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"Special needs" redirects here. For the 2006 film, see Special Needs (film). For the song, see Special Needs (Placebo song).Not to be confused with remedial education or gifted education.For the Glee episode, see Special Education (Glee).
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Special education or special needs education is the practice of educating students with special needs 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, and other interventions designed to help learners with special needs achieve a higher level of personal self-sufficiency and success in school and community than would be available if the student were only given access to a typical classroom education.
Common special needs include learning disabilities, communication disabilities, emotional and behavioral disorders, physical disabilities, and developmental disabilities.[1] Students with these kinds of special needs are likely to benefit from additional educational services such as different approaches to teaching, the use of technology, a specifically adapted teaching area, or a resource room.
Intellectual giftedness is a difference in learning and can also benefit from specialized teaching techniques or different educational programs, but the term "special education" is generally used to specifically indicate instruction of students with disabilites. Gifted education is handled separately.
Whereas special education is designed specifically for students with special needs, remedial education can be designed for any students, with or without special needs; the defining trait is simply that they have reached a point of underpreparedness, regardless of why. For example, even people of high intelligence can be underprepared 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 often regarded as a service rather than a place.[2][3][4][5][6] Integration can reduce social stigmas and improve academic achievement for many students.[7]
The opposite of special education is general education. General education is the standard curriculum presented without special teaching methods or supports.
- 1 Contents
- 2 Identifying students with special needs[edit]
- 3 Individual needs[edit]
- 4 Methods of provision[edit]
- 5 Instructional strategies[edit]
- 6 Issues[edit]
- 7 National approaches[edit]
- 8 See also[edit]
- 9 References[edit]
- 10 Further reading[edit]
- 11 External links[edit]
Contents[düzenle | kaynağı değiştir]
[hide] *1 Identifying students with special needs
- 2 Individual needs
- 3 Methods of provision
- 4 Instructional strategies
- 5 Issues
- 6 National approaches
- 7 See also
- 8 References
- 9 Further reading
- 10 External links
Identifying students with special needs[edit][düzenle | kaynağı değiştir]
Some children are easily identified as candidates for special needs due to their medical history. They may have been diagnosed with a genetic condition that is 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.
For students with less obvious disabilites, 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. The response to intervention model advocates earlier intervention.
In the discrepancy model, a student receives special education services for a specific learning difficulty (SLD) 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 (e.g., Aaron, 1995, Flanagan and Mascolo, 2005) 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 also 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 then receive additional assistance such as participating in a reading remediation program. The response of the children to this intervention then determines whether they are designated as having a learning disability. Those few who still have trouble may then receive designation and further assistance. Sternberg (1999) has argued that early remediation can greatly reduce the number of children meeting diagnostic criteria for learning disabilities. He has also 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.
Individual needs[edit][düzenle | kaynağı değiştir]
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 special needs receives varying degrees of support based on their individual needs. Special education programs need to be individualized so that they address the unique combination of needs in a given student.[8]
In the United States, Canada, and the UK, educational professionals use the initialism IEP when referring to a student's individualized education plan.
Students with special needs are assessed to determine their specific strengths and weaknesses.[8] Placement, resources, and goals are determined on the basis of the student's needs. Accommodations and Modifications to the regular program may include changes in the curriculum, supplementary aides or equipment, and the provision of specialized physical adaptations that allow students to participate in the educational environment as much as possible.[9] Students may need this help to access subject matter, physically gain access to the school, or meet their emotional needs. For example, if the assessment determines that the student cannot write by hand because of a physical disability, then the school might provide a computer for typing assignments, or allow the student to answer questions verbally instead. If the school determines that the student is severely distracted by the normal activities in a large, busy classroom, then the student might be placed in a smaller classroom such as a resource room.
Methods of provision[edit][düzenle | kaynağı değiştir]
[2][3]PS 721, a special school in Brooklyn, New York exclusively for the education of students with special needs.
Schools use different approaches to providing special education services to students. These approaches can be broadly grouped into four categories, according to how much contact the student with special needs has with non-disabled students (using North American terminology):
- Inclusion: In this approach, students with special needs spend all, or most of the school day with students who do not have special needs. Because inclusion can require substantial modification of the general curriculum, most schools use it only for selected students with mild to moderate special needs, which is accepted as a best practice.[10][11] Specialized services may be provided inside or outside the regular classroom, depending on the type of service. Students may occasionally leave the regular classroom to attend smaller, more intensive instructional sessions in a resource room, or to receive other related services that might require specialized equipment or might be disruptive to the rest of the class, such as speech and language therapy, occupational therapy, physical therapy,rehabilitation counseling. They might also leave the regular classroom for services that require privacy, such as counseling sessions with a social worker.[12]
- Mainstreaming refers to the practice of educating students with special needs in classes with non-disabled students during specific time periods based on their skills. Students with special needs are segregated in separate classes exclusively for students with special needs for the rest of the school day.[13]
- Segregation in a separate classroom or special school for students with special needs: In this model, students with special needs do not attend classes with non-disabled students. Segregated students may attend the same school where regular classes are provided, but spend all instructional time exclusively in a separate classroom for students with special needs. If their special class is located in an ordinary school, they may be provided opportunities for social integration outside the classroom, such as by eating meals with non-disabled students.[14] Alternatively, these students may attend a special school.[13]
- Exclusion: A student who does not receive instruction in any school is excluded from school. In the past, most students with special needs have been excluded from school.[15] Such exclusion still affects about 23 million disabled children worldwide, particularly in poor, rural areas of developing countries.[16] It may also occur when a student is in hospital, housebound, or detained by the criminal justice system. These students may receive one-on-one instruction or group instruction. Students who have been suspended or expelled are not considered excluded in this sense.
Effective Instruction for students with disabilities[edit][düzenle | kaynağı değiştir]
- Goal Directed: Each child must have an Individualized Education Program (IEP) that distinguishes his/her particular needs. The child must get the services that are designed for him/her. These services will allow him/her to reach his/her annual goals which will be assessed at the end of each term along with short term goals that will be assessed every few months.
- Research-Based Methods- There has been a lot of research done about students with disabilities and the best way to teach them. Testing, IQs, interviews, the discrepancy model, etc. should all be used to determine where to place the child. Once that is determined, the next step is the best way for the child to learn. There are plenty of different programs such as the Wilson Reading Program and Direct Instruction
- Guided by student performance- While the IEP goals may be assessed every few months to a year, constant informal assessments must take place. These assessments will guide instruction for the teacher. The teacher will be able to determine if the material is too difficult or to easy.[17]
Special schools[edit][düzenle | kaynağı değiştir]
A special school is a school catering for students who have special educational needs due to severe learning difficulties, physical disabilities or behavioural problems. Special schools may be specifically designed, staffed and resourced to provide appropriate special education for children with additional needs. Students attending special schools generally do not attend any classes in mainstream schools.
Special schools provide individualised education, addressing specific needs. Student to teacher ratios are kept low, often 6:1 or lower depending upon the needs of the children. Special schools will also have other facilities for children with special needs, such as soft play areas, sensory rooms, or swimming pools, which necessary for treating students with certain conditions.
In recent times, places available in special schools are declining as more children with special needs are educated in mainstream schools. However, there will always be some children, whose learning needs cannot be appropriately met in a regular classroom setting and will require specialised education and resources to provide the level of support they require. An example of a disability that may require a student to attend a special school is intellectual disability. However this practice is often frowned upon by school districts in the USA in the light of Least Restrictive Environment as mandated in the Individuals with Disabilities Education Act.[18]
An alternative is a special unit or special classroom, also called a self-contained classroom, which is a separate room or rooms dedicated solely to the education of students with special needs within a larger school that also provides general education. These classrooms are typically staffed by specially trained teachers, who provide specific, individualized instruction to individuals and small groups of students with special needs. Self-contained classrooms, because they are located in a general education school, may have students who remain in the self-contained classroom full-time, or students who are included in certain general education classes. In the United States a part-time alternative that is appropriate for some students is sometimes called a resource room.
History of special schools[edit][düzenle | kaynağı değiştir]
One of the first special schools in the world was the Institut National des Jeunes Aveugles in Paris, which was founded in 1784. It was the first school in the world to teach blind students.[19] The first school in U.K, for the Deaf was established 1760[20][21] in Edinburgh by Thomas Braidwood, with education for visually impaired people beginning in the Edinburgh and Bristol in 1765.
In the 19th Century, people with disabilities and the inhumane conditions where they were supposedly housed and educated were addressed in the literature of Charles Dickens. Dickens characterized people with severe disabilities as having the same, if not more, compassion and insight in Bleak House and Little Dorrit.[22]
Such attention to the downtrodden conditions of people with disabilities brought resulted in reforms in Europe including the re-evalutation of special schools. In the United States reform came more slowly. Throughout the mid half of the 20th century, special schools, termed institutions, were not only accepted, but encouraged. Students with disabilites were housed with people with mental illnesses, and they were not educated much, if at all.[23]
With the Amendments to the Individuals with Disabilities Act of 1997, school districts in the United States began to slowly integrate students with moderate and severe special needs into regular school systems. This changed the form and function of special education services in many school districts and special schools subsequently saw a steady decrease in enrollment as districts weighed the cost per student. It also posed general funding dilemmas to certain local schools and districts, changed how schools view assessments, and formally introduced the concept of inclusion to many educators, students and parents.[24]
Instructional strategies[edit][düzenle | kaynağı değiştir]
Different instructional techniques are used for some students with special educational needs. Instructional strategies are classified as being either accommodations or modifications.
