Characteristics of Special Schools
Students with physical or developmental disabilities, mental health issues, or learning disabilities have special education needs. While mainstream schools may be able to meet their needs in some cases, the student may have needs that can only be met in a Special Education school. Special schools are typically characterised by special education, but the category also encompasses gifted students. Special schools are focused on providing an education that meets the needs of their students, with the proper access and instruction.
Special Education
Special education is the "individually planned and systematically monitored arrangement of teaching procedures," according to K12academics.com. Special schools aim to provide students with a better educational experience than they would receive in a typical classroom. Students attending special schools can have a number of disabilities and it is the job of the school to meet their education needs in the manner that suits their learning differences. Special schools monitor each student's progress, and adapt based on various needs. The goal for each student is to achieve a higher level of personal self-sufficiency, in addition to success in school and the community.
Access
Special schools aim to meet the needs of students with physical disabilities. Disabled students have easy access to school grounds, classrooms and school transportation as special schools are handicap accessible. In addition, special schools provide access to adapted equipment and materials, as well as "settings and other inventions designed to help learners with special needs," according to K12academics.com. Students with dyslexia and hearing or vision impairments will have access to special teaching styles and equipment.
Teachers
Perhaps the most important characteristic element of special schools are the teachers. Teachers provide the support needed for students to succeed. Each teacher has specialised qualities and training that allows them to meet the needs of students. Special education teachers are characteristically good humoured, organised, accepting, creative, even-tempered, confident, intuitive and optimistic. Special education teachers have the capacity to invigorate students and brighten their day while providing a structured environment. Special education teachers see all students as equal, despite capabilities or behaviour, and they know how to respond in an emergency situation. They understand how to engage students in subject matter and retain control of their classroom. They also know how to address the needs of students with communication issues. Above all, teachers in special schools are optimistic, providing hope, encouragement and dedication to students with special needs.
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Selection
Deciding to send your student to a special school is a personal decision and one that any parent should weigh carefully. Parents generally have the option to keep their child in a mainstream school or enrol them in a special school. When you're choosing a school, local authorities help to decide if the school is appropriate for the student's age, ability and special needs. In cases of gifted students, the school decides if the student meets the school criteria for education. In all cases, school authorities ensure that the student's presence does not negatively effect the education of others.
The Victorian era of British history was the period of Queen Victoria's reign from 20 June 1837 until her death on 22 January 1901. The Victorian Era style of clothing, however, ended in 1912.[1] It was a long period of peace, prosperity, refined sensibilities and national self-confidence for Britain.[citation needed] Some scholars date the beginning of the period in terms of sensibilities and political concerns to the passage of the Reform Act 1832.
The era was preceded by the Georgian period and followed by the Edwardian period. The latter half of the Victorian age roughly coincided with the first portion of the Belle Époque era of continental Europe and the Gilded Age of the United States.
Culturally there was a transition away from the rationalism of the Georgian period and toward romanticism and mysticism with regard to religion, social values, and the arts.[2] The era is popularly associated with the values of social and sexual restraint.
In international relations the era was a long period of peace, known as the Pax Britannica, and economic, colonial, and industrial consolidation, temporarily disrupted by the Crimean War in 1854. The end of the period saw the Boer War. Domestically, the agenda was increasingly liberal with a number of shifts in the direction of gradual political reform, industrial reform and the widening of the voting franchise.
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Two especially important figures in this period of British history are the prime ministers Gladstone and Disraeli, whose contrasting views changed the course of history. Disraeli, favoured by the queen, was a gregarious Tory. Gladstone, his rival distrusted by the Queen, a Liberal, served more terms and oversaw much of the overall law-making of the era.
The population of England almost doubled from 16.8 million in 1851 to 30.5 million in 1901.[3] Scotland's population also rose rapidly, from 2.8 million in 1851 to 4.4 million in 1901. Ireland's population decreased rapidly, from 8.2 million in 1841 to less than 4.5 million in 1901, mostly due to the Great Famine.[4] At the same time, around 15 million emigrants left the United Kingdom in the Victorian era and settled mostly in the United States, Canada, and Australia.[5]
During the early part of the era, the House of Commons was headed by the two parties, the Whigs and the Tories. From the late 1850s onwards, the Whigs became the Liberals; the Tories became the Conservatives. These parties were led by many prominent statesmen including Lord Melbourne, Sir Robert Peel, Lord Derby, Lord Palmerston, William Ewart Gladstone, Benjamin Disraeli, and Lord Salisbury. The unsolved problems relating to Irish Home Rule played a great part in politics in the later Victorian era, particularly in view of Gladstone's determination to achieve a political settlement. Indeed, these issues would eventually lead to the Easter Rising of 1916 and the subsequent domino effect that would play a large part in the fall of the empire.
Colonialismby its very nature has racist connotations. British colonialism in particular was structured as a dictatorship, using violence to pacify the colonial subjects and to maintain order. There was no input from the colonized in the way that they were governed: The British Colonial Office in London made all the decisions concerning the colonies. The British also tended to choose a preferred ethnic group over all the others in the countries that they colonized. These preferred groups, usually a conservative minority within the country, were supported to the extent that they worked against the interests of their fellow Africans. For example, the British chose the Arab minority to lord it over the majority Africans in the Sudan and favored the Fulani in Nigeria. The British preferred ethnic societies with dictatorial and hierarchical systems like their own, and they recruited members of these ethnicities in disproportionate numbers into the colonial military. At independence, these soldiers often staged coups and removed the democratically elected civilian governments of their countries.
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