Why SENBOX Exists

Cases of Special Education of intellectual debilities are rising 

Special Education remains still an immense challenge globally to be taught

Running-costs for Special Schools in the world is too high

Outcomes of students are often too low for price to service

Shortage of teachers - due to stress - and low student outcomes

Although medical research fro SEN is making progress - approaches for teaching are centres old 

Parents feel under pressure to help their child

Tools and resources remain still low quality and availability to support teaching effectively

The understanding for the complexity of teaching intellectual disability is low

Late preparations - lack of planing - Delays in the teaching approach are causing teacher to lose valuable time for their interventions

• Just because we think it's a good thing or we mean it well does not make it financial sustainable and or successful

• Special Education has been related under heavily subsidised conditions by government funding and and consequently as such relies on those money streams to function properly / keep it alive to its current function 

• Global schools are facing the challenge to improve the quality of life for the families and students they serve to, and many feel its could be solved with money "we need more funding". 

• However in many cases the way we approaching special education and the electiveness of applied teaching is often outdated:

> outdated to our modern capabilities > outdated to the need > outdated to the things we think to know

The job of the body is keep us alive; the job of the brain is to filter information; the job of the cautiousness is to understand more => Our global  job is to better ourselves and the conditions for those those around us without causing harm to others.

Most of us feel overwhelmed, underpowered, helpless, lazy or simply not responsible to bettering or support others around us. Many people feel insecure in their existence and feel the must help themselves fist before the well-being of others.

That's the reason why:

• Improving Special Education is often underestimated - and therefore not approached prepared enough to be improved.

• Some may say it is already good enough or we do what we can. This blindsides the huge shortcomings of education globally.

The challenge of getting education right > making the potential of the learner the real measure of success!

Success comes in many different ways. In education, success IS NOT just owning a degree, or how much money a person earns, or how many questions they can answer correctly.    

We see the success of a person when that person has reached his full social potential and maturity; is able to act indepedently and confidently and is able to organised themselves, be happy, fulfilled, and see a purpose  

Developing countries suffer from their problems to apply special education

We wish to help to create awareness of the issues that we have to focus on in order to create useful education for children

• Parents often don't know about prevention during pregnancy.

• Parents will hit or punish a child with disabilities to make them study better.

• ​Parents will focus on independence of their child later than other skills.

• ​Parents feel ashamed and will hide the child or the disability.

• Parents will think all children with intellectual disability have autism.

• ​Parents believe they can recognise autism in the face of the child.

• Parents believe watching too much TV can create autism (which is not correct).

• ​Parents don't know about early intervention.

• Parents believe doctor can heal intellectual disability with medication.

• ​Parents believe expensive private school education can replace special education.

• There is often a competition over parents.

• Parents are often partly or misinformed about their options.

• Parents are told they can not  help their child.

• Parents are often confused about special strategies or have no overview. 

• Parents and teachers often focus on knowledge education rather than skills.

• Parents and teachers focus on language skills isolated and do not focus on other skills later.

• Parents needs for help is being abused by sellers for toys, testing, information, etc.

• Parents dont know what to do when their children are getting older.

• ​Parents accept the support their child need to learn too late.

• ​Parents believe teachers can help their child alone and parents don't need to support the child anymore.

• ​Other members of the family will have other opinions and will not support the mother in educating the child enough.

• Teacher and parent focus the disability too much and forget about the abilities of the child.

• Few experts in the country

• Knowledge and methods are not collaborated

• Teachers and experts discredit each other

• ​Teacher are little aware of the strategies have to be managed in a classrom environment 

• General overview of special education is not known to all experts

• Experts treat by one method than a combination of techniques and strategiesTeaching tool are low developed, inconsistent and unplanned 

• ​Teacher forget to follow the national teaching plan to teach skills 

• Frameworks of teaching are not used, not understood

• Teacher document learning rather to plan for goals 

• ​Low records of evidence, pictures, work samples, videos, data are used

• Report are often written in an option not as a based fact observation

• Teachers are used to one style of teaching and will not try other strategies