Definition , Goals and Scope of Special

and Inclusive Education

 OBJECTIVES:
 At the end of the unit, students should be able to:
 Explain the meaning of special and inclusive education;
 Display understanding of the different terminologies being
used in special and inclusive education;
 Enumerate the goals, objectives and scope of special and
inclusive education; and
 Explain the vision for children with special needs.
What is special Education?
Special Education (also known as
special-needs education, aided
education, exceptional education,
special ed or SPED) is a broad term that
describes a wide variety of instructional
services that are based on a child’s
individual needs. Ideally, this process
involves the individually planned and
systematically monitored arrangement of
teaching procedures,
adapted equipment and materials,
and accessible settings. These
interventions are designed to help
individuals with special needs
achieve a higher level of personal
self-sufficiency and success in
school and in their community which
may not be available if the student
were only given access to a typical
classroom education.
 
Special education refers to the preparation
of teaching procedures and materials, and other
interventions designed to address the needs of
a child with learning differences, disabilities,
and giftedness. Moreover, special education’s
concern is the optimum development of the
individual child to become a skillful, free and
purposive person, able to plan and manage his
own life and attain his highest potential in
society (UNESCO, 1988).
Goal of Special Education
To develop the maximum potential of
the child with special needs to enable
him to become self-reliant and shall
be geared towards providing him with
the opportunities for a full and happy
life.
Specific Objective of Special Education
 The development and maximization of learning
competencies, as well as the inculcation of
values to make the learners with special needs
as useful and effective members of society.
The Ultimate Goal of Special Education
The integration or mainstreaming of learners with
special needs into the regular school system and
eventually into the community.
 
Basic Philosophy of Special Education
“Every child with special needs has a right to an
educational program that is suitable to his needs.”
“Special education shares with regular education basic
responsibilities of the educational system to fulfill the
right of the child to develop to his full potential.”

Scope of Special Education

Special Education broadly identifies the academic,
physical, cognitive and social-emotional instruction
offered to children who are faced with one or more
disabilities.
What is Inclusive Education ?
Inclusive education is an approach towards educating the
children with disability and learning difficulties with that of
normal ones within the same classroom. It seeks to address the
learning needs of all children with a specific focus on those
who are vulnerable to marginalization and exclusion. It implies
all learners – with or without disabilities being able to learn
together through access to common schools and community
educational setting with an appropriate network of support
services. Inclusive education values diversity and the unique
contributions each student brings to the classroom.
Inclusion in education is an approach to educating students with special
educational needs. Inclusion rejects the use of special schools or classrooms
to separate students with disabilities from students without disabilities.
Ed 106
There are 2 types of Inclusive Education
1.Partial Inclusion: Children with disability are
educated in the regular classrooms for most time of
the day. For the rest of the day, they leave their
regular classrooms to be with their special education
teacher aide in a resource room to work on individual
academic skills or behavioral goals.
2. Full Inclusion: A child needs to be isolated because of a skill he
uniquely needs. It means that the disabled students get all the special
services they need in the regular classroom and stay there all day.


There are 2 methods of adopting Inclusive Education:
 

 Accommodation: It is employed when the student is

anticipated to learn similar curricular content. It is
carried out when there are little changes in the services
or arrangement that do not alter the learning outcomes
of the students. But the student may be taught in a
different way or may require some changes in the
environment.
 Modification: It applies to student with severe
disabilities. It is implement when there are changes in
the curriculum to fit the student’s ability. It is usually
used when a student is expected to learn a different
Common Misconceptions about Inclusive
Education:
Some opinions about inclusive education are based on
unsound information. Three common myths about inclusion
are:
Myth 1: Separate is better. 
Reality: Segregation doesn’t work. Whether children are
separated based on race, ability, or any other characteristic, a
separate education is not an equal education. Research shows
that typical children and children with disabilities learn as
much or more in inclusive classes.
 
Myth 2: Children must be “ready” to be included.

