Understanding General, Special, and Inclusive Education PDF

Understanding General, Special and Inclusive Education Professional Education 2  LEARNING TARGETS: ✓ Differentiate general education, special education and inclusive education ✓ Explain models of disabilities ✓ Explain the steps in the process of special education LET’S...

Understanding General, Special and Inclusive Education Professional Education 2  LEARNING TARGETS: ✓ Differentiate general education, special education and inclusive education ✓ Explain models of disabilities ✓ Explain the steps in the process of special education LET’S UNLOCK! AT RISK - refer to individuals who are more likely to be diagnosed with a disability or the characteristic of a disability manifest within the individual  AT RISK Refer to individuals who are more likely to be diagnosed with a disability or the characteristic of a disability manifest within the individual  DISABILITY Refers to the inability of an individual to perform a task like the rest (like reading, walking, listening). Sometimes, it is a result of impairment (e.g. the child is not able to read clearly because of her low vision)  IMPAIRMENT Refers to a reduced function or loss of a body part. (e.g. visual impairment, hearing impairment)  HANDICAP It refers to the challenges an impaired individual or a person with disability may encounter when interacting with their environment. This term is an outdated term in special education due to its emphasis on a person’s limitation instead of abilities.  INTEGRATION Defined as the process of placing persons with disabilities in existing mainstream educational institutions, as long as a former can adjust to the standardized requirements of such institutions. (United Nations 2016: paragraph 11)  SEGREGATION is when the education of students with disabilities is provided in separate environments designed or used to respond to a particular or various impairments, in isolation from students without disabilities.  EXCLUSION Defined as when students are directly or indirectly prevented from or denied access to education in any form. (United Nations 2016: paragraph 11) Understanding General, Special and Inclusive Education  GENERAL ED. SPECIAL ED. INCLUSIVE ED. The standard An educational A holistic approach aiming educational system approach that provides to integrate all students, designed to meet the individualized regardless of their abilities needs of the majority of instruction and or backgrounds, into a Definition students, often based specialized support for common learning on a universal students with environment with curriculum and teaching disabilities or appropriate methods. exceptionalities. accommodations. Primarily caters to Focuses specifically on Welcomes all students, neurotypical students or students with including those with Target those without identified disabilities (physical, disabilities, gifted students, Population learning disabilities or intellectual, sensory, or those from diverse socio- special needs. emotional, or cultural backgrounds. developmental) GENERAL EDUCATION | SPECIAL EDUCATION | INCLUSIVE EDUCATION  GENERAL ED. SPECIAL ED. INCLUSIVE ED. Follows a standardized Uses an Individualized Combines elements of the curriculum often set by Education Program general curriculum with national or local (IEP) tailored to the modifications and Curriculum education authorities. specific needs of each accommodations to meet student. the diverse needs of all learners. Homogeneous Often conducted in Promotes heterogeneous grouping, with separate classrooms or grouping, where students Classroom classrooms consisting schools, with small with and without disabilities Setting of students with similar groups or one-on-one learn together in the same learning profiles. settings. environment. GENERAL EDUCATION | SPECIAL EDUCATION | INCLUSIVE EDUCATION  GENERAL ED. SPECIAL ED. INCLUSIVE ED. General education Special education Requires collaboration teachers deliver subject teachers focus on between general education content and manage individualized planning, teachers, special education Role of large classrooms. progress monitoring, teachers, and other Teachers and collaborating with professionals to create an families and other accessible and supportive professionals. environment. To provide a broad and To help students with To foster equality, equity, standardized education disabilities reach their and acceptance by creating Goals for most students. full potential by a learning environment addressing their unique where everyone can thrive needs. together. GENERAL EDUCATION | SPECIAL EDUCATION | INCLUSIVE EDUCATION  EQUALITY The concept of treating everyone the same, providing the same resources, opportunities, and