An accommodation is a reasonable adjustment to teaching practices so that the student learns the same material, but in a format that is more accessible to the student. Accommodations may be classified by whether they change the presentation, response, setting, or scheduling of lessons.[25] For example, the school may accommodate a student with visual impairments by providing a large-print textbook. This is a presentation accommodation.
A modification changes or adapts the material to make it simpler.[26] Modifications may change what is learned, how difficult the material is, what level of mastery the student is expected to achieve, whether and how the student is assessed, or any another aspect of the curriculum.[27] For example, the school may modify a reading assignment for a student with reading difficulties by substituting a shorter, easier book. A student may receive both accommodations and modifications.
- Examples of modifications
- Skipping subjects: Students may be taught less information than typical students, skipping over material that the school deems inappropriate for the student's abilities or less important than other subjects. For example, students with poor fine motor skills may be taught to print block letters, but not cursive handwriting.
- Simplified assignments: Students may read the same literature as their peers but have a simpler version, such as Shakespeare with both the original text and a modern paraphrase available.[28]
- Shorter assignments: Students may do shorter homework assignments or take shorter, more concentrated tests.
- Extra aids: If students have deficiencies in working memory, a list of vocabulary words, called a word bank, can be provided during tests, to reduce lack of recall and increase chances of comprehension. Students might use a calculator when other students do not.
- Extended time: Students with a slower processing speed may benefit from extended time for assignments and/or tests in order to have more time to comprehend questions, recall information, and synthesize knowledge.
- Examples of accommodations
- Response accommodations:[25] Typing homework assignments rather than hand-writing them (considered a modification if the subject is learning to write by hand). Having someone else write down answers given verbally.
- Presentation accommodations:[25] Examples include listening to audio books rather than reading printed books. These may be used as substitutes for the text, or as supplements intended to improve the students' reading fluency and phonetic skills. Similar options include designating a person to read to the student, or providing text to speech software. This is considered a modification if the purpose of the assignment is reading skills acquisition. Other presentation accommodations may include designating a person to take notes during lectures or using a talking calculator rather than one with only a visual display.
- Setting accommodations:[25] Taking a test in a quieter room. Moving the class to a room that is physically accessible, e.g., on the first floor of a building or near an elevator. Arranging seating assignments to benefit the student, e.g., by sitting at the front of the classroom.
- Scheduling accommodations:[25] Students may be given rest breaks or extended time on tests (may be considered a modification, if speed is a factor in the test).
All developed countries permit or require some degree of accommodation for students with special needs, and special provisions are usually made in examinations which take place at the end of formal schooling.[25]
In addition to how the student is taught the academic curriculum, schools may provide non-academic services to the student. These are intended ultimately to increase the student's personal and academic abilities. Related services include developmental, corrective, and other supportive services as are required to assist a student with special needs and includes speech and language pathology, audiology, psychological services, physical therapy, occupational therapy, counseling services, including rehabilitation counseling, orientation and mobility services, medical services as defined by regulations, parent counseling and training, school health services, school social work, assistive technology services, other appropriate developmental or corrective support services, appropriate access to recreation and other appropriate support services.[29] In some countries, most related services are provided by the schools; in others, they are provided by the normal healthcare and social services systems.
As an example, students who have autistic spectrum disorders, poor impulse control, or other behavioral challenges may learn self-management techniques, be kept closely on a comfortingly predictable schedule, or given extra cues to signal activities.[30]
Issues[edit][düzenle | kaynağı değiştir]
At-risk students (those with educational needs that are not associated with a disability) are often placed in classes with students who have disabilities. Critics assert that placing at-risk students in the same classes as students with disabilities may impede the educational progress of people with disabilities.[31] Some special education classes have been criticized for a watered-down curriculum.[32]
The practice of inclusion (in mainstream classrooms) has been criticized by advocates and some parents of children with special needs because some of these students require instructional methods that differ dramatically from typical classroom methods. Critics assert that it is not possible to deliver effectively two or more very different instructional methods in the same classroom. As a result, the educational progress of students who depend on different instructional methods to learn often fall even further behind their peers.[33]
Parents of typically developing children sometimes fear that the special needs of a single "fully included" student will take critical levels of attention and energy away from the rest of the class and thereby impair the academic achievements of all students.[33]
Some parents, advocates, and students have concerns about the eligibility criteria and their application. In some cases, parents and students protest the students' placement into special education programs. For example, a student may be placed into the special education programs due to a mental health condition such as obsessive compulsive disorder, depression, anxiety, panic attacks or ADHD, while the student and his parents believe that the condition is adequately managed through medication and outside therapy. In other cases, students whose parents believe they require the additional support of special education services are denied participation in the program based on the eligibility criteria.[34]
Whether it is useful and appropriate to attempt to educate the most severely disabled children, such as children who are in a persistent vegetative state, is debated. While many severely disabled children can learn simple tasks, such as pushing a buzzer when they want attention, some children may be incapable of learning. Some parents and advocates say that these children would be better served by substituting improved physical care for any academic program.[35] In other cases, they question whether teaching such non-academic subjects, such as pushing a buzzer, is properly the job of the school system, rather than the health care system.
Another large issue is the lack of resources enabling individuals with special needs to receive an education in the developing world. As a consequence, 98 percent of children with special needs in developing countries do not have access to education.[36]
Issues in Math
1.) Cognitive Development
- Declarative Knowledge- This means remembering math facts that children build off of for each new lesson taught by the teacher
- Procedural Knowledge- This is the difficulties that students have remembering the procedures or steps for various operations. An example of this would be the Order of Operations. Most students remember that the order is parentheses, exponents, multiplication, division, addition, and then subtraction. Children remember this through various chants and rhymes. However, children with disabilities have difficulty grasping procedural knowledge.
- Conceptual Knowledge- This is the overall picture. Some students with disabilities have difficulties understanding how various math concepts relate and what mathematics means to our society.[17]
2.) Problems in performance
- Writing numbers and different math symbols correctly- Some children with various disorders such as dyslexia and dysgraphia will greatly struggle with this.
- Recalling the meanings of symbols and answers to basic facts – This goes along closely with cognitive issues. Some of these children may recognize the math symbol or the basic problem, however they cannot recall the meaning of the symbol or answer to the math fact.
- Counting – Some children may forget which numbers come first, last, etc.
- Following the steps of a strategy – Word problems can sometimes cause an issue of a step-by-step process. Children with disabilities may forget the order, how to use context clues, etc.
3.) Performance on basic arithmetic
- Errors in computation -The child may be able to actually understand the problem and how to solve it. However, there may be various mistakes throughout the multi-step problem.
- Difficulty with the fact retrieval – Every child must know their basic facts and be able to retrieve them. If the child cannot, he will struggle in math.
4.) Difficulty with word problems
- Excluding irrelevant information – Students with disabilities have a difficult time picking out information that is irrelevant.
- Complex sentence structures – These children may have difficulty reading the actual problem itself due to the complex wording.[17]
National approaches[edit][düzenle | kaynağı değiştir]
Africa[edit][düzenle | kaynağı değiştir]
- South Africa
White Papers in 1995 and 2001 discuss special education in the country. Local schools are given some independent authority.[25]
Both modifications and accommodations are recommended, depending on the student's individual needs.
Asia[edit][düzenle | kaynağı değiştir]
- China
Main article: Education for disabled people in China;Japan
Main article: Education in Japan
Japanese students with special needs are placed in one of four different school arrangements: special schools, special classrooms with another school, in resource rooms (which are called tsukyu), or in regular classrooms.[25]
Special schools are reserved for students whose severe disabilities cannot be accommodated in the local school.[25] They do not use the same grading or marking systems as mainstream schools, but instead assess students according to their individualized plans.[25]
Special classes are similar, and may vary the national curriculum as the teachers see fit. Tsukyu are resource rooms that students with milder problems use part-time for specialized instruction individually in small groups. These students spend the rest of the day in the mainstream classroom. Some students with special needs are fully included in the mainstream classroom, with accommodations or modifications as needed.[25]
Training of disabled students, particularly at the upper-secondary level, emphasizes vocational education to enable students to be as independent as possible within society. Vocational training varies considerably depending on the student's disability, but the options are limited for some. It is clear that the government is aware of the necessity of broadening the range of possibilities for these students. Advancement to higher education is also a goal of the government, and it struggles to have institutions of higher learning accept more disabled students.
