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Home / Journals / Humanities and Social Sciences / Recent Advances in Special Education and Language Proficiency
Recent Advances in Special Education and Language Proficiency

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Lead Guest Editor:
Mourad Ali Eissa
Psycho- Educational Sciences,KIE University, Kafr El Sheilh, Egypt
Guest Editors
Beata Borowska-Beszta
College of education, Special Education,Nicolaus Copernicus University
Nicolaus Copernicus, Poland
Mahmoud A. Mansy
Faculty of Education,Alexandria University
Alexandria, Egypt
Adel El Saied El Banna
Education College,Damanhour University
Damanhour, Egypt
Ayman Abdelgalil M. Elkady
Faculty of Arts,Tanta University
Tanta, Egypt
In the Education for Persons with Special Educational Needs Act (2004), “special educational needs” s defined as a restriction in the capacity of the person to participate in and benefit from education on account of an enduring physical, sensory, mental health or learning disability or any other condition which results in a person learning differently from a person without that condition... (Government of Ireland, 2004b, section 1). the broad aims of education for students with special educational needs reflect those that are relevant to all students and include(a)enabling the student to live a full life and to realize his or her full potential as a unique individual through access to an appropriate broad and balanced curriculum;(b)enabling the student to function as independently as possible in society through the provision of such educational supports as are necessary to realize that potential;(c) enabling the student to continue learning in adult life.(National Council for Curriculum and Assessment, 2002, p. 2). For students with special educational needs, placement in mainstream education provides increased opportunities to improve communication skills and to interact with their peers. This can lead to the development of new friendships in their local communities. Students with special educational needs can also benefit socially from inclusion through a reduced sense of isolation and be subjected to less negative labelling. There is a highly favorable tendency for students with special educational needs to be more motivated and to work harder in the inclusive classroom. An inclusive setting can expand a student’s personal interests and knowledge of the world, and prepare him/her for better post-school experiences and adulthood. The needs of special education needs students can be met through different methods such as The individual education plan (IEP). The IEP process involves gathering relevant information in order to identify the student’s learning needs and strengths and the setting of targets for learning. The success of a school in providing inclusive education for students with special educational needs depends to a significant extent on the whole-school organizational arrangements in place and on the effectiveness of the various strategies for teaching and learning that teachers implement in their classrooms. An appropriate classroom environment for these students is characterized by structure and organization, has suitable furniture arrangements, suitable learning materials, and curriculum-related displays, and allows easy access to students’ work.

Aims and Scope:

  1. Comparative data analysis of the problems regarding the evolution of attitudes and current concept of disability
  2. Theoretical assumptions of caring for disabled people
  3. Reasons for caring for disabled
  4. Teaching disabled persons in inclusive classrooms
  5. Collaborative Learning in inclusive classrooms
  6. Training programmes for special needs students in inclusive classrooms
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