School or agencies support for families with disabled children is indispensable for them to function properly and ensure stable development. Helping families and caregivers find support outside the classroom is necessary so that the child can develop and reach his full potential (Netherwood et al., 2019). Meanwhile, the lack of support leads to negative consequences, including school dropouts, lowered performance, and growth of developmental issues.
Numerous schools like mine provide support services to families with physically or mentally challenged kids. The system allows for the transition of disabled students to home education with the possibility of having the same academic performance level as the rest of the students. Additionally, the school ensures that the curriculum is adjusted to individuals with special needs since they require a different learning approach. An individualized educational program (IEP) is developed for students of all ages (Netherwood et al., 2019). In addition, my school offers speech and occupational therapies to help children cope with communicative and daily activities. Finally, and most importantly, classroom aid is suggested to those in need.
The services are free of charge so that any child with a disability is eligible to obtain support. Typically, there are different types of community resources shared with the families. For example, the foundation of all the help is governmental support; the majority of educational plans are sponsored by the government. Local organizations also assist families in hard times but do not provide much funding. Moreover, timely resources like information and activities are always available for the selected population group.
The suggested support services are normally discussed during the application process. Once the child’s official guardian enrolls them in school, they discuss the conditions with the school’s administration. It is vital to negotiate the support services allocation before entering, as it would allow for full-package acquisition. The offered plan can change depending on the extent of the workload and the number of students with disabilities. However, the school’s support center attempts to provide every kid with special needs with developmental and educational opportunities.
Normally, the mentor teacher utilizes community-made resources because it allows for cooperation with different organizations that contribute to the improvement of such services. In addition, they use school resources to notify about the educational plans for children with special needs. Using both communication channels allows the mentor to raise awareness of the issue across the country. The continuing support of school services outside the classroom is vital for its contribution to eliminating inequality, improving academic performance across the state, and developing new educational programs for kids with disabilities. On the other hand, it puts strain on the workload of the personnel and imposes additional duties on them (Netherwood et al., 2019). It also demands extra resources, including time and education. Moreover, it requires expenses, and sometimes the government does not provide funding for such activities, making mentors pay out of pocket. Finally, the mentor specified that the lack of government funding could be solved by attracting local organizations.
In summary, school support services are crucial for assisting families with disabled children. The information about these opportunities helps a professional in future practice by informing about the potential contributions one can make. Additionally, it enables one to engage in developing educational programs for disabled kids and promoting similar campaigns to attract investors and volunteers. Generally, support should be encouraged at all levels to ensure each individual has access to education.
Reference
Netherwood, A., Neve, L., Hughes, A., Glazzard, J., & Stokoe, J. (2019). Teaching and supporting children with special educational needs and disabilities in primary schools. SAGE Publications.