support to all individuals, regardless of their differences. Example: Every student in a school receives the same textbook, regardless of their background or learning needs. EQUITY The concept of fairness, ensuring that individuals receive the support they need based on their unique circumstances so that everyone has an equal opportunity to succeed. Example: Students with disabilities receive textbooks in braille or with larger fonts, and students from disadvantaged backgrounds receive additional learning support. GENERAL EDUCATION | SPECIAL EDUCATION | INCLUSIVE EDUCATION  SPECIAL EDUCATION is an education that is intended to facilitate the learning of individuals with disabilities and exceptionalities with a variety of additional support to accommodate their needs in an appropriate learning environment. ELEMENTS 1. To design instruction that fits the demands of learners with special needs (LSN) 2. Additional Support → Free and Appropriate Education (FAPE) 3. Placement Options Examples: inclusive classroom, self-contained room or resource room  The SPECIAL EDUCATION PROCESS 1. Which student might need special education? 2. Is the student eligible for special education programs and services? 3. What specific educational needs result from the child’s disability? 4. What special methods of instruction, accommodations, modifications, related services, and/or supplementary supports are necessary to meet those needs so the student can achieve increased levels of academic achievement and functional performance to thrive in the school community?  The SPECIAL EDUCATION PROCESS 5. What educational setting is the LEAST RESTRICTIVE ENVIRONMENT (LRE) in which the student can receive an appropriate education? 6. Is special education helping? If not, what changes should be made in the student’s program?  SIX PRINCIPLES OF SPECIAL EDUCATION FAPE (Free and Free and appropriate education for all students with Appropriate Public disabilities. Education) Appropriate Fair and thorough assessments to identify students' Evaluation needs. IEP (Individualized A customized learning plan tailored to each student. Education Plan) LRE (Least Restrictive Students should learn alongside their peers Environment) whenever possible. Parent & Student Families and students have a voice in decision- Participation making. Procedural Legal protections to ensure students' rights are Safeguards upheld.  AGE OF SEGREGATION (1870 – 1970) “SEPARATED AND EXCLUDED” children with disabilities were kept separate from their peers. They were often placed in institutions or special schools instead of being included in public education. The belief at the time was that they could not learn like other children, so they were either given minimal education or simply cared for in isolated settings. ✓ Many students with disabilities were denied access to public schools. ✓ Special schools focused more on custodial care rather than education. ✓ The education system treated students with disabilities as unable to participate in regular learning.  AGE OF INTEGRATION (1971 – 1989) “ALLOWED IN, BUT STILL SEPARATE” Laws were passed that allowed children with disabilities to attend public schools, but they were still placed in separate classrooms or programs. The idea was to provide access to education, but not necessarily to include them fully with other students. ✓ The Education for All Handicapped Children Act (1975) made education a right for children with disabilities. ✓ Schools created special education classrooms, but students were still isolated from their peers. ✓ The focus was on meeting legal requirements rather than full participation.  AGE OF INCLUSION (1990 – present) “LEARNING TOGETHER” In this period, the focus shifted from separating students to including them in general education classrooms as much as possible. The belief is that students with disabilities belong in the same classrooms as their peers and should receive support within that setting rather than being placed in separate programs. ✓ The Individuals with Disabilities Education Act (IDEA) (1990) emphasized inclusive education. ✓ Assistive technology, accommodations, and specialized support help students learn in regular classrooms. ✓ Schools now strive to make learning accessible to everyone, recognizing disability as a part of human diversity rather than as something that needs to be "fixed" or hidden.  13 Categories of Disabilities (IDEA) 1. Autism 8. Orthopedic Impairment 2. Deaf-Blindness 9. Other Health Impairment 3. Deafness 10. Specific Learning 4. Emotional Disturbance Disability 5. Hearing Impairment 11. Speech or Language 6. Intellectual Disability Impairment 7. Multiple Disabilities 12. Traumatic Brain Injury 13. Visual Impairment