- Pakistan
Further information: List of special education institutions in Lahore;Singapore
Special education is regulated centrally by the Singapore Ministry of Education.[25] Both special schools and integration into mainstream schools are options for students with special educational needs, but most students with disabilities are placed in special schools.[25]
Students with special education who wish accommodations on national exams must provide appropriate documentation to prove that they are disabled.[25] Accommodations, but not modifications (e.g., simpler questions) are normally approved if they are similar to the accommodations already being used in everyday schoolwork, with the goal of maintaining the exam's integrity while not having students unfairly disadvantaged by factors that are unrelated to what is being tested. The accommodations are listed on the Primary School Leaving Exam.[25]
Australia[edit][düzenle | kaynağı değiştir]
Australian Association of Special Education Inc (AASE)'s position is informed by the Disability Standards for Education 2005 which require that students with disabilities are treated on the same basis as other students in regards to enrolment and participation in education.[37]
With respect to standardized tests, special consideration procedures are in place in all states for students who are disabled.[25] Students must provide documentation Not all desired forms of accommodations are available. For example, students who cannot read, even if the inability to read is due to a disability, cannot have the exam read to them, because the exam results should accurately show that the student is unable to read. Reports on matriculation exams do not mention whether the student received any accommodations in taking the test.[25]
Europe[edit][düzenle | kaynağı değiştir]
Each country in Europe has its own special education support structures.
For more details on 28 European countries see European Agency for Special Needs and Inclusive Education.[38]
- Czech Republic
Schools must take students' special education needs into account when assessing their achievements.[25]
- Denmark
In Denmark, 99% of students with specific learning difficulties like dyslexia are educated alongside students without any learning challenges.[39]
- Finland
Schools adapt the national guidelines to the needs of individual students. Students with special educational needs are given an individualized plan.
They may be exempted from some parts of school examinations, such as students with hearing impairments not taking listening comprehension tests. If the student receives modifications to the school-leaving exams, this is noted on the certificate of achievement.[25] If they are not following the national core curriculum, then they are tested according to the goals of their individual educational program.[25]
- France
French students with disabilities are normally included in their neighborhood school, although children may be placed in special schools if their personalized plan calls for it.[25] Each student's personalized school plan describes teaching methods, psychological, medical and paramedical services that the school will provide to the student.
- Germany
[4][5]A special school for children with special emotional needs in Kötitz, Germany
Most students with special needs in Germany attend a special school that serves only children with special needs. These include:
- Förderschule für Lernbehinderte (special school for learning disabilities): for children who have challenges that impair learning
- Förderschule mit dem Förderschwerpunkt Geistige Entwicklung (school for cognitive development): for children with very severe learning challenges
- Förderschule Schwerpunkt emotionale und soziale Entwicklung (school for emotional and social development): for children who have special emotional needs
- Förderschule für Blinde (school for the blind): for blind children
- Förderschule für Sehbehinderte (school for the visually impaired): for children who are visually challenged
- Förderschule für Gehörlose (school for the deaf): for deaf children
- Förderschule für Schwerhörige (school for the hearing impaired): for children who are hearing impaired
- Förderschule für Körperbehinderte (school for children with physical disabilities): for children with physical disabilities
- Förderschule für Sprachbehinderte (school for children with language disorders): for children with language disorders
- Förderschule für Taubblinde (school for the deafblind): for children who are deafblind
- Schule für Kranke (school for ill children): for children who are too ill to attend school or are hospitalized for a longer
- Förderschule für schwer mehrfach Behinderte (school for children with severe and multiple disabilities): for children with severe and multiple disabilities who need very special care and attention. Sometimes these children are only susceptible for very basic emotional and sensory stimulation. Thus teachers at these school (as well as at schools for the deafblind) are highly specialized professionals.
One in 21 German students attends a special school. Teachers at those schools are specially trained professionals who have specialized in special needs education while in university. Special schools often have a very favorable student-teacher ratio and facilities other schools do not have.
Some special needs children in Germany do not attend a special school, but are educated in a mainstream school such as a Hauptschule or Gesamtschule (comprehensive school).
Students with special educational needs may be exempted from standardized tests or given modified tests.[25]
- Greece
Greek students with special needs may attend either mainstream schools or special schools.[25]
Students whose disabilities have been certified may be exempted from some standardized tests or given alternative tests.[25] Accommodations are responsive to students' needs; for example, students with visual impairments may take oral tests, and students with hearing impairments take written tests. Accommodations and modifications are noted on the certificate of achievement.
- Hungary
Special education is regulated centrally.[25]
According to the 1993 Act on Public Education, students with special educational needs may be exempted from standardized tests or given modified tests.[25] They have a right to extra time, a choice of formats for the tests (e.g., oral rather than written), and any equipment that they normally use during the school day.[25]
As of 2006, students with disabilities received a significant bonus (eight points) on the university entrance examination, which has been criticized as unfair.[25]
- The Netherlands
As a general rule, students with special educational needs are integrated into their regular, mainstream schools with appropriate support, under the "Going to School Together" policy (Weer Samen Naar School).[25] Four types of disability-specific special schools exist. The national policy is moving towards "suitable education" (passend onderwijs), based on the individual's strengths and weakensses.[25]
A strong emphasis is placed on the specific needs and positive capabilities of the individual, rather than on limitations.[25] Disabilities are normally documented by experts.[25]
The National Support System for Special Needs Education (Statped) is managed by the Norwegian Directorate for Education and Training. The general objective for Statped is to give guidance and support to those in charge of the education in municipalities and county administrations to ensure that children, young people and adults with major and special educational needs are secured well-advised educational and developmental provisions. The institutions affiliated with Statped offer a broad spectrum of services. Statped consists of 13 resource centres owned by the State, and 4 units for special education, where Statped buys services. These centres offer special educational guidance and support for local authorities and county administrations.
- Portugal
Students with disabilities have a "guaranteed right" to appropriate accommodations on assessments.[25] Schools are generally considered autonomous.
- Slovenia
On national tests, the National Examination Center normally grants most requests for accommodations that are supported by the local school's examination committee. Legislation opposes the use of modifications that would be unfair to non-disabled students.[25]
- Spain
Schools are required to provide services and resources to students with special educational needs so that they make progress and participate in school.[25] If the local school is unable to provide appropriately for an individual student, then the student may be transferred to a special school.[25]
Spanish non-governmental organizations like ONCE have traditionally provided significant services to students with disabilities.[25]
- Sweden
Local schools have significant autonomy, based on national guidelines. Schools are expected to help students meet the goals that are set for them.[25]
There are special schools (Swedish:Särskola) for students with low abilities to attend normal education. There has in 2012-2013 been media criticism on the fact that students with light problems such as dyslexia have been placed in special schools, seriously hampering their chances on the labour market.
- Switzerland
Education is controlled by the 26 cantons, and so special education programs vary from place to place.[25] However, integration is typical.[25] Students are assessed according to their individual learning goals.[25]
United Kingdom
Main article: Special education in the United KingdomFurther information: Special education in England and Special education in Scotland
In England and Wales the acronym SEN for Special Educational Needs denotes the condition of having special educational needs, the services which provide the support and the programmes and staff which implement the education.[40] In EnglandSEN PPS refers to the Special Educational Needs Parent Partnership Service. SENAS is the special educational needs assessment service, which is part of the Local Authority. SENCO refers to a special educational needs coordinator, who usually works with schools and the children within schools who have special educational needs. The Special Educational Needs Parent Partnership Services help parents with the planning and delivery of their child's educational provision. The Department for Education oversees special education in England.
Most students have an individual educational plan, but students may have a group plan in addition to, or instead of, an individual plan. Groups plans are used when a group of students all have similar goals.[41]
In Scotland the Additional Support Needs Act places an obligation on education authorities to meet the needs of all students in consultation with other agencies and parents. In Scotland the term Special Educational Needs (SEN), and its variants are not official terminology although the very recent implementation of the Additional Support for Learning Act means that both SEN and ASN (Additional Support Needs) are used interchangeably in current common practice.
North America[edit][düzenle | kaynağı değiştir]
In North America, special education is commonly abbreviated as special ed, SpecEd, SPED, or SpEd in a professional context.
- Canada
Education in Canada is the responsibility of the individual provinces and territories.[25] As such, rules vary somewhat from place to place. However, inclusion is the dominant model.
For major exams, Canadian schools commonly use accommodations, such as specially printed examinations for students with visual impairments, when assessing the achievements of students with special needs.[25] In other instances, alternative assessments or modifications that simplify tests are permitted, or students with disabilities may be exempted from the tests entirely.[25]
- United States
Main article: Special education in the United States
All special-needs students receive an Individualized Education Program (IEP) that outlines how the school will meet the student's individual needs. The Individuals with Disabilities Education Act (IDEA) requires that students with special needs be provided with a Free Appropriate Public Education in the Least Restrictive Environment that is appropriate to the student's needs. Government-run schools provide special education in varying degrees from the least restrictive settings, such as full inclusion, to the most restrictive settings, such as segregation in a special school.[42] The education offered by the school must be appropriate to the student's individual needs. Schools are not required to maximize the student's potential or to provide the best possible services. Unlike most of the developed world, American schools are also required to provide many medical services, such as speech therapy, if the student needs these services.
