SPECIAL EDUCATIONAL NEED

Special Educational Need

[Name of the institute]Abstract

The focal reason to conduct this research is to compare special educational needs in UAE and England. The main reason to conduct this research is to know the gap that exist between the teaching techniques and practices between UAE and England with regard to special educational needs. This research is conducted so that by exploring the issues of special educational need an attempt can be made to resolve all the issues. In this study, interviews are conducted from the teachers of UAE and England. Face to face and in person interviews are conducted from teachers in England and teachers in UAE. Interviews are conducted through video conferencing on Skype. The results of the interview show that with regard to special educational needs both the countries do not pay immense emphasis on the education system of special children. However, the condition is worst in UAE as there are no techniques and special interventions that are used by teachers to teach special children. This research reveals that In England, the concern of special educational need is taken into consideration but not to a greater extent but, in UAE, there is no concept of special educational need.

Special Educational Need

Introduction

To cater the special requirements that are posed by special children, teachers adopt different strategies so that they can imbue knowledge and provide them the best possible education. Research proves the effectiveness of various techniques such as Applied Behaviour Analysis (ABA), Activity Based Interventions (ABI) and Teaching Individual Goals Embedded in Planned Activities (Bricker et al, 1998). There is no doubt that these interventions can be effective but, to practice these notions, the first thing that is more important is that teachers should be aware of such curriculums that are designed for special children, such teaching techniques that are implied while teaching a child with special needs and such interventions and analysis methods that are used to determine whether a child needs special educationa or not. For that it is significant that schools and educational institutes must have policies and well devised procedure in place (Teaching Children With Developmental Disabilities: Classroom Ideas, 2012, A-1).

The two countries that are selected to study the prevalence of special teaching interventions include UAE and England. The purpose of this paper is to compare the teachers' views, opinions, implication of teaching interventions while dealing with children with special educational need of UAE and England. The research paper aims to discover the issue from particular perspectives which are defined in the questions of this research. Following are the formulated research questions:

What is the interpretation from teachers in the United Arab Emirates and England about the curriculum both facilitating learning and presenting barriers to participation for special educational needs children?

What is the understanding of teachers in the United Arab Emirates and England for issues of participation of children as well as young people who faced trouble in learning and or with disabilities within a range of settings, educationally and socially?

What is the assessment of teachers in ...