Reality: All children have to the right

to be with other children their own
age. A child with disabilities does not
have to perform at a certain grade
level or act exactly like the other
children in their class to benefit from
being a full-time member in general
education.
Myth 3: Parents don’t support inclusive
education
 Reality:Parents have been and continue
to be the driving force for inclusive
education. The best outcomes occur when
parents of children with disabilities and
professionals work together. Effective
partnerships happen when there is
collaboration, communication and, most of
all, TRUST between parents and
professionals.
Needs and Importance of Inclusive Education
 
1. Differentiated Instruction: All students
learn differently and their individual needs
should be taken care of. This is more so
important for students with disabilities.
Teachers meet everyone’s needs by presenting
lessons in different ways and using Universal
Design for Learning (UDL). One key teaching
strategy is to break students into small groups.
By using small groups, teaching can be tailored
to the way each student learns best. This is
2.Reduced Stigma: Stigma is a strong feeling of
disapproval that most people in a society have about
something. In developing nations, there is a stigma
towards people with disabilities. Inclusive classrooms are
filled with diverse learners. This lets students talk about
how everyone learns in their own way, thus developing
understanding about each other’s strengths and
weaknesses. They may find that they have more in
common with other kids than they thought. This can go a
long way in reducing stigma for students with learning and
attention issues. It can also help them build and maintain
friendships. Inclusion in schools goes a long way in helping
remove the negative stigma in society towards disabled
people.
3. Effective Use of Resources: In more traditional
special education settings, many students are
provided related services, like speech therapy or for
other specialized instruction. An inclusion class
often brings speech therapists, reading specialists
and other service providers into the classroom.
These professionals can provide information and
suggestions to help not just disabled students, but
also to abled students. A non- inclusive classroom
usually has the usual subject teacher that don’t
provide anything special to the students.
 5.Human Resource Capitalization: If one of
the motivation for uplifting women’s
education was to make the best use of a
nation’s work force, the same logic can be
applied to students with disabilities. Like any
minority group, disabled people can also reach
their maximum potential with additional help.
Through Inclusion policies in the education
system, a country can expand its workforce by
creating individuals who may be disabled
through unfortunate circumstances but fully
abled and functional in productivity.
4. Basis for Inclusive Society: A society that
embraces and integrates an inclusive education will
naturally introduce the same culture of inclusion in
its concepts of civic participation, employability
and community relationships. The seeds of inclusion
need to be planted in the young students so that
they will learn the values, skills and knowledge to
include others who are different from them. Those
with disabilities can become pioneers of public
projects and programs.
  
 6. Better Academic performance: Research has
shown that students learning together in the
classroom improves academic excellence.
Students set higher expectations for themselves
due to the presence of others with diverse
abilities. Students with disabilities challenge
themselves to perform optimally like their
classmates, while other students also
spontaneously set a high standard for
themselves.
 7. Development of leadership skills: Students in an
inclusive education environment naturally learn to
take up the responsibility of caring for one another.
There are situations where students stand up and
speak up to protect their friends who are bullied.
This naturally can lead to a leadership skill. The
school environment also encourages self-discovery
as students with diverse abilities find themselves
performing roles and functions they usually would
not be exposed to if they had been separated.
 8. Parental Involvement: Parents participation in the education
of the child in an inclusive system can ultimately define its
success. Inclusive education involves coming up with innovative
and strategic methods of getting parents involved and noticed by
children in the learning process. The process of creating
educational contents and other learning activities in an inclusive
system ensures a significant contribution of parents through the
planning stage. Parents can be actively involved in their child’s
education and other school activities. Parents love to witness the
performance of their children during events such as debate, quiz
competition, sports and other programs. It also drives a higher
commitment to the school by the parents as they become more
involved in the school program
 9.Building Self Esteem and Self Worth: Attending
classroom settings that depict the true nature of the
similarities and differences that exist in the world helps
children appreciate diversity. It is essential that a child’s
education introduces him/her to the reality of the world
out there beyond the walls of just an academic
environment. Playing and learning alongside with other
children of different cultures and abilities assist children
to grow in understanding people that are unique in skills
due to physical, social or other challenges. The culture of
respect for one another also grows when children are
allowed to play with one another without segregation.
 10.Economical: Most developing nations have
problem of funding in education. There is a lack
of schools as well as teachers. By converting
schools into inclusive schools, we not only save
the expense of constructing a new
establishment, but also get to retain the
experienced staff. However, the existing staff
will require additional training, which despite its
additional cost, is still more economical in the
long term.
Aims and Objectives of Inclusive Education