According to the Department of Education, approximately 6 million children (roughly 10 percent of all school-aged children) currently receive some type of special education services.[43] As with most countries in the world, students who are poor, ethnic minorities, or do not speak the dominant language fluently are disproportionately identified as needing special education services.[44] Poor, black and Latino urban schools are more likely to have limited resources and to employ inexperienced teachers that do not cope well with student behavior problems, "thereby increasing the number of students they referred to special education."[45]
During the 1960s, in some part due to the civil rights movement, some researchers began to study the disparity of education amongst people with disabilities.[46] The landmark Brown v. Board of Education decision, which declared unconstitutional the "separate but equal" arrangements in public schools for students of different races, paved the way for PARC v. Commonwealth of Pennsylvania and Mills vs. Board of Education of District of Columbia, which challenged the segregation of students with special needs. Courts ruled that unnecessary and inappropriate segregation of students with disabilities was unconstitutional.[44] Congress responded to these court rulings with the federal Education for All Handicapped Children Act in 1975 (since renamed the Individuals with Disabilities Education Act (IDEA)). This law required schools to provide services to students previously denied access to an appropriate education.
In US government-run schools, the dominant model is inclusion. In the United States, three out of five students with academic learning challenges spend the overwhelming majority of their time in the regular classroom.[47]
See also[edit][düzenle | kaynağı değiştir]
- Adapted Physical Education
- Disability studies
- Disability and Poverty
- Early childhood intervention
- Special Assistance Program (Australian education)
- Inclusive education
- Mainstreaming in education
- Matching Person & Technology Model
- Post Secondary Transition For High School Students with Disabilities
- Response to intervention
- Reasonable accommodation
- Tracking (education)
- Washington County Closed-Circuit Educational Television Project
References[edit][düzenle | kaynağı değiştir]
- ^What is special education? from New Zealand's Ministry of Education
- National Council on Disability. (1994). Inclusionary education for students with special needs: Keeping the promise. Washington, DC: Author. ^
- ^Swan, William W.; Morgan, Janet L (1993). "The Local Interagency Coordinating Council". Collaborating for Comprehensive Services for Young Children and Their Families. Baltimore: Paul H. Brookes Pub. Co. ISBN 1-55766-103-0.OCLC 25628688. OL 4285012W.
- ^Beverly Rainforth; York-Barr, Jennifer (1997). Collaborative Teams for Students With Severe Disabilities: Integrating Therapy and Educational Services. Brookes Publishing Company. ISBN 1-55766-291-6. OCLC 25025287.
- ^Stainback, Susan Bray; Stainback, William C. (1996). Support Networks for Inclusive Schooling: Interdependent Integrated Education. Paul H Brookes Pub Co. ISBN 1-55766-041-7. OCLC 300624925. OL 2219710M.
- ^Gaylord-Ross, Robert (1989). Integration strategies for students with handicaps. Baltimore: P.H. Brookes. ISBN 1-55766-010-7. OCLC 19130181.
- ^Gartner, Alan; Dorothy Kerzner Lipsky (1997). Inclusion and School Reform: Transforming America's Classrooms. Brookes Publishing Company. ISBN 1-55766-273-8. OCLC 35848926.
- ^ ab Goodman, Libby (1990). Time and learning in the special education classroom. Albany, N.Y.: State University of New York Press. p. 122. ISBN 0-7914-0371-8. OCLC 20635959.
- ^Special Education Inclusion
- ^Smith P (October 2007). "Have we made any progress? Including students with intellectual disabilities in regular education classrooms". In O'Brien, John. Intellect Dev Disabil 45 (5): 297–309. doi:10.1352/0047-6765(2007)45[297:HWMAPI2.0.CO;2]. PMID 17887907.
- ^James Q. Affleck; Sally Madge, Abby Adams, Sheila Lowenbraun (January 1988). "Integrated classroom versus resource model: academic viability and effectiveness". Exceptional Children: 2. Retrieved 2010-05-29.
- ^Bowe, Frank (2004). Making Inclusion Work. Upper Saddle River, N.J: Prentice Hall. ISBN 0-13-017603-6.OCLC 54374653.
- ^ ab Karen Zittleman; Sadker, David Miller (2006). Teachers, Schools and Society: A Brief Introduction to Education with Bind-in Online Learning Center Card with free Student Reader CD-ROM. McGraw-Hill Humanities/Social Sciences/Languages. pp. 48, 49, 108, G–12. ISBN 0-07-323007-3.
- ^Warnock Report (1978). "Report of the Committee of Enquiry into the Education of Handicapped Children and Young People", London.
- Wolffe, Jerry. (20 December 2010) ^What the law requires for disabled students The Oakland Press.
- ^Hicks, Bill (18 November 2011). "Disabled children excluded from education". BBC Online. Retrieved 13 June 2012.
- ^ ab c Bos, C. S. & Vaughn, S. (2005). Strategies for teaching students with learning and behavior problems. (6th ed.). Upper Saddle River, NJ: Pearson.
- Turnbull, Ron (2002). "Exceptional Lives: Special Education in Today's Schools (3rd ed.)Merrill Prentice Hall. New Jersey. ^
- ^History of the INJA (French)
- ^http://www.bris.ac.uk/Depts/DeafStudiesTeaching/deafed/Session%202A.htm
- ^http://www.connerprairie.org/Learn-And-Do/Indiana-History/America-1800-1860/Education-Of-The-Deaf.aspx
- The history of special education: From isolation to integration. MA Winzer ^
- Inventing the feeble mind: A history of mental retardation in the United States. S McCuen – Journal of Health Politics, Policy and Law, 1997 – Duke Univ Press ^
- Jorgensen, C.M. (1998). Restructuring high school for all students: Taking inclusion to the next level. Baltimore: Paul H. Brooks Publishing co. ^
- ^ ab c d e f g h i j k l m n o p q r s t u v w x y z aa ab ac ad ae af ag ah ai aj ak al am an ao ap aq ar Pepper, David (25 September 2007). Assessment for disabled students: an international comparison (Report). UK: Ofqual's Qualifications and Curriculum Authority, Regulation & Standards Division.
- Busuttil-Reynaud, Gavin and John Winkley. [www.jisc.ac.uk/uploaded_documents/eAssess-Glossary-Extended-v1-01.pdf e-Assessment Glossary (Extended)] (Report). UK: ^Joint Information Systems Committee and Ofqual's Qualifications and Curriculum Authority.
- ^Special Educational Needs Code of Practice. UK: Department for Education and Skills. November 2001. ISBN 1-84185-529-4. DfES/581/2001.
- Thorson, Sue. "Macbeth in the Resource Room: Students with Learning Disabilities Study Shakespeare." Journal of Learning Disabilities, v28 n9 p575-81 Nov 1995. ^
- ^"Related Services". National Dissemination Center for Children with Disabilities.
- ^Simpson, Richard L.; Sonja R. de Boer (2009). Successful inclusion for students with autism: creating a complete, effective ASD inclusion program. San Francisco: Jossey-Bass. pp. 38–42. ISBN 0-470-23080-0.
- ^Greenwood CR (May 1991). "Longitudinal analysis of time, engagement, and achievement in at-risk versus non-risk students". Except Child 57 (6): 521–35. PMID 2070811.
- ^Ellis, Edwin (2002). "Watering Up the Curriculum for Adolescents with Learning Disabilities, Part I: Goals of the Knowledge Dimension". WETA. Retrieved 2010-04-21.
- ^ ab Carol A. Breckenridge; Candace Vogler (2001). "The Critical Limits of Embodiment: Disability's Criticism". Public Culture (Duke Univ Press) 13 (3): 349–357.
- ^Amanda M. Vanderheyden; Joseph C Witt, Gale Naquin (2003). "Development And Validation Of A Process For Screening Referrals To Special Education". School Psychology Review (Research and Read Books, Journals, Articles at Questia Online Library) 32.
- ^Otterman, Sharon (19 June 2010). "A Struggle to Educate the Severely Disabled". The New York Times.
- UNESCO. (1995). Review of the present situation in special education. Webaccessed: ^http://www.unesco.org/pv_obj_cache/pv_obj_id_C133AD0AF05E62AC54C2DE8EE1C026DABFAF3000/filename/281_79.pdf
- ^"Disability standards for education".
- Country information: ^http://www.european-agency.org/country-information
- ^Robert Holland (2002-06-01). "Vouchers Help the Learning Disabled". School Reform News (The Heartland Institute).
- ^"Special education needs, Special needs education".
- ^Management of Inclusion. The SENCO Resource Centre, part 3.
- ^Karen Zittleman; Sadker, David Miller (2006). Teachers, Schools and Society: A Brief Introduction to Education with Bind-in Online Learning Center Card with free Student Reader CD-ROM. McGraw-Hill Humanities/Social Sciences/Languages. pp. 48, 49, 108, G–12. ISBN 0-07-323007-3.
- ^Priscilla Pardini (2002). "The History of Special Education". Rethinking Schools 16 (3).
- ^ ab Blanchett, W. J. (2009). A retrospective examination of urban education: From "brown" to the resegregation of African Americans in special education—it is time to "go for broke". Urban Education, 44(4), 370–388.
