VARIED APPROACHES TO EDUCATING “SPECIAL NEEDS” AND “AT-RISK CHILDREN

By Arthur Rubin

Children with special needs, often also referred to as educationally challenged, are, unfortunately, all too often defined by what they cannot do. Such children may suffer from developmental or learning disabilities, physical limitations, medical problems, communication difficulties and/or behavioral issues. Then there are “at-risk” students who may drop out of school because they are not performing well. Although not disabled, they are often instructed along with “special-needs kids,” which may or may not be to either group’s advantage.

Special education can be defined as “the teaching of students with special needs in a way that addresses their individual difficulties and differences.” Special education includes educational services such as differentiated teaching methodologies, use of custom-designed technology, an adapted learning area and/or a resource room staffed by specialists. Attempts may be made to meet learners’ needs in “mainstream classes” (the “inclusion” model”), in “pull-out groups” for part of the school day or week, or in separate classes or schools.

Some of the modifications typically offered to special-needs and/or at-risk students are the omission of certain subjects or units deemed too difficult or unnecessary; simplified reading material written at a lower proficiency level; briefer assignments and tests, and/or extended time limits for completing tests; the ready availability of aids such as word lists, hints, dictionaries and answer keys. Other adaptations: physical accommodations; multi-media presentations (e.g., in aural or physical, as well as in visual and printed form); creative use of media (recording, CDs/DVDs, computer features, animation, TV, etc.); opportunities for learners to “perform” in various modes (e.g. by gesturing, “dictating,” typing, or whatever works) and the like.

I believe that many special needs and at-risk youth need just a little extra. This means that fresh thought must be given to new classroom materials and techniques, as well as to new forms of teacher training.