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SPECIAL EDUCATION (SP) by Mind Map: SPECIAL EDUCATION (SP)

1. BENEFITS OF CTBS

1.1. SIMPLIFIES LEARNING

1.1.1. Reduces the demanding expectations to ease cognitive overload.

1.2. ENHANCED ENGAGEMENT

1.2.1. Helps in focusing and improves confidence among learners.

1.3. POSITIVE BEHAVIOUR CHANGES

1.3.1. Mitigates behavioural problems by keeping pupils engaged without irritation.

1.4. REPETITION AND CONSISTENCY

1.4.1. Establish proficiency over time through planned repeated tasks.

2. RESOURCES FOR CTBS

2.1. CLASSROOM MATERIALS

2.1.1. Use puzzles, toys, and manipulatives.

2.2. ONLINE PLATFORMS

2.2.1. Teachers Pay Teachers, Pinterest, educational blogs.

2.3. SCPECIFIC CURRICULA

2.3.1. Incorporate curriculum goals as tasks within CTBS.

3. CHALLENGES OF CTBS IMPLEMENTATION

3.1. TIME-INTENSIVE PREPARATION

3.1.1. Searching, printing, laminating, and resource assembly.

3.2. SOLUTION

3.2.1. Create a resource database over a period of time.

3.3. ENCOURAGE REPETITION

3.3.1. Complete the same sets of tasks for months in an attempt to lower prep time and maintain high productivity.

4. KEY TAKE AWAY FOR TEACHERS

4.1. LANGUAGE MATTERS

4.1.1. Instead of "with special needs”, use “students with disabilities”.

4.2. BUILDING INCLUSION IN SOCIAL GROUPS

4.2.1. Think about including students with disabilities in wider social engagements.

4.3. BECOMING AN EXPERT

4.3.1. Teachers can adopt CTBS and inclusive practices to become champions of special education in their institutions.

5. CALL TO ACTION

5.1. PROMOTE INCLUSION

5.1.1. Pledge to socially conscious education and strive for equality in education systems.

5.2. ADOPT CTBS

5.2.1. Implement a structured task system as a tool for students with learning disabilities.

5.3. COLLABORATE AND INNOVATE

5.3.1. Enhance educational resources and approaches in special education for best practice.

6. OVERVIEW OF SP

6.1. DEFINITION

6.1.1. Education structured to accommodate students with disabilities, developmental delays, behavioural problems, or any mental health concern.

6.2. IMPORTANCE OF INCLUSION

6.2.1. Provides a platform for students to learn and socialise at the same time, facilitating proper growth alongside their peers.

7. HISTORICAL PERSPECTIVE

7.1. 1980s SPECIAL SCHOOLS IN AUSTRALIA

7.1.1. Removed self-contained areas where learners were extracted from the surrounding educational institutions.

7.1.2. Adverse effects on learners which resulted from categorisation and social isolation.

7.1.3. Reduced chances in life that resulted from disconnection from the neighbourhood and other students.

7.2. INSTITUTIONAL CHALLENGES

7.2.1. Children were placed in different facilities and often became wards of the state.

7.2.2. They did not have familial connections, lived in inhospitable dormitories, and experienced dehumanising treatment. They were examined as objects or animals under study.

7.3. GLOBAL COMPARISIONS

7.3.1. Comparable practices existed in London where children were placed into separate schools with little interaction with one another.

8. TRANSITION TOWARDS INCLUSION

8.1. POSITIVE SHIFTS IN THE 1990s

8.1.1. Children with disabilities began to be integrated into mainstream schools in Australia.

8.2. REMAINING CHALLENGES

8.2.1. Social and spatial segregation within school settings (e.g., special units that are located behind fences).

8.3. GLOBAL EFFORTS FOR ICLUSIVE EDUCATION

8.3.1. Ministries across the globe advocating for equal opportunities and inclusion within education systems.

9. BENEFITS OF INCLUSIVE EDUCATION

9.1. FOR STUDENTS WITH DISABILITIES

9.1.1. Enhanced learning capabilities, better socialisation, and increased friendships. Higher chances of independent living and significant work prospects.

9.2. FOR STUDENTS WITHOUT DISBILITIES

9.2.1. Greater empathy, understanding, and social interaction skills.

9.3. RESEARCH EVIDENCE

9.3.1. All studies demonstrate benefits for all students both in the short and long term.

10. CONSECUTIVE TASK-BASED SYSTEM (CTBS)

10.1. DEFINITION

10.1.1. A learning approach that is systematically organised and contains a sequence of tasks which are skill based.

10.2. COMPONENTS OF CTBS

10.2.1. Visual strips for marking the beginning and end of tasks and sessions. Engaging and purposeful short tasks that require varied levels of attention. Tasks can be done in the form of puzzles, games, and worksheets or interactive applications.

10.3. IMPLEMENTATION TIPS

10.3.1. Use a mix of tactile activities. Have a balance of academic and fun tasks. Use trial and error to identify the most effective tasks.