- Tejeda-Delgado, M. (2009). Teacher efficacy, tolerance, gender, and years of experience and special education referrals. International Journal of Special Education, 24(1), 112–119. ^
- ^Ladson-Billings, Gloria (1994). The dreamkeepers: successful teachers of African American children. San Francisco: Jossey-Bass Publishers. ISBN 1-55542-668-9. OCLC 30072651.
- Cortiella, C. (2009). ^The State of Learning Disabilities. New York, NY: National Center for Learning Disabilities.
Further reading[edit][düzenle | kaynağı değiştir]
- Wilmshurst, L., & Brue, A. W. (2010). The complete guide to special education (2nd ed.). San Francisco: Jossey-Bass.
- Nola Purdie & Louise Ellis (2005). "A Review of the Empirical Evidence Identifying Effective Interventions and Teaching Practices for Students with Learning Difficulties in Year 4, 5 and 6". ACEReSearch.
External links[edit][düzenle | kaynağı değiştir]
|Wikimedia Commons has media related to Special schools.
- The European Agency for Special Needs and Inclusive Education
- National Dissemination Center for Children with Disabilities (NICHCY) (US)
- Council for Exceptional Children (US)
- Office of Special Education and Rehabilitative Services U.S. Department of Education
- When It's Your Own Child: A Report on Special Education from the Families Who Use It Public Agenda, 2002 (US)
- Inclusive Education in Scotland (UK)


text:
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text:
Rugged And Reliable Mobile Printing Delivers Your Labels Wherever Your Need
TSC Auto ID built its reputation on building the most rugged and reliable thermal label desktop printers. We have now used this engineering and manufacturing expertise to design the industry's best reliable and rugged portable label printer.
The TSC Alpha-4L 4-inch (102 mm) direct thermal portable label printer features a rugged design and reliable performance that will continue to operate long after other printers have failed. As with all TSC built printers, we back up our claims with the industry's best two-year warranty.
The Alpha-4L is a comfortable, light-weight printer capable of working with any mobile label, document or receipt printing application where you need labels printed wherever you are.
TSC's Alpha-4L is designed for the tough life of the road, warehouse or retail location. With its optional case, the printer is IP54-rated o resist dust and water and endures to a 6 foot fall and keeps printing.
These small and light printers can be worn comfortably for a full shift, without interfering with the user's tasks. Use USB, or optional Bluetooth®, 802.11 b/g/n Wireless or Serial to connect to a mobile computer or even a smart phone and produce clear, accurate labels hour after hour.
About the Manufacturer: TSC Auto ID Technology, was founded Aug. 1, 2007 and is based in Li Tse, I-lan county, Taiwan. Its parent company, Taiwan Semiconductor Co., Ltd. (TSC), specializes in the production of semiconductor rectifiers used in home electrical appliances, communication and information products, equipment instruments, automobiles, and national defense systems. Since its founding in 1979, the company has earned a worldwide reputation as the one of the industry's leading rectifier manufacturers.
|Printer model
|8 dots/mm (203 DPI)
|Printing method
|Direct Thermal
|Max. print speed
|102 mm (4")/second
2, 3 ips for peeler mode
|Max. print width
|104 mm (4.09")
|Max. print length
|2,286mm (90")
|Plastic with rubber over molded
|Physical dimension
|160 mm (W) x 191.6 mm (H) x 79 mm (D)6.30" (W) x 7.54" (H) x 3.11" (D)
|Weight (Incl. Battery)
|1.1 kg (2.43 lbs)
|Drop specification
|1.5 m (5 ft)
1.8 m (6 ft) (w/ IP54-rated protective case)
|IP rating
|IP54 (w/case)
|Max roll capacity
|67.3 mm (2.65") OD
|32-bit RISC CPU
|• 16 MB Flash memory
• microSD card reader for Flash memory expansion, up to 4 GB
• Bluetooth
• 802.11 b/g/n Wireless (factory option)
• RS-232 (user option)
|7.2V DC, 5800 mAh Li-ion rechargeable battery
|Operation switch, button
|• 2 buttons (Power, Feed) & 6 LED indicators (Printer, Battery, Wireless status) - standard
• 4 buttons (Power, Feed, Menu, Info) & 2 LED indicators (Power, Error) & 2" LCD display, 128 x 64 pixel
w/backlight - factory option
|• Black mark reflctive sensor
• Transmissive gap sensor
• Peel sensor
• Head open sensor
|Real time clock
|Internal fonts
|• 8 alpha-numeric bitmap fonts
• Monotype Imaging® true type font engine with one CG Triumvirate Bold Condensed scalable font
|• 1D bar code
Code 11, Code 39, Code 93, Code128UCC, Code128 subsets A.B.C, Codabar, Interleave 2 of 5, EAN-8,
EAN-13, EAN14, EAN128, UPC-A, UPC-E, EAN and UPC 2(5) digits, MSI, PLESSEY, POSTNET, China Post,
ITF14, TELPEN, PLANET, Deutsche Post Identcode, Deutsche Post Leitcode, LOGMARS
• 2D bar code
Code 49, PDF-417, MicroPDF417, Maxicode, DataMatrix, QR code, Aztec, CODABLOCK F mode,
GS1 Databar
|Printer language
|TSPL-EZTM (Compatible to EPL, ZPL, ZPL II) or CPCL emulation
|Media type
|Die cut, black mark, receipt, fan-fold, linerless, continuous (outside wound)
|Media width
|50.8 ~ 112 mm (2.0" ~ 4.4")
|Media thickness
|0.055 ~ 0.165 mm (2.2 ~ 6.5 mil)
|Media core diameter
|12.7 ~ 25.4 mm (0.5" ~ 1")
|Label length
|12.7 ~ 2,286 mm (0.5" ~ 90")
25.4 ~ 152.4 mm (1" ~ 6") for peeler mode
|Environment condition
|Operation: -10 ~ 50 °C (14 ~ 122 °F), 10 ~ 90% non-condensing
Storage: -40 ~ 60 °C (-40 ~ 140 °F), 10 ~ 90% non-condensing
|Safety regulation
|Environmental concern
|Comply with RoHS, WEEE
|• Windows labeling software CD disk
• Quick start guide
• Belt Clip
• Li-ion battery
• Power adapter
*SDK for iOS (iPhone & iPad), Android 2.2 or higher, WinCE/WM 6.0/6.1pro can be downloaded from website.
|Limited warranty
|• Printer: 2 years
• Print head: 25 km (1 million inches) or 12 months which comes fist
• Platen: 50 km (2 million inches) or 12 months which comes fist
|Factory options
|• 802.11 b/g/n Wireless network
• 2" LCD display, 128 x 64 pixel w/white LED backlight
• Black mark reflctive sensor position (default center, right, or left side)
• Linerless kit
|User options
|• USB to RS-232 converter cable
• USB cable
• Li-ion battery
• IP54-rated protective case
• Shoulder strap
• Charging station 1 cell or 4 cells (with changeable power connector)
• Vehicle power adapter
|TSC Alpha-4L Data Sheet
Can I print using USB media?
Yes, you can print files which are on the USB drive by selecting the 'Print from File' option from the menu. Intended to aid in format development and diagnostics, the file on the USB drive must be named: capture.prn. This feature has become popular for short demos also. The menu travel is \Advanced\Supervisor\Files\Print from File. Note: the active configuration must be one which matches the file.
Desktop, Industrial, or Mobile printers?
Desktop - Good for printing less than 1000 labels per day. Desktop printers tend have around 4 to 6 IPS so it is recommended for lower quantities of labels.
Industrial - Good for printing labels in large quantities (10,000+/day). Industrial printers have around 8 to 14 IPS and is built for the wear and tear of printing large quantities.
Mobile - Good for printing labels on the move (eg. large warehouse, trade shows, in the field, etc.)
How are User files managed?
User files (unique to the users implementation of the LP 100R) can be:
- Added to a printer
- Copied from one printer to archive or use in another printer
- Removed completely via the menu system
User files can also be managed by accessing the printer remotely and navigating through a menu of options and screens. The specific files themselves can be either presented to the menu system through a USB flash drive or via FTP connection. The directory of user files and content can also be printed via the menu systems.
How can I get SATO-Logic controller?
Direct SATO customers who have an LP 100R under a SATO America maintenance contract are eligible for an upgrade. Please enquire through your SATO America Service Department contacts.
End users servicing their own equipment can purchase the SATO-Logic controllers.
How do I get a barcode to print?
If you already have barcode numbers that you want to print then you need software that can detect the printer and the label format. We suggest Seagull Scientific's Bartender.
If you don't have barcode numbers please view our guide: 'How To Get A Barcode'.
How do I print to the LP 100R?
The SATO-Logic controller will automatically detect the active communication port and continue to print from that port until all the jobs are complete and the port goes inactive. The user does not have to select the desired communications port.
The active port from which data is being processed is indicated on the User Display panel.
To support Windows and most host environments, SATO-Logic supports:
- Ethernet on the raw port (port 9100)
- As a print server on the LPR port (port 515)
- CUPS (Common Unix Printing System)
- Additionally legacy TCP/IP protocols to the bit level
In addition to communication connections, you may also print directly from a file present on USB media.
How do I scan 2D barcodes?
You need a barcode scanner with a 2d area imager scan engine. Laser or linear imager barcode scanners will not work.
