Oppositional Defiant Disorder Case Studycase Study
Table of Contents
Title: Page:
Special Education in Ireland 1
What is Oppositional Defiant Disorder?(ODD) 3
What Causes ODD? 3
Symptoms of ODD 4
How Is ODD Diagnosed? 4
What is the Treatment for ODD? 5
Prognosis 5
Emotional and Practical Implications on the Family 5
Resources Available 6
Role of the Interdisciplinary Team 7
Elements of Good Practice 7
Conclusion and Personal Learnin 8
Bibliography 8
Appendices
Special Education in Ireland
Prior to the 1990’s Special Education was entirely in the hands of religious orders. In the mid 1980’s the worldwide push highlighting the need to integrate children with special needs into main-stream schools helped influence the Irish Educational policy. With the decline of religious orders in education, the responsibility of educating children with special needs was appointed to government officials such as the Department of Education and Science (DES) as well as other corresponding agencies. Ireland became increasingly aware that they were well behind other countries when it came to making provisions for children with special needs. This resulted in an increase of changes to legislation and structural activity.
Major Publications and Legislation's where put in place to address the education of children with special needs, such as
“The Report of the Special Education Review Committee” (SERC 1993) which dealt with the educational implications of special needs.
“The Education Act” 1998 directly outlined the government's rights and legal obligations regarding education. It provided the first legal definitions of “disability”, (Pt.1 Sec.2), special educational needs, and what it meant by support services. It ensured all children with a disability would be protected ( Pt. 1 Sec. 6,a) and that the Minister for Education would allocate funding for school, support
Title: Page:
Special Education in Ireland 1
What is Oppositional Defiant Disorder?(ODD) 3
What Causes ODD? 3
Symptoms of ODD 4
How Is ODD Diagnosed? 4
What is the Treatment for ODD? 5
Prognosis 5
Emotional and Practical Implications on the Family 5
Resources Available 6
Role of the Interdisciplinary Team 7
Elements of Good Practice 7
Conclusion and Personal Learnin 8
Bibliography 8
Appendices
Special Education in Ireland
Prior to the 1990’s Special Education was entirely in the hands of religious orders. In the mid 1980’s the worldwide push highlighting the need to integrate children with special needs into main-stream schools helped influence the Irish Educational policy. With the decline of religious orders in education, the responsibility of educating children with special needs was appointed to government officials such as the Department of Education and Science (DES) as well as other corresponding agencies. Ireland became increasingly aware that they were well behind other countries when it came to making provisions for children with special needs. This resulted in an increase of changes to legislation and structural activity.
Major Publications and Legislation's where put in place to address the education of children with special needs, such as
“The Report of the Special Education Review Committee” (SERC 1993) which dealt with the educational implications of special needs.
“The Education Act” 1998 directly outlined the government's rights and legal obligations regarding education. It provided the first legal definitions of “disability”, (Pt.1 Sec.2), special educational needs, and what it meant by support services. It ensured all children with a disability would be protected ( Pt. 1 Sec. 6,a) and that the Minister for Education would allocate funding for school, support