Policy, Goal, and Objectives of
Special Education
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E D U C AT I O N
Objectives of Special Education
1 2 3
Develop the Enable them to Provide them
maximum potential become self-reliant opportunities for a
of the child with full and happy life
special needs
Development and maximization of
learning competencies
Specific
Objectives of
Special
Education
Inculcation of values to make the
learners with special needs as useful
and effective members of the society
Ultimate Goal The integration or mainstreaming of learners with special
of Special needs into the regular school system and eventually into
the community
Education
Basic Philosophy of Special Education
Special education shares
Every child with special with regular education
needs has a right to an basic responsibilities of the
educational program that is educational system to fulfill
suitable to their needs the right of the child to
develop to his full potential
Special Needs
Education
Special Needs Education
Education
the action or process of teaching
someone in a school
educated at home by parents preschool for a more formal, systematic, and
rigorous type of learning
elementary, secondary, and tertiary schooling
Prensky (2014)
the real goal of education is “becoming”
a good person
a more capable person than when you started
Yeats
education is not the filling of pail but lighting of a fire
Pathology of Difference
Clough and Corbett (2000)
there will always be students performing closely with each other
BUT there are those who fall at tail ends of the curve
Those at the extremes are either
HIGH SKILLED
LOW SKILL LEVELS
How does education address this reality?
Special Education
an attempt to increase fairness
of universal public education for
exceptional learners
Inclusive
Education
Inclusive Education
practice that places students takes root in special needs
with disabilities in general education education
classroom
The global arena has been consistently vocal in its stand on children, persons with
disabilities, and education
1948- Universal Declaration of Human Rights
1989- United Nations Convention on the Rights of the Child
EFA- Education for All (1990)
all children must have access to complete, free, and compulsory primary education
1993- UN Standard Rules on the Equalization of Opportunities for Persons with Disabilities
1994- Salamanca Statement and Framework for Action on Special Needs Education
2000
World Education Forum Framework for Action
Millennium Summit of the United Nations
2001
EFA Flagship on the Right to Education for PWDs
2005
UN Disability Convention
2006
UN Convention on the Rights of Persons with Disabilities
Education 2030 Framework for Action
2030 Agenda for Sustainable Development
All of these for a single goal in mind:
INCLUSION
Guidelines for Inclusion (2005)
published by UNESCO
INCLUSION
is a process, “a never ending search to find better ways to respond to
diversity”
involves a preventive dimension, specifically in identifying and removing
potential barriers to this process through “ collecting, collating, and evaluating
information” for improving policy and practice
is all about the “presence, participation, and achievement” or learning
outcomes of all types of students
puts “particular emphasis on learners who may be at risk of marginalization,
exclusion, or underachievement,” and therefore, they must be consistently monitored
and represented in the inclusive process
Inclusion in Education
Valuing Increasing Restructuring Reducing Learning Viewing
Valuing all Increasing the Restructuring the Reducing barriers Learning from Viewing the
students and staff participation of cultures, policies, to learning and attempts to difference
equally students in—and and practices in participation for overcome barriers between students
reducing their schools so that all students, not to the access and as resources to
exclusion from— they respond to only those with participation of support learning,
the cultures, the diversity of impairments or particular rather than
curricula, and students in the those who are students to make problems to be
communities of locality categorized as changes for the overcome
local schools ‘having special benefit of
educational students more
needs’ widely
Inclusion in Education
Acknowledgin
Improving Emphasizing Fostering Recognizing
g
Acknowledging the Improving schools Emphasizing the Fostering mutually Recognizing that
right of students to for staff as well as role of schools in sustaining inclusion in
an education in for students building relationship education is one
their locality community and between schools aspect of inclusion
developing values, and communities in society
as well as in
increasing
achievement
