Programs of special needs education

Based on the nature of including all students in schools, the

programs that are provided to PWSNs can be broadly
categorized into two main programs.

1. Segregated programs
2. Integrated programs

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1. Segregated programs:
Segregated programs are programs that limit the inclusion of
students with special needs with other students without disability in
the same setting. Students with special needs learn in isolated
settings. These programs include:

a) Boarding (Residential) school: is a school in which students with

special needs only get as many services like food, dormitory,
education and other services being residing inside a school.

b) Daytime Special schools: are schools where students with special

needs only get educational service.

c) Special classes: are classes in an ordinary school whereby students

with special needs enroll in the same school but learn in a separate
class. In that particular special class, students with special needs
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only get educational services.
 2. Integrated programs
Integrated programs are programs which allow all children and
students to learn in the same school and in the same class

• Mainstreaming: is a program which allows all pupils, those with

and without disabilities, to learn in the same school and class
integrally with no special supports are provided to pupils with
special needs. All the students are simply integrated in one setting.

• Inclusive school: this educational program in which all students

are included physically, psychologically, socially, emotionally
and educationally in schools and actual classes with appropriate
provision of supports in accordance to their needs.

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Inclusive Education
 Cont…
 Trends in the development of SNE
Unique features of each stage
1. All students get attention
2. PWDs were not get special attention
3. Institutionalization
4. PWDs were thrown and killed
1. Inclusion

2. Mainstreaming

3. Segregation

4. Rejection/Exclusion

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 1.2. Understanding Inclusive Education
• Early it was believed special schools and special classes
were better for PWDs to help them to catch up/learn
better. However its disadvantage exceeds, instead,
inclusive education found better educational approach

• Inclusion
– is a process of addressing and responding to the
diversity needs of all learners through increasing
participation in learning, cultures and communities, and
reducing exclusion within and from education.

– is about making sure that each and every student feels

welcomed and that their unique needs and learning
styles are attended to and valued.
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 Cont…
• Inclusive education is a practice of accepting and
welcoming all children regardless of any background
(ability, sex, language, culture, religion, color etc ) in to
regular schools and class where all the needs of students
are fulfilled.

• An inclusive school is a place where everyone belongs, is

accepted, and supported by the school community
members (peers, teachers, administrative staffs ….)

• “Experience in many countries demonstrates that:

– Students with special educational needs are best
achieved within inclusive schools.
– It is within inclusive school those with special
educational needs can achieve their fullest progress
and social integration.” 7
 Characteristics of Inclusive Education
 IE Philosophically believes all students can learn.
 Uses student centered pedagogy–all students are
engaged in problem solving activities
 Requires involvement of parental, peer, siblings,
teachers, and other stake holders-collaboration
 Students learn in their own pace with accommodations
and modifications (physical environment, instructional
methods, assessment, contents….. )
 Based on IEP goals every one experiences success
 The school is ready for the child not the child ready for
the school
 Inclusive education is a process
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 Cont…

All students can lean but it is not in the same way and in the same day!

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 Cont …cxs of IE

1. Inclusion is a process
 Never -ending search to find better ways of responding
to diversity needs.
 It is about learning how to live with difference and
learning how to learn from difference
 Difference is seen positively as a stimulus for fostering
learning

2. Inclusion is concerned with the identification and removal

of barriers
 Involves collecting and evaluating information from a
wide variety of sources to plan for improvements in
policy and practice
 Cont …cxs of IE
3. Inclusion is about the presence, participation, and
achievement of all students
 Presence-where children are educated, and how
punctually they attend
 Participation-the quality of their experience
 Achievement-the outcomes of learning across the
curriculum

4. Inclusion emphases on learners who are at risk of

marginalization, exclusion, and under achievement
 Necessary steps are taken to ensure presence,
participation, and achievement of these students in the
education system.
 Elements of Inclusive Education
1. Flexible Curriculum
 Flexible curricula should adapt to children, but child
should not be made to adapt to curriculum.
 Flexible curriculum means:
 providing flexible time frame for pupils studying
particular subject
 giving greater freedom to teachers in choosing their
working methods
 allowing teachers the opportunities of giving special
support in practical subjects,
 allowing time for additional assistant for classroom –
based work
 In general the educational system need to be
responsive and flexible
 If the curriculum become rigid or inflexible, it is
difficult to practice inclusive education. 12
 Cont…
2. School Environment
 Schools need to have a welcoming educational
environment.
 Physical situation of the buildings (suitable to wheel
chairs,
 Classrooms should be conducive to student-centre
teaching method
 Free from distractive noise
 Schools should enable children with disabilities
attend their neighbour school.
 Learning classroom, ramps, stairs, toilets, roads
should be all fit to meet the unique needs of students
with special needs
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 Cont…
3. Differentiated Instruction
 In its philosophical nature inclusive education requires
diversity instructions.
 As a result of the natural differences students cannot be
expected to learn the same.
 The objective of inclusive teaching is a matter of
changing style that accommodate a diversity of abilities,
cultural backgrounds, learning styles and needs.
 Inclusive teaching acknowledges that students with
disabilities may learn differently but are not less
academically capable.
 Generally, differentiated instruction takes into account
variations in students’ background knowledge, interests,
readiness and preferences. Inclusive classrooms require
the teacher to respond with flexibility to the range of
needs and abilities represented in the classroom, 14
4. Individualized Education Programs (IEP)

 An Individualized Education Program (IEP) is a plan that

is worked out in collaboration with parents and in
response to an assessment of a student’s special needs
and abilities.
 It describes the student’s learning style, ways of
expressing what he/she has learned and the means that
teachers and other staff will use to improve the
student’s learning experience.
 In an inclusive classroom the IEP is used to set goals for
a student’s involvement and participation, measure
progress and assign specific tasks for completion.
5. Collaboration
 IE to be realized there should be a joint cooperation
among parents, teachers, peers, supportive staffs,
counselor, special need educator etc. 15
Benefits of Inclusive Education

1) Educational benefits-sharing experiences

2) Social benefits (empathy, tolerance, appreciation)

3) Economic benefit –less costy

4) Psychological benefit (develops a sense of

belongingness, enhances self-respect and concepts of
self-awareness and feeling of empowerment)

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Benefits of IE for PWDs
 Increased social initiations, relationships and networks
 Peer role models for academic and social skills
 Greater access to general curriculum
 Enhanced skill acquisition and generalization
 Increased inclusion in future environments
 Greater opportunities for interactions
 Increased parent participation

Benefits of IE for PWODs

 Meaningful friendships
 Increased appreciation and acceptance of individual
differences
 Increased understanding and acceptance of diversity
 Respect for all people
 Prepares all students for adult life in an inclusive society
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Challenges of Inclusive Education
1. School Related
 Lack Access, distance
 Physical barrier (stairs, ramps)
2. Curriculum Related
 Rigidity-inflexibility
3. Parental/community Related
 Ignorance
 Negative attitudes
4. Resource Related
 Lack of appropriate instructional materials
5. Teacher Related
 Lack of trained SNE expertise
 Inadequate trained regular teachers
 Unqualified teachers (Assessment, commitment,
negative attitudes, poor teaching methods) 18