special education [ compensatory education | education for highly gifted children | school for handicapped children | school for the blind | school for the deaf | special-needs education | special teaching ]

special needs educator | teacher of special educational needs | special educational needs teacher | teacher in special education needs

education for special needs | special education | special needs education | SNE [Abbr.]

headteacher of special educational needs school | special educational needs headteacher | special educational needs head teacher | special educational needs headmaster

special primary education

SEN officer | special education coordinator | SEN coordinator | special educational needs coordinator

monthly special education allowance

higher education [ grande école | institute of technology | tertiary education ]

Definition: This category differs from others in that it includes disorders identifiable on the basis of not only symptoms and course but also the existence of one or other of two causative influences: an exceptionally stressful life event producing an acute stress reaction, or a significant life change leading to continued unpleasant circumstances that result in an adjustment disorder. Although less severe psychosocial stress ( life events ) may precipitate the onset or contribute to the presentation of a very wide range of disorders classified elsewhere in this chapter, its etiological importance is not always clear and in each case wi ...[+++]ll be found to depend on individual, often idiosyncratic, vulnerability, i.e. the life events are neither necessary nor sufficient to explain the occurrence and form of the disorder. In contrast, the disorders brought together here are thought to arise always as a direct consequence of acute severe stress or continued trauma. The stressful events or the continuing unpleasant circumstances are the primary and overriding causal factor and the disorder would not have occurred without their impact. The disorders in this section can thus be regarded as maladaptive responses to severe or continued stress, in that they interfere with successful coping mechanisms and therefore lead to problems of social functioning.

Roma children tend to be over-represented in special education and segregated schools.

34. Calls on the Member States to promote inclusive schooling, which should involve not just increasing the number of special education teachers, but also integrating children with special educational needs into normal classes;

35. Calls on the Member States to promote inclusive schooling, which should involve not just increasing the number of special education teachers, but also integrating children with special educational needs into normal classes;

The availability of standards is particularly important, as is the establishing of conditions conducive to change and to adaptation of the ways in which education and training systems are organised.