How does SATO-Logic differ from METO-Logic?
SATO-Logic is the 8th generation wide web laser printer controller. It includes technology improvements, adjustments to industry trends, and foundation for future features and enhancements.
- Accepts USB media to manage the printer and controller settings, and diagnostic features
- Print from a file (USB) option to test or short run
- Simplification of menus
- The focus of the settings and parameters for emulations and emulation features has been revised to applicable subjects
- Legacy communication ports have been cleaned up
- The support of end of life printer models and options have been removed
- Clearer and concise user pages, recognized by the SATO-Logic branding
- These detailed reports, fit on 8.5" x 11" sheet making them easy to share.
- The status page is broken into three sections: Hardware, Communications, and Current Configuration. These sections are dynamically created when requested to reflect the concise settings.
- The Configuration Page report is simplified to eliminate confusion. As emulations, options and settings are selected, only the applicable parameters are listed, thereby eliminating confusion.
- Time and Usage page illustrates in clear progressing bar-graph format the life remaining of all PM intervals and consumables.
- Capture files sent to the print spooler (LPR/CUPS)
- Improved service and support capabilities with:
- Additional logs for network and emulation issues
- Clearer set-up options and defaults
- Network connection verification and error handling
What are the Advantages / Improvements of SATO-Logic?
- Capitalizing on the industry improvements in the hardware and supporting systems, SATO-Logic manages data communications, input file buffering, and file processing, each separately from actual printing. A data intense user will recognize large overall processing improvements in data file transmission and the subsequent processing.
- Added and improved file management features for both set-up and diagnostic, remotely and from the user panel.
- Improved job control from the menu setting and user panel during operation.
- Documentation for the laser printer and related products available if you browse the printer IP.
- Print from a file (USB) option to test or short run
- Capture files sent to the print spooler (LPR/CUPS)
- Improved service and support capabilities with:
- Additional logs for network and emulation issues
- Clearer set-up options and defaults
- Network connection verification and error handling
What are the USB ports used for?
The USB ports accept USB media (flash drives) to transfer user files. You can copy the printer set-up files from one printer and install them onto other printers. You can also copy the various logs and counter information to share with administrative or support groups as well as update the Controller software and printer firmware.
What are User files?
User files refer to the set-up files and unique resource files such as fonts, logos and formats which result in a custom or unique implementation of the LP 100R. The LP 100R allows these files to be managed by the user several ways for convenience.
What consumables are required?
Maintainable and replaceable by the user for maximum production time are:
- Toner
- Toner collection bottle
- OPC cartridge
- Developer unit
What does remote management allow or do?
The Remote Management features were developed and implemented in response to customer requests, primarily from customers with multiple sites, devices or shifts, central administration and support.
The administrators and support groups can remotely:
- Monitor the messages and function to better support the user when an issue arises
- Monitor the life of the consumables and maintenance schedules
- Apply new set-up changes, new user files, configurations, network settings, etc.
- Administrator updates
- Review activity and errors
- Retrieve the data files (capture) and resulting images for advanced diagnostics
- All the requested details which SATO might request when engaging in advanced support can be retrieved remotely.
What emulations does the LP 100R support?
- Text languages KODEscriptPlus and its predecessor KODE script.
- The binary languages HP PCL5eTM
- Legacy emulations; IGP/ VGLTM, IGP / PGLTM, or basic Line Printer
- Hex dump for diagnostics
Be sure to contact SATO Sales Representatives for optional and newly added emulations and features.
What is a 1D barcode and a 2D barcode?
1D Barcodes
- 1D is a category of barcodes with vertical black lines.
- Also known as linear barcodes.
- There are several fonts / languages of 1D barcodes.
- The longer the data, the longer the barcode becomes.
- 1D barcode is generally good for 8-15 characters.
- 1D and 2D barcode scanners can read 1D barcodes.
- Some popular 1D barcodes are: UPC-A, UPC-E, EAN-13, EAN-8, Code 39, & Code 128.
2D Barcodes
- 2D is a category of barcodes. Usually square or rectangle shaped with black pixels inside.
- Can store up to 2,000 characters. (200% increase over 1D barcodes)
- There are several fonts / languages of 2D barcodes.
- Can only be read with 2d imaging scanners.
- Some popular 2D barcodes are: QR code, PDF417, & Datamatrix.
What is a configuration?
configuration is a set of printer and emulation settings which define the way the controller and printer process the job submitted for printing. A default configuration is supplied to print basic jobs.
Each configuration defines:
- The media parameters
- The resolution of the printer (240, 300, 400, 480, or 600 DPI)
- The emulation of the data file
- Specific parameters applicable to the desired emulation, including but not limited to fonts, control characters, margins, error handling, etc.
- Image specifics such as density (darkness), orientation and alignment
- Applicable parameters for the installed options
What is a high density scanner/imager?
Some devices can be equipped with a high density scanner or imager which will allow superior barcode scanning performance on very small linear barcodes (3 mil or 0.003"), plus the versatility to read other common linear symbologies
What is Direct Thermal and Thermal Transfer?
Direct Thermal & Thermal Transfer are two methods of label printing and knowing which one you need is important.
|Direct Thermal
|Thermal Transfer
|Direct Thermal is a type of label material and printer.
|Thermal Thermal is a type of label material and printer.
|Requires Ribbon to Print
(A ribbon is like ink for thermal transfer labels and is required to print on thermal transfer labels. It is made of wax, resin, or a combination of both.)
|Heat Resistant
|Friction Resistant
|Freezer Resistant
|Chemical Resistant
|Scratch Resistant
|Smudge Resistant
|Shelf Life
|1 - 3 months
|6 - 12 months
|Additional Notes
|No ribbon means less cost for printing labels. It also frees up time since no ribbon change is necessary. For short term projects, Direct Thermal is the best choice.
|For long term projects, Thermal Thermal is the best choice for its extreme durability.
|Best Uses
|Shipping Labels, Receipts, Parking Tickets, & Visitor Passes.
|Product Labels, Laboratories, Freezers, & Inventory Labels.
What is Inch Per Second (IPS)?
Inch Per Second is the measurement of speed for how fast a printer can print or how fast a rewinder can rewind. Higher IPS means the printer can print more labels in one second.
Example: A printer with 6 IPS means it can print 6 one inch labels in one second , 3 two inch labels in one second, or 2 three inch labels in one second.
What is keyboard wedge (PS/2), Serial (RS232), and USB?
Keyboard Wedge (PS/2), Serial (RS232), and USB are different ports on a computer / printer / system. Some devices will give you the option of selecting how you want to communicate with your computer / printer / system by selecting the desired port.
Keyboard Wedge (PS/2)
A keyboard wedge, also known as PS/2, is the keyboard port on the back of a computer. Keyboard wedge data appears on a computer screen just as it would have been typed through a keyboard. The disadvantage of a keyboard wedge is that the data cannot be modified prior to displaying on a screen. PS/2 ports are very uncommon in newer computers/systems.
Serial (RS232)
Serial (RS232) connects to a computer's serial port and send its information to the screen or to any program. Serial is more complex than Keyboard Wedge but is much more versatile: data can be edited, re-ordered or changed before it is displayed, allowing customization of applications collecting and using data. Serial ports are very uncommon in newer computers/systems.
USB is the most common option for connecting devices. USB has many advantages over serial and the keyboard wedge. With USB: data transfer is faster, multiple devices can connect to a system with USB, it can draw power from a computer (so an AC adapter is not needed), can be unplugged/plugged without any issues, and can work instantly when plugged into a computer.
What is the expected consumable life?
The LP 100R has a 10% longer consumable life span over its closest competitor /predecessor the LIS-1865e. Contact a SATO Sales Rep for details.
What is the future for METO-Logic?
All printers will be produced with SATO-Logic controllers and all future development will be in SATO-Logic. Existing installed METO-Logic controllers will be maintained as required. SATO Field Service will proactively upgrade existing installations. For more details, contact your SATO America Service or Sales Representative.
What makes a device 'healthcare certified'?
Healthcare certified means the device has been covered in an antimicrobial plastic that can effectively prevent the build-up and spread of threatening bacteria and microbes. This includes the scan window, display surfaces, stylus, screws, wires, and plastic.
To be certified, each product is approved in a test lab to meet antimicrobial requirements. Antimicrobial surfaces provide effective protection but standard healthcare cleaning and disinfection procedures should still be followed. Healthcare certified devices are designed to withstand constant cleaning.
What media does the LP 100R support?
The LP 100R supports continuous feed (pin feed) media both fan folded and roll to roll. The LP 100R supports media from 6" up to 18" wide, 17" image and 5" up to 24" long. Refolding limits at 18" (with a 12" stacker table). The media thickness from 6.5 to 20 mil can be varied and stored at the configuration.
With the SATO-Logic™ controller, up to 999 user configurations can be defined and later recalled to simplify job set-up. The configurations store the media parameters, including the settings to make that media feed smoothly and fuse completely. Balancing media settings can maximize print quality while prolonging consumable life and PM schedules.
What Ribbon do I need?
A ribbon is only required for Thermal Transfer printers and the type you need depends on where the label will be placed.
