The Government and NGO’s Role in Special Ed Schools in Asia ← Student Needs

The Government and NGO’s Role in Special Ed Schools in Asia


The world today is now eyeing on Asia as the new economic powerhouse given the presence of China and India. The continent is perhaps one of the most culturally diverse areas in the world where majority of the population lives.

As such, a given population would not be normal without the presence of specially gifted children that can help drive Asia’s success to the world. But how are special ed schools fairing in this promising area that is composed of a diversified culture, customs, traditions, and beliefs?

According to the Special Education Network in Asia or SENIA, “nearly every day in almost every classroom, international school professionals in Asia have the task of providing children with special education needs access to rigorous curricula. Children with special education needs, whether they have been formally diagnosed or remain misunderstood, require advocacy in order to develop academically, behaviorally, emotionally, and/or socially in international school settings. Advocacy for these children involves facilitating awareness, acceptance, and effective interventions by creating connections with families, teachers, guidance counselors, general education students, administrators, related-service providers, community groups, and the children with special education needs” (SENIA, 2010).

With this in mind, it is worth to note that children with special needs are given focused given the number of special ed facilities in Asia with both the government and non-governmental associations such as the SENIA discussing issues on how to provide education to these individuals. Important groups in Asia are all working together to emphasize that these children are not a burden to the society but are also part of regular children who are considered futures of each Asian nation.

It would also be considerable to note that the standards of learning for special ed schools in Asia are being considered to meet international standards so that children with special needs would remain at par with those coming from developed nations. In as much as these standards are set, it is the responsibility of educators to promote this using their established laws and policies that are now focused in providing the necessary services and education for children with special needs in the region. Given their abilities, these children must be given considerable importance because they need the assistance in order to learn effectively. As such, groups like SENIA are emphasizing on the need for Asian communities to become aware of this issue, learn to accept the realities of these needs, and intervene in terms of the formulation of effective curriculum that would serve these students properly.

Given the notion that children are the future of the society, children with special needs should not be disregarded in a given society. Most especially when such society holds the most number of populations in the world such as in Asia. Both the government and non-governmental organizations such as SENIA are considerable development for special children and this is a clear indication that special ed schools are being given relevant significance in as far as how the children that they are teaching can contribute towards the development of each Asian nation. Such is the responsibility of everyone and once all children are developed, then progress in Asia can be achieved.



Reference

SENIA (2010). Special Education Network in Asia (SENIA) Conference #8. Special Education

Network in Asia. Retrieved March 18, 2011 from http://www.brent.edu.ph/senia/.

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