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Special education

Special education is the practice of educating students in a way that addresses their individual differences and needs. Ideally, this process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, accessible settings; these interventions are designed to help individuals with special needs achieve a higher level of personal self-sufficiency and success in school and in their community which may not be available if the student were only given access to a typical classroom education. Special education includes learning disabilities, communication disorders and behavioral disorders, physical disabilities, developmental disabilities and many other disabilities. Students with these kinds of disabilities are to benefit from additional educational services such as different approaches to teaching, the use of technology, a adapted teaching area, or a resource room. Intellectual giftedness is a difference in learning and can benefit from specialized teaching techniques or different educational programs, but the term "special education" is used to indicate instruction of students with disabilities.

Gifted education is handled separately. Whereas special education is designed for students with learning disabilities, remedial education can be designed for any students, with or without special needs. For example people of high intelligence can be under-prepared if their education was disrupted, for example, by internal displacement during civil disorder or a war. In most developed countries, educators modify teaching methods and environments so that the maximum number of students are served in general education environments. Therefore, special education in developed countries is regarded as a service rather than a place. Integration can improve academic achievement for many students; the opposite of special education is general education. General education is the standard curriculum supports. Students receiving special education services can sometimes enroll in a General education setting to learn along with students without disabilities; some children are identified as candidates for special needs due to their medical history.

For example, they may have been diagnosed with a genetic condition, associated with intellectual disability, may have various forms of brain damage, may have a developmental disorder, may have visual or hearing disabilities, or other disabilities. On the other hand, for students with less obvious disabilities, such as those who have learning difficulties, two primary methods have been used for identifying them: the discrepancy model and the response to intervention model; the discrepancy model depends on the teacher noticing that the students' achievements are noticeably below what is expected. At which the teacher may make the decision for the student to receive support from a special education specialist. Before doing so, the teacher must show documentation of low academic achievement; the response to intervention model advocates earlier intervention. In the discrepancy model, a student receives special education services for a specific learning difficulty if the student has at least normal intelligence and the student's academic achievement is below what is expected of a student with his or her IQ.

Although the discrepancy model has dominated the school system for many years, there has been substantial criticism of this approach among researchers. One reason for criticism is that diagnosing SLDs on the basis of the discrepancy between achievement and IQ does not predict the effectiveness of treatment. Low academic achievers who have low IQ appear to benefit from treatment just as much as low academic achievers who have normal or high intelligence; the alternative approach, response to intervention, identifies children who are having difficulties in school in their first or second year after starting school. They receive additional assistance such as participating in a reading remediation program; the response of the children to this intervention determines whether they are designated as having a learning disability. Those few who still have trouble may receive designation and further assistance. Sternberg has argued that early remediation can reduce the number of children meeting diagnostic criteria for learning disabilities.

He has suggested that the focus on learning disabilities and the provision of accommodations in school fails to acknowledge that people have a range of strengths and weaknesses and places undue emphasis on academics by insisting that students should be supported in this arena and not in music or sports. A special education program should be customized to address each individual student's unique needs. Special educators provide a continuum of services, in which students with various disabilities receive multiple degrees of support based on their individual needs, it is crucial for special education programs to be individualized so that they address the unique combination of needs in a given student. In the United States and the UK, educational professionals use a student's Individualized Education Program. Another name for a student's Individualized Education P

Marion Reimers

Marion Reimers is a Mexican journalist, sports commentator, television presenter working for Fox Sports Latin America North Cone. She has anchored the nightly sports news program Central Fox since 2008, she is founder of non-profit organization Versus Mexico, devoted to bringing public awareness of harassment targeting Mexican female sports journalists and commentators. She was born in Mexico City, she has played sports such as swimming, soccer, athletics since she was 4 years old. She was a national champion of karate, she studied art photography in Florence, Italy. She decided to study Communication at Monterrey Institute of Technology and Higher Education, she began her career as an editor for Fox Sports Latin America North Cone in 2006. In 2007 she began her broadcasting career, first as a reporter and as weekend host. In 2008 she became the main presenter of Central Fox sports news show which airs on FOX Sports Latin America North Cone and is simulcast in the United States on Fox Deportes. In 2012-2014, she moved to Buenos Aires, Argentina as part of an employment exchange with Fox Sports Latin America South Cone while she studied for her Master's degree.

The same year she was awarded the "Female revelation in sports journalism" award by the Higher Institute of Sports Journalism in Buenos Aires. In 2015, Reimers was nominated for a Sports Emmy Award in the United States, thus becoming the first Mexico-based sports journalist to be considered for this award. In 2017, Reimers along with Jimena Sánchez and Verónica Rodriguez founded Versus Mexico, a non-profit organization devoted to addressing and tackling harassment targeting Mexican female sports journalists and commentators; the organization launched with a viral video on YouTube showing how they wake up each morning to a string of public harmful messages in their social media accounts by means of trolling, hate speech, death threats, verbal abuse, sexist remarks and sexist commentaries, all just for being women working in sports. In June 2019, she became the first Hispanic woman to broadcast the UEFA Champions League Final match on site when she called the match as analyst/co-commentator on FOX Sports Latin America North Cone.

Reimers began calling Liga MX Femenil matches on FOX Sports Latin America North Cone as analyst/co-commentator when the league was launched in July 2017. She switched to play-by-play announcer in July 2019. Reimers has covered the following events for Fox Sports Latin America North Cone: 2010 FIFA World Cup 2011 Pan American Games 2011 Copa América 2012 Summer Olympics 2014 FIFA World Cup 2015 UEFA Champions League Final Bundesliga 2016 Summer Olympics Liga MX Femenil 2015 – Sports Emmy nomination 2012 – Female Sports Reporter Award in Argentina 2008 – Medal of Merit in Communications and Journalism in Mexico

Glitz Style Awards

Glitz Style Awards was established in 2015 by Claudia Lumor. The award is held annually in Ghana to showcase both Ghanaian and International individuals and business who have outstandingly contribute to the African fashion industry; the first Glitz Style Awards ceremony took place in 2015 and was attended by Becca, Yvonne Nelson, Stephen Appiah, The Event was hosted by Naa Ashorkor with music performances from Irene Logan. Best Dressed Celebrity Of the Year African Designer Of The Year Fashion Blogger Of the year Raising Style Influencer Media Personality Of The Year Model of The Year Fashion Photographer Of The Year Model Of The Year Social Media Style Influencer Of The Year Emerging Fashion Designer Of The Year Mens Wear Designer Of The Year Women's Wear designer Of The Year Makeup Artiste Of The Year Style Influencer Of the Year Accessory Designer Of The Year Stylist Of The Year Movie Personality Of The Year Nana Konadu Agyemang Rawlings Samira Bawumia Toke Makinwa Okyeame Kwame Nathaniel Attoh Sandrah Ankobiah Stephen Appiah Yvonne Nelson Becca Berla Mundi Ophelia Crossland Victoria Micheals Papa Oppong Valerie Lawson Efya Nana Akua Addo Bola Ray Quofi Akotuah Charlotte Prive Emmanuel Bobbie Gilbert Asante Pistis Abrantie Joselyn Dumas Bella Naija Official Website