Ribbons are made of wax, resin, or a combination of both. Wax is the standard ribbon type but for a stronger material, resin is the go to option. Resin is good against chemicals, temperature changes, and weather damage.
Why upgrade to SATO-Logic?
- Improved data transmission and processing efficiencies; potentially improves performance
- Supports USB media to manage the controller and user files
- Clearer and concise user menus and status pages
- Added diagnostic tools
- Network communications set-up provides verification and feedback during set-up and each initialization cycle. A message will be displayed on the panel if the communication connections are not responding.
- Remote communications in Secure Shell session for added security over open networks
- Staying current with technology protects against obsolesce
- SATO-Logic users will be best positioned for future enhancements and features
Do you guys carry more products?
Yes! We are always trying to add more products from other popular manufacturers like Zebra, Brother, Sato, Motorola, and much more. In the mean time, please contact us for any questions, information, or pricing on a product not listed on this website.
Do you offer bulk discounts?
Yes, please contact us directly about bulk discounts on hardware, labels, ribbons, or software.
I see a typo/error/mistake — what should I do?
Please tell us! We're human beings and sometimes mistakes are made. If you spot a typo, error on data specifications, or something that looks out of place then please contact us. We'll do our best to fix our mistakes as soon as possible.
Is it possible to try a product before we buy it?
Please contact us for products to test. Some products may require having a credit card on file before shipping out a demo unit.
Where is the price?
Unfortunately, we are unable to list actual pricing due to restrictions. Fortunately, because of our partnerships with manufactures, we are able to offer amazingly low prices on many products. To receive the best price, please contact us and we will do our best to beat our competitor's price.
To be honest, we probably won't be able to beat everybody's price but we promise that you'll be happy with the solutions and services we can provide.
Who is All Barcode Systems?
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- We have over 3 decades of expertise & knowledge.
- We're different from other companies — we'll show you all your best options, how to use something, & be your first line of support.
- We offer products at BETTER prices on most items due to our business relationships with manufacturers and their distributors.
- We'll do our best to beat all of our competitor's price.


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The Beat Goes On
- Andree Farias CCM Magazine
- 2007 6 Nov
For all the flak that redemptive hip-hop gets for its apparent inability to break into the Christian market's mainstream, the genre is doing a lot of things right. In the following report, CCM gets to the bottom of what tireless emcees, crews and ministers are doing to keep the hip-hop game alive—in the streets, in the sanctuary, or both. …
It's an exciting time to be in faith-fueled hip-hop. Cynics complain all the time, but now, more than ever before, the table is set for the genre to not only rise and shine, but to become a force to be reckoned with.
And this just as mainstream hip-hop seems to have become a sinking ship. After years of declining quality and poor lyrical substance, audiences are fed up—and tired of not being fed. In a sobering article titled "Hip-hop's Down Beat," TIME magazine recently shed eye-opening truths about the once goldmine of recorded music. To wit:
- Music in general is experiencing a downtrend, but rap is the one genre falling the fastest—as of August of this year, rap sales were down 33 percent compared to the entire industry's 15 percent dip.
- The best-selling album of 2003 was 50 Cent's Get Rich or Die Tryin'; a few short years later, not one rap album even made Billboard's year-end Top 10 for 2006.
- Hip-hop moguls such as Russell Simmons are calling for the banning of certain offensive words from rap's vernacular.
- Former hip-hop heavyweight Master P has vowed to not curse in his recordings and even started a new label, Take a Stand Records, to promote positive hip-hop acts.
What's going on here? Is hip-hop finally cleaning up its act? Could this change of tune be the beginning of a new era? TIME certainly thinks so, but the reality of faith-based hip-hop—with its various factions, stylistic inclinations and mission statements—is too multifaceted to simply assume a blanket renaissance across the board.
For the few rappers with their sights currently set on a general market, this recent paradigm shift, however potent it might be, is certainly good news, as it opens up avenues for their music to be discovered. At the very least, the change in mentality affords them an opportunity to be a part of the solution.
"I don't personally feel my music is a way for a person to find salvation," says Ohmega Watts, an up-and-coming emcee who belongs to this new wave of faith-informed hip-hop. "My music is simply a tool in the many workings of Christ's body to challenge people."
It's an idyllic thought, but Christendom's hip-hop isn't as separate-but-equal as it would like to be. While faith remains the common bond of every artist, some are in it exclusively to preach the Gospel, even if there's no money to be made off of it. Others are in it for the art and self-expression, making hip-hop that's socially relevant yet not overt in its convictions. And many straddle the fence between the two, trying to strike a sensible balance between ministry and commerce.
Whether you call it gospel rap, Christian hip-hop, urban inspirational rap, faith-based hip-hop, or the most daring label—holy hip-hop—it's a complex genre to unravel. These different segments don't always talk or support each other; more often than not, they toil independently, and each has their own idea of what Christ-honoring hip-hop should be.
There are people like the legendary Kurtis Blow, one of the founding fathers of rap as the world knows it and now a hip-hop minister in New York. He takes a hard-line, black-and-white approach to what a faith-fueled rapper should be: "A Christian rapper is someone who raps about Christ," he says bluntly.
Conversely, artists like Southern emcee Pettidee aren't as narrow in their definition, yet ministry is still part of their focus. "If I get onstage and sing five songs and none of them have 'Jesus' in them, but then I make an altar call and 30 kids get saved, that's where it's at," he says.
The third splinter group is the one Ohmega Watts belongs t the underground crowd. These cats love Christ, but they don't necessarily feel called to rap in an evangelistic way. They may even consider their craft their ministry, yet they're more concerned with making life connections than with preaching. "Whatever [religion] you are, your life is gonna come out in your music," goes a blurb on longtime backpacker Playdough's MySpace page. "If they respect me as an emcee, they'll respect my opinions on other things."
And how far will this approach take them? "I really think that there's going to be an artist sooner than later that's really going to be able to find a middle ground between having wholesome Christian values in the music, but at the same time being accessible to those outside of church," says William "Crisis" Holt, producer for GRITS and other urban artists.
It doesn't end there. Of all these artists, some have record deals and some do not. Some play in churches, while others stick to the club circuit. Some live off of hip-hop, and others are always broke—forced to supplement their income via regular jobs. Some tour nonstop, while others do shows whenever there's an open slot in the local hole-in-the-wall.
With so many varieties of faith-fueled hip-hop to choose from, it stands to reason that the future of hip-hop isn't as obvious as one would think. With mainstream rap experiencing its worst slump yet, is the faith market bound to follow suit?
Not so fast, according to the "holy hip-hop" constituency. This pocket of faith-based hip-hop—rappers and pastors with a heavy emphasis on preaching, teaching and hard-hitting street beats—believes the direction of the industry has no bearing on their ability to do what they've been called to do.
"I was sharing the Good News before I got the record deal," says R-Swift, a newcomer on Cross Movement Records, one of the most respected faith-oriented labels in hip-hop. "The record deal was just an extra perk, the cherry on top. The deal isn't being glorified here. Before the deal, my agenda was to promote the name of the Lord. After the record deal, my agenda is the same."
"The industry could do without us," assents Phil Jackson, co-author of The Hip-Hop Church and a pastor at Tha House in Chicago, a young congregation that caters to the hip-hop generation. "The ministry will still exist. As long as we have folks who are discipled and love the Lord and are able to adjust to this context, they'll be touched by that. There'll always be a need for [the church] platform."
For the more than 150 hip-hop congregations across the nation, hip-hop is not about dropping a dope single or landing a touring slot with the hottest names in the business. Rather, hip-hop is merely a means to an end: to impact souls for the kingdom. In this context, pundits say, hip-hop is bound to subsist for years to come.
"In the secular world, if hip-hop dies, that's it," says R-Swift. "If hip-hop dies for us, we'd continue to serve on the mission field. With or without the rap song, we would still continue to give the Gospel."
But not everyone in faith-informed hip-hop is all about the ministry. As head of Syntax Records, Tim Trudeau almost experienced the demise of his own company after a bum deal with a nonpaying distributor left him in the red. Today, a providential deal with iTunes and a new distribution pact with KOCH—the largest independent distributor in the States—has returned the company to profitability.
Trudeau is by no means swimming in cash, but he's content at how things are going for the label. As a former hip-hop artist himself, he enjoys being able to provide an avenue for other artists, many of whom benefit from the label's web store and the iTunes partnership.
"Things are looking really good for Christian hip-hop," says Trudeau. "After doing business on the Christian side for more than 10 years, it's kind of a good time for us. When people are complaining, I almost feel like they're not doing something."
Not everyone is as upbeat as Syntax, but the label's optimistic outlook stems from lessons learned—constant change in a fickle landscape that requires constant adaptability.
Flexibility has been vital in the case of Da' T.R.U.T.H., a rapper whose profile in the Christian community has grown so much that he's had to take the necessary steps to compensate for the extra exposure. Since he now travels with a band, backup singers, a business manager and a road manager—all employees on his payroll—he had to establish a limited-liability company.