 1. To
develop and utilize Individualized Education
Programs (IEP) as a means to impart personalized and
need based educational experiences to all students,
abled or disabled.
 2. To
develop democratic thinking in young students
and make democratization of education possible.
 3. Provideeducational opportunities to all students,
irrespective of their backgrounds and capabilities
 4. To provide appropriate vocational services to students with
disabilities and direct them to careers suited for them.
 5. To provide Transition Services and develop a post-secondary school
plan for each student with a disability, so that they can acquire help
and adjust at the higher levels of education.
 6. To provide a coordinated and comprehensive instructional program
from kindergarten through high school.
 7. Help teachers in identifying the strengths and weaknesses of
students and provide appropriate assistance wherever and whenever
required.
 8. To make use of the latest ICT based and non-ICT based teaching
learning tools in classroom to enhance the learning capabilities of not
just disabled students but also fully abled students as well
 9. Making use of specialized instructors, medical experts,
therapists, support agents and various experts in the process
of education.
 10. To encourage students with disabilities to take up
leadership roles and responsibilities, making them more
independent and less reliant on other’s help.
 11. Getting parents to be actively involved in their child’s
education by constantly communicating and coordinating the
child’s learning activities.
 12. Develop the value of tolerance and acceptance towards
persons who are different in looks, color, race, gender,
abilities etc.
 13. Sensitize the abled students about the problems and
hardships faced by their disabled classmates, and helping
them appreciate what they have, which develops mature
sensibility and outlook towards the world around them.
 14. Teachers in inclusive settings tend to develop new
skills and well as understanding about the different needs
of students, thus leading to professional development.
 15. Create social acceptance and awareness regarding
inclusive education through various awareness programs,
which not only encourages people to send their disabled
children to school but also remove the social stigma around
disabilities
Scope of Inclusive Education
 The concept of Inclusion is often discussed as though it applies
only to students with disabilities. In reality, Inclusive Education
has much wider scope.
 According to Booth and Ainscow, Inclusion in education involves:

 1. Valuing all students and staff equally.

 2. Reducing student exclusion from schools and focusing their
increase participation in the cultures, curricula and communities of
local schools.
 3. To respond to the diversity of students in the locality, there is a
need for restructuring the culture, policies and practices in schools.
 4. Reducing barriers to learning and participation for all
students in the schools. Especially those who are
categorized as having special educational needs.
 5. Learning from attempts to overcome barriers to the
access and participation of particular students to make
changes for the benefit of students more widely.
 6. Viewing the difference between students as resources
to support learning, rather than as problems to be
overcome.
 7. Acknowledging the right of students to an education in
their locality.
 8. Improving schools for staff as well as for students.
 9. Emphasizing the role of schools in building
community and developing values, as well as in
increasing achievement
 10. Fostering mutually sustaining relationships
between schools and communities.
 11. Recognizing that inclusion in education is
one aspect of inclusion in society.
The Scope of Inclusive Education on the basis of the persons it
caters to can be described as ones who are covered under the
title of Children with Special Needs (CWSN) as well as ones
who are fully abled, yet are at a very disadvantaged position.

 CWSN includes children facing the following problems:

 1. Physical/Motor – muscular dystrophy, multiple sclerosis,
chronic asthma, epilepsy, etc.
 2. Developmental/Intellectual – down syndrome, autism,
dyslexia, processing disorders
 3. Behavioral/Emotional – ADD, bi-polar, oppositional
defiance disorder, etc.
 4.Sensory Impaired – Blind, visually impaired, deaf, limited
hearing etc.
 Children in disadvantaged positons includes:
 1.Children engaged in workforce (through child labor or
family profession)
 2. Children in remote and secluded areas with minimal
access to the outside world.
 3. Children of migrant laborers and refugees (owing to
natural calamities or war)
 4. Female Children living in unfavorable circumstances (sex
trafficking, child marriage)
 5. Children of minority group (exclusion based on caste,
religion, race etc.)
 6. Children suffering from abuse at home (from parents)
Principles that Guide Quality Inclusive Education

 All children belong.

