For a software system, this can include managers, designers, and users of a system. Since, by definition, stakeholders are those who are impacted by or have an impact on the project, their perspectives need to be taken into account in order for a project to be successful.
In any school system, special education is a means of enlarging the capacity of the system to serve the educational needs of all children. The particular function of special education within the schools and the education departments of other institutions is to identify children with unusual needs and to aid in the effective fulfillment of those needs.
Both regular and special school programs play a role in meeting the educational needs of children with exceptionalities. A primary goal of educators should be to help build accommodative learning opportunities for children with exceptionalities in regular educational programs. In the implementation of this goal, special education can serve as a support system, and special educators can assist regular school personnel in managing the education of children with exceptionalities.
When the special placement of a child is required, the aim of the placement should be to maximize the development and freedom of the child rather than to accommodate the regular classroom.
Special education should function within and as a part of the regular, public school framework. Within this framework, the function of special education should be to participate in the creation and maintenance of a total educational environment suitable for all children.
From their base in the regular school system, special educators can foster the development of specialized resources by coordinating their specialized contributions with the contributions of the regular school system.
One of the primary goals of special educators should be the enhancement of regular school programs as a resource for all children. Special education must provide an administrative organization to facilitate achievement for children with exceptionalities of the same educational goals as those pursued by other children.
This purpose can be achieved through structures that are sufficiently compatible with those employed by regular education to ensure easy, unbroken passage of children across regular-special education administrative lines for whatever periods of time may be necessary, as well as by structures that are sufficiently flexible to adjust quickly to changing task demands and child growth needs.
The major purpose of the special education administrative organization is to provide and maintain those environmental conditions in schools that are most conducive to the growth and learning of children with special needs.
Under suitable conditions, education within the regular school environment can provide the optimal opportunity for most children with exceptionalities. Consequently, the system for the delivery of special education must enable the incorporation of special help and opportunities in regular educational settings.
Children should spend only as much time outside regular class settings as is necessary to control learning variables that are critical to the achievement of specified learning goals. Special education is a cross-disciplinary, problem-oriented field of services which is directed toward mobilizing and improving a variety of resources to meet the educational needs of children and youth with exceptionalities.
Indeed, special education developed as a highly specialized area of education in order to provide children with exceptionalities with the same opportunities as other children for a meaningful, purposeful, and fulfilling life.
Perhaps the most important concept that has been developed in special education as the result of experiences with children with exceptionalities is that of the fundamental individualism of every child. The aspiration of special educators is to see every child as a unique composite of potentials, abilities, and learning needs for whom an educational program must be designed to meet his or her particular needs.
From its beginnings, special education had championed the cause of children with learning problems. It is as the advocates of such children and of the concept of individualization that special education can come to play a major creative role in the mainstream of education.
The special competencies of special educators are more than a collection of techniques and skills. They comprise a body of knowledge, methods, and philosophical tenets that are the hallmark of the profession.
As professionals, special educators are dedicated to the optimal education of children with exceptionalities and they reject the misconception of schooling that is nothing but custodial care. The focus of all education should be the unique learning needs of the individual child as a total functioning organism.
All educators should recognize and accept that special and regular education share the same fundamental goals. Special education expands the capacity of schools to respond to the educational needs of all students.
As advocates of the right of all children to an appropriate education, special educators affirm their professionalism. Children with special educational needs should be served in regular classes and neighborhood schools insofar as these arrangements are conducive to good educational progress.
The Council believes that the goal of educating exceptional children with nonexceptional children is desirable if the individual program is such that it will enhance the exceptional child's educational, social, emotional, and vocational development.
It is sometimes necessary, however, to provide special supplementary services for children with exceptionalities or to remove them from parts or all of the regular educational program. It may even be necessary to remove some children from their homes and communities in order for them to receive education and related services in residential schools, hospitals, or training centers.
The Council believes that careful study and compelling reasons are necessary to justify such removal.
The Council charges each public agency to ensure that a continuum of alternative placements, ranging from regular class programs to residential settings, is available to meet the needs of children with exceptionalities.
Children with exceptionalities enrolled in special school programs should be given every appropriate opportunity to participate in educational, nonacademic, and extracurricular programs and services with children who are not disabled or whose disabilities are less severe.
While special schools for children with exceptionalities and other separate educational facilities may function as part of an effective special educational delivery system, it is indefensible to confine groups of exceptional pupils inappropriately in such settings as a result of the failure to develop a full continuum of less restrictive programs.
The Council condemns as educationally and morally indefensible the practice of categorical isolation by exceptionality without full consideration of the unique needs of each student, and the rejection of children who are difficult to teach from regular school situations.
When insufficient program options exist and when decisions are poorly made, children with exceptionalities are denied their fundamental rights to free public education.
In so acting, education authorities violate the basic tenets of our democratic societies. Like all children, children with exceptionalities need environmental stability, emotional nurturance, and social acceptance.
Decisions about the delivery of special education to children with exceptionalities should be made after careful consideration of their home, school, and community relationships, their personal preferences, and effects on self-concept, in addition to other sound educational considerations.
To achieve such outcomes, there must exist for all children, youth, and young adults a rich variety of early intervention, educational, and vocational program options and experiences.
Access to these programs and experiences should be based on individual educational need and desired outcomes. Furthermore, students and their families or guardians, as members of the planning team, may recommend the placement, curriculum option, and the exit document to be pursued.Project managers must, at times, cater to the divergent expectations of multiple stakeholders.
In this video with our very own Watch Jennifer Bridges, PMP, describe the best ways to manage stakeholder expectations, communicate about the project, and dispel myths along the way.
Not every improvement project needs a formalized approach to identify, analyze and plan communications with stakeholders, but mobilizing key individuals is a success factor. Stakeholder management can increase the chances of a projects success. Describe the plan to itemize, document and track to closure items reported through the quality control and quality assurance activities.
All problems must be tracked to closure and feedback provided to appropriate stakeholders and the project team concerning the status of the problem. Stakeholders are individuals or groups with an interest in the project, programme or portfolio because they are involved in the work or affected by the outcomes.
Most projects, programmes and portfolios will have a variety of stakeholders with different, and sometimes competing, interests. These. The particular function of special education within the schools (and the education departments of other institutions) is to identify children with unusual needs and to aid in the effective fulfillment of those needs.
Analysing your Stakeholders is crucial to the success of your business or plombier-nemours.com step by step guide shows the best way to analyse stakeholders - by influence (or power) and interest. What is Stakeholder Analysis?
Stakeholder Analysis is a systematic way to analyse stakeholders by their power and interest.