Still, he strives to not get caught up in the business side of things. "I'm still not chasing anything," T.R.U.T.H. says. "I'm not trying to manufacture the stuff that's happening naturally. I'm being conscientious of the fact that it's equally unbiblical to be wrongful in business."
That's the biggest fear of making hip-hop under God's name: to somehow get sidetracked by the game's money aspect. That's why rappers of faith—pop or underground, preachy or abstract, rich or poor—are nearly unanimous when asked about the key to keeping the Christian community's hip-hop scene in check.
"You want to make sure that people are really rooted and grounded in the faith, to stay focused," says indie rapper Shonlock, an emcee who moonlights as a dancer for tobyMac. "If God called you to do it, you gotta strive for excellence, especially if you're going to put Christ's name on top."
"Whatever I'm doing, I want to be in the will of God," concurs Pettidee. "Right now, I haven't put together a formula. I can't make anything happen. I can only be a good steward of what God has blessed me with."
That's what it all comes down to—keeping Christ first.
"If I would've been in it for the money, I would've left seven or eight years ago," says Dust, one-half of underground duo Mars ILL, a group that's remained together for almost a decade despite modest sales receipts. "Some months it feels like it's great financially. Some months you wonder, 'Should I still continue doing this?' Ultimately, God has provided 100 percent of our needs. I can't complain."
Sev Statik, a buddy of Dust and fellow underground co-laborer, puts it plainly: "I stay busy because there's a lot of work to be done. There's no retirement plans for real emcees."
© 2007 CCM Magazine. All rights reserved. Used with permission. Click here to try a free issue.


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You will not believe what you'll see in this video.
In August 2011, on a congested freeway in Los Angeles, California Highway Patrolmen (CHP) ordered a pregnant woman to pull over, for violating a traffic law by chatting on her cell phone.
The woman first pulled over to a narrow shoulder on the far right, but was told to exit. She either didn't hear what the CHP said or simply became very confused. Instead of exiting, she began moving to the far left lane.
CHP must have shouted at her again, because she then obligingly moved back toward the right and eventually pulled over in the freeway's right shoulder.
She sat in the car, which is what drivers normally should do when police pull us over.
But she was told to exit her car. So she got out of the car and stood there, with her arms by her side, clearly unarmed.
Two policemen went up to her, slammed her face-down onto the pavement and tied her wrists behind her back. She did not resist or flail about.
Two more policemen arrived. Then another two. Each policeman outweighed the young woman by at least 50 lbs.
Then the police HOG-TIED the woman.
Here's a screenshot I took from the video at the 7:27 mark, of the woman being hog-tied (circled in red):
Watching the YouTube video, I didn't see any information about when this atrocious police brutality occurred, or what happened to the woman.
So I did a search on the net and I found the information on LeakSource.
This horrific story has a happy ending.
The woman is Tamara Gaglione, age 30. She was hauled away and charged with misdemeanor evading and resisting arrest and driving on a suspended license. But the charges were dropped when Gaglione's terrible treatment was revealed in footage from the cruiser's video camera. After the charges were dismissed, Gaglione pleaded no contest to a simple infraction of using her cellphone while driving.
Gaglione later sued the CHP and the five officers and one sergeant involved in the incident, alleging that her civil rights had been violated and that she had been subjected to excessive force and malicious prosecution.
Before any of the CHP officers could be deposed and the video admitted as evidence, CHP Commissioner Joe Farrow agreed in August to settle the suit. The state paid $250,000 to Gaglione last November.
CHP officials declined to discuss the incident, saying only that both sides concluded that settling the lawsuit for $250,000 was in the best interest of everyone. "The CHP conducted a review of the tactics and, as necessary, took appropriate action," said Fran Clader, department spokeswoman.
The involved officers remain on the force.
Gaglione, now the mother of a 9-month old son, said the incident on the freeway changed her life. Although she had left Los Angeles, where she had worked as nanny and ran a pet care business, she said "I will always be scared of police officers because of these knuckleheads."
Imagine what rotten policemen like those CHP officers would do if the Obama regime and the Left have their way, banning and confiscating all privately-owned arms, leaving us to the mercy of the state's armed stormtroopers.
H/t FOTM reader Joan W.


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For 1/4" to 5/16" (6 to 8 mm) Glass
Solid Brass
CRL Roman Series Wall Mount Glass Brackets are designed to work with 1/4
to 5/16 inch (8 to 12 millimeter) thick glass. Can also be used as a horizontal
shelf bracket. The Roman Wall Brackets have the identical configuration as the
Roman Hinges which will provide continuity of design. They feature rounded
corners and edges in six decorator finishes and are constructed of solid brass.
Color: Satin Chrome
Width: 2-1/8 in (54 mm)
Height: 3-1/2 in (89 mm)
Minimum Order: 1 Each Note: Image shows front and
back, although these are sold individually.
Specifications:Glass Thickness: 5/16 to 1/2
inch (8 to 12 millimeter) Tempered Safety Glass
Construction: Solid Brass
Holes Required: Two 5/8 inch (16 millimeter) Diameter Holes
Includes: Gaskets and Mounting Screws


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Add vehicles to compare. You can compare up to 3 vehicles at a time.
All pricing on our website may not directly reflect the actual pricing of the vehicle due to the nature of our inventory feed refresh time, incentive changes from GM and/or possible human error. For any questions or concerns please call the dealership directly.
When it comes to getting tough jobs done, the new Chevrolet Silverado 2500HD, available at our Sioux City dealership, has your back. If you are searching for the all-new Chevrolet Silverado 2500HD, Knoepfler Chevrolet in Sioux City is the best place to begin your search. This heavy-duty pickup is known for its tremendous towing capability. The interior is equipped with plenty of storage space and state-of-the-art safety and entertainment features. Come to our Sioux City dealership and see what it's like to sit behind the wheel of this workhorse. One test drive and you'll be convinced that this vehicle has got to be your work companion!
Your next ride awaits you at Knoepfler Chevrolet
If you're in the market for a new vehicle, Knoepfler Chevrolet is ready to serve you. With over 90 years of experience, we're something of a staple in the Sioux City area. We have hundreds of Chevy-brand vehicles in our new, used and certified pre-owned inventory, and we're certain you will drive away with your next family vehicle while enjoying our renowned customer service.
Since 1922, Knoepfler Chevrolet has operated with a customer-centric and family-oriented approach to its business, stretching all the way from Vermillion, SD to Norfolk, NE. Drivers looking to buy new have loads of cars, trucks, and SUVs to choose from and they all come with our comprehensive Chevrolet Complete Care benefit program. From the moment you buy new with Knoepfler Chevrolet, you'll have us with you for the long haul.
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Juridica International, published since 1996, is a peer-reviewed open access journal.
The topics of the journals are planned by the editorial board. A variety of more significant topics have included European integration, Civil Code, Penal Code, the Constitution, fundamental personal rights and freedoms etc.
Juridica International has established contacts with internationally acclaimed scientific databases. For instance, EBSCO a recognized leader in the academic database industry, introduces Juridica International as a peer-reviewed academic journal with coverage of legal topics of Estonian and international importance. The journal is indexed with and included in DOAJ, IFLP etc.
Rechtstheorie printed an Estonian edition Gesetzgebung und Rechtspolitik, which featured articles published in the framework of the international symposium Legislation and Legal Policy.
The tenth-jubilee issue of Juridica International was accompanied by the international conference European Legal Harmony: Goals and Milestones.
In 2012, Estonia celebrated the 20th anniversary of the national constitution passed on June 28, 1992. The presenting of the special edition titled 20 years of the Estonian Constitution was one of the highlights of the anniversary celebrations.
Since January 2002, our readers have had the opportunity to access the online version. According to the user statistics most of the views come from USA, Great Britain, Germany, India, the Netherlands, Canada, Italy, Australia, Belgium and France.
In summary, over the years, Juridica International has become a highly valued channel for Estonian lawyers, enabling them to take their research onto the international arena. And, furthermore, we could not be happier that our foreign colleagues are using this opportunity to publish their articles in the journal and are doing so with an increasing frequency.


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Daniela Perallon is an Emmy award winning Reporter for WHNT News 19. She joined the team in December of 2011. She has reported extensively on city government, as well as local elections and education issues throughout the Tennessee Valley.
In 2014, Daniela received her first Midsouth Regional Emmy for her work on the collaborative project "Boys & Girls." The 30 minute special told the story of the wonderful work and service done by the Boys & Girls Clubs of North Alabama.
She started her career as a reporter/producer for WEHT News 25 in Evansville, Indiana.
Daniela is a proud alum of the University of Florida (Go Gators!). There she reported and produced news for WRUF Sports Radio 850 and Florida's 89.1 WUFT-FM. She also reported for WUFT-TV.
Before starting her professional career, Daniela interned at WUSA9, Washington D.C.'s CBS affiliate.
In her spare time, Daniela can often be found adventuring around the Tennessee Valley. She has a love for still photography, politics, good food, and her adorable dog Olive and nomad cat Sly Barth.
You can usually catch Daniela on air Monday-Friday evenings at 5, 6, & 6:30.
Feel free to email her with your story ideas, feedback, or just to say hello! You can also find her on Twitter @DanielaPerallon.