 Inclusive education is based on the simple idea that every

child and family is valued equally and deserves the same
opportunities and experiences. Inclusive education is about
children with disabilities – whether the disability is mild or
severe, hidden or obvious – participating in everyday
activities, just like they would if their disability were not
present. It’s about building friendships, membership and
having opportunities just like everyone else.
  All children learn in different ways.

 Inclusion is about providing the help children need to learn and

participate in meaningful ways. Sometimes, help from friends or
teachers works best. Other times, specially designed materials or
technology can help. The key is to give only as much help as needed

  It is every child’s right to be included.

 Inclusive education is a child’s right, not a privilege. The Individuals

with Disabilities Education Act clearly states that all children with
disabilities should be educated with non- disabled children their own
age and have access to the general education curriculum.
How can we advance inclusive education?

 To make inclusive education a reality we need to do the

following:
 • ensure that educators have the training, flexibility, and
resources to teach students with diverse needs and learning
styles
• ensure that kindergartens and schools receive adequate
and sustainable financial support so that all activities and
services are fully inclusive
• empower parents to assert their children’s right to
education in inclusive settings
• enable the entire community—including
mainstream and special educators, social
workers, parents, and students—to work together
and participate in the design, delivery, and
monitoring of education, thereby reframing
inclusive education as a shared responsibility
• hold governments accountable for
implementing antidiscrimination legislation, legal
mandates for inclusion, and policies to remove
barriers
Making Inclusion a Reality
 What you can do to promote inclusion for your child:
 1. Encourage your child to participate in activities where he/she can
meet children her same age with different abilities.
 2. When looking for activities, consider your child’s interests. The local
school, library, and recreation or community centers are good places to
check out. You also may want to consider national organizations that
encourage diversity, such as 4-H Clubs.
 3. Search the Internet for activities or organizations that your child may
want to join.
 4. Two community Web sites with numerous resources are The Family
Village and Kids Together: Information for Children and Adults with
Disabilities.
 5. Help
your child develop friendships with
classmates or other neighborhood children.
 6. Set up opportunities for your child to be
with children he likes or children who show an
interest in him. Teach your child how to make
and keep friends. For other recommendations,
visit the article Let’s Play Together: Fostering
Friendships Between Children with and
Without Disabilities.
 7. Share your goals and expectations for your
child.
 8. Beforeyou meet with the school and decide
upon your child’s Individualized Education Plan
(IEP), meet with his teachers, therapists and
others to discuss your goals, expectations, and
future placement preferences for him.
 9. Know the rights you and your child have to an
inclusive education.
 10. For more information on your rights, visit
the article Family Rights: The Educational Rights
of Children with Disabilities.
What schools can do to promote successful inclusive education:

 1. Consider inclusive education first.

 2. Special education services can be provided in many
different settings. Schools are required to consider the general
education class before considering any other setting for your
child to receive special education services.
 3. Support each child’s learning.
 4. Teachers support learning in inclusive classrooms in three
ways. First, they teach so that students with differing abilities
and learning styles can understand and participate. Second,
they modify assignments when they are too difficult. Third
 they model respect and encourage friendships.
What families can do when they meet resistance in
accessing inclusive education for their children:

 1. Get and share information.

 2. Some schools do not support a family’s desire for inclusion,
because they are used to providing special education services
to students in separate classes. Or they may not understand
how to make inclusion work for all children. Visit general
education classes and separate classes for students with
disabilities. Carefully explain to your child’s teachers, principal
or IEP team why you believe inclusive education would be best
for your child. Share information with your child’s school about
the benefits of inclusive education.
 3. Enlist the help of others.
 4. Sometimes it is helpful to bring in an expert or
advocate. This person will make sure that your
preferences about your child’s placement are heard.
This person can also help explain the benefits of
inclusive education and how to make it happen in
your child’s school. You may find someone to help by
contacting advocacy organizations, special education
parent groups in your child’s school, and local
colleges with teacher training programs.
 5. Become your child’s advocate.
 6. Ittakes time and energy to make inclusion happen
in a school that is resistant to change. Stay focused
on what you believe is best for your child. Listen
carefully to the arguments against your child’s
inclusion in a general education class and use what
you learn to advocate for change. For example, if
you are told that your child is not ready for the
general education class, ask what supports could be
provided to help make her successful in the class.
THANK YOU..