderly transition planning is the foundation for fruitful adulthood of individuals with SEND as tailored equipment and supply ensure skills acquisition and attainment of goals.
Role of practitioner
The practitioner’s role in the context of Special Educational Needs and Disabilities (SEND) is significantly impacted and transformed in several ways. As far as the practitioner’s work in the SEND sphere is concerned, the functions and demands of this profession are diverse and are aimed at helping students with SEND and their families achieve the highest level of personal development and well-being. A personal approach to providing support is the key requirement: understanding every child’s specifics, such as their strong and weak traits and how they learn. The needs of each individual must be responded to by the provider of the services appropriate for the different groups/individuals that may require these accommodations. Creativity should be exercised through a personalized framework and within the confines of an inclusive approach. The cooperation and partnership of health practitioners is a core pillar in their work. At the same time, they interact with different stakeholder groups, including teachers, therapists, and support professionals, to work out and implement exceptional support plans(Ansa et al., 2020). Working together sets up interventions to follow the child’s target and growth aimed at directed holistic development and progress. Professionals actively undertake advocacy and empowerment that foregrounds the SEND rights of the children and their families, allowing them to stand as the defenders of the SEND rights of the children and their families. They endeavour to establish supportive behaviours within the school environment and secure the essential aids and appliances; children with SEND should also feel proud like a child without special needs should feel. Both practitioners and families get a connecting power as the former will supply the information, resources, and support needed by the latter to get their child’s needs advocated, thus empowering them and making room for agency and self-advocacy. Lifelong learning and continuing education remain essential in the practitioner’s job(Mlambo et al. 2021). Therefore, practitioners should make the time to keep up with the most recent research, new strategies, and treatment interventions. Advocates undergo further training sessions, actively seek specialist information, and learn how to use the latest methods to provide qualified services that are modern, and flexible services. A strong nonverbal response and concern for the children with SEND and their families can become decisive elements, and the specialists act as sources of sympathy, motivation, and comfort for them. The direct services they provide, such as counselling, safe housing, and advocacy, all with kindness and respect, empower people to trust, empathize, and feel that they belong within the community. Also true is the emphasized nature of the educator’s emotional well-being, being aware of the emotional toll of their role and seeking help when necessary to prevent burnouts and compassion fatigue, securing them with a permanent positive influence on children with SEND and their families.
The multi-agency working environment is a team-oriented culture wherein professionals from various backgrounds and agencies unite their efforts to assist students with special educational needs and disabilities and their families. Such a paradigm has diverse facilitative effects on practitioners and the children/families they care for. Nevertheless, the collaboration between several organizations in tandem is conducive to the provision of all-around support and treatment for children with SEND and their families. Importantly, multi-agency teams comprise disciplinary specialists from education, health, social care, and the community(Carrier et al., 2022). This approach ensures that the professionals in these teams can draw upon different reference points and skill sets that support a well-rounded, cohesive plan that caters to the dynamic needs of the children and families. With this as an example, a child with chronic complications will be the point of collaboration of paediatricians, therapists, educators, and social workers so that his health, education, and social needs can be holistically addressed. Together, multi-agency groups can go through collaborative assessment and planning to pinpoint intersections in the child’s needs and thus plan to start intervention with one fewer noses to provide holistic support(Milne et al., 2020). In the second place, intensive cooperation across agencies encourages speedy analysis of crises and the timely connection between children with SEND and their families to the appropriate support services(Toros et al., 2021). Thus, using collaboration, the involved parties can identify and effectively deal with the problems in the early stages, which may evolve into more difficult issues if addressed. An instance is where a multi-agency crew works with each other to conduct joint appraisals to identify delays in development or behavioural challenges in a child and implement measures early to prevent them from facing such issues as they may require to improve their education and development. Besides that, the teams of different agencies can exploit the opportunity of timely specialist support, which includes speech therapy, occupational therapy, or counselling, and therefore, they reduce the waiting hours and provide the support that is needed by children when they are that much in need.
Then, multi-agency working is encompassed in frequent communication and effective information sharing among individuals and then the families that support them; therefore, as a consequence, transparency and collaboration are quickly placed, and as a result, the individuals and the families are empowered. These groups’ teams are centred on opening communication lines and for the professionals to share important information and make decisions based on knowledge and coordinated support. For instance, team meetings, case conferences, and joint planning meetings allow professionals to exchange useful information, a picture of the child’s development, and new emerging challenges or suggestions(Law et al., 2021). On the other hand, multi-team agencies draw children and families’ attention to decision-making processes based on their opinions to ensure that their perspective is valued and their preferences are given regard. This interactive dimension, therefore, serves a dual purpose: first, providing children and families with an active role in making decisions and planning, and second, fostering a feeling of joint commitment and partnership in the support process(Moeller et al., 2024).
Next, non-governmental organizations, research institutions, and the private sector’s participation increase efficiency and reduce the duplication of activities, resulting in effective use of the resources and targeted aid reaching the kids and families when needed and at less cost. Through combining forces and expertise, different agencies and organizations deal with duplication of evaluation assessments, intervention schemes, and services, and hence, they can, in turn, streamline the procedures and minimize bureaucracy(Doody et al., 2023). To this effect, a team comprising more than one agency may arrange options like transport, respite care, or provision of equipment to guarantee that families have access to all these services at hand instead of going around the various systems and different agencies individually. Such a joined-up system of service provision not only assures an upgrade of the worst-off children’s and families’ situations but also utilizes resources efficiently by cutting unnecessary waste and thereby helps to improve the whole community.
Conclusion
In conclusion, the challenges of the children with special educational needs and disabilities (SEND) and their families are very complex, including academic, social, financial, and even practical. However, children with SEND participate in the same schools as the other pupils but encounter difficulties coping with studies and social life. With these experiences, they develop feelings of isolation, low self-esteem, and vulnerability to bullying. Additionally, finances, time strains, and these family members’ emotional resources are also affected due to the need to access and advocate for these specialized support services. SEND influence does not restrict to a single child but touches family dynamics and relationships in a way that arguably affects siblings, with counterparts mounting unique challenges and emotional pressure. Important roles for strategies and approaches such as the Individualized Education Program, early intervention programs, accessible learning environments, multidisciplinary support teams, and family-centred practices in dealing with performance deficits in children of concern and their family members are clear. By emphasizing the cooperative approach, value-based, and the circumstances of the children and affected persons, politicians can help empower the children, create an inclusive society, and enable better education and social care results. However, the many difficulties involved only go to show that the teamwork, the advocacy, and the learning that goes on reveal to us that the key ingredients to fostering an environment that is welcoming and respectful to all is the joint effort put into doing so.
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