Special Educational NeedsWhat are the four distinct categories of special educational needs and the constituent subcategories, as detailed in the SERC report?1. Students with learning difficulties and disabilities · Students in need of remedial education (learning support) · Students with specific learning disabilities · Students with specific speech and language disorders2. Students with physical and sensory disabilities · Students with physical disabilities · Students with hearing impairments · Students with visual impairments3. Students with mental disabilities and emotional and behavioral disorders · Students with mild mental disabilities · Students with moderate mental disabilities · Students with severe/profound mental disabilities · Students with emotional and/or behavioral disorders · Students with childhood autism4. Pupils with other special needs · Educationally and socially disadvantaged pupils · Children from the Traveler community · Exceptionally able or talented pupils What are the seven principles of special education as detailed in the SERC report? · All children, including those with special educational needs, have the right to an appropriate education. · The needs of each child should be the primary consideration when decisions are made regarding the provision of special education to that child. · Parents of a child with special educational needs have the right and should be able to play an active role in the decision-making process: their wishes should be taken into account when recommendations on special education provision are made . · A continuum of services should be provided for children with special educational needs, ranging from full-time teaching in mainstream classes, with additional support where necessary, through to full-time teaching in special schools.· Except where individual children...... middle of paper ......children in the mainstream school so that they can reach their maximum potential.BibliographyMain references:Hibernia College, Special Education Needs: Lesson 3Task Force on Autism. (Irish Government 2002) Secondary references: Dawson, G. and Osterling, P. (1997). Early intervention in autism. In M. J. Guralnick (Ed.), The effectiveness of early intervention. Baltimore: Paul H. Brookes. Websites: Karen Williams. School and clinic intervention; Understanding the student with Asperger's: guidelines for teachers; May 2001 http://static.highbeam.com/i/interventioninschoolampclinic/may012001/understandingthestudentwithaspergersyndromeguideli/ (accessed 10/20/2004) Autism Society of America www.autism-society.org (accessed 10/20/2004) Marcy Fox; Research paper on the inclusion of children with autism http://tiger.towson.edu/users/mfox3/research%20paper.htm (accessed 10/20/2004)New York State Department of Health, Early Intervention Program; Report on guideline recommendations; Autism/pervasive developmental disorders; Assessment and intervention for young children (0 to 3 years) http://www.health.state.ny.us/nysdoh/eip/autism/ (accessed 20/10/2004)