EDUC 4: Foundation Of Special And Inclusive Education

Special and inclusive education in the Philippines, Japan, Australia, and Brazil
Daniela Jean Baile
GOAL SCOPE BEST PRACTICES
BEST
GOAL SCOPE
PRACTICES
JAPAN
PHILIPPINES Since 2007, the special needs education Students in Special Needs Education schools
Forming an inclusive education system for system has tried to move from ‘special participate in school events, inclusion in
Making special
building a convivial society, wherein people education’ to ‘special needs education’, regular classes, home schooling, Education
Considered an education
provision able to
with disabilities, who conventionally were where the latter focuses on needs rather than in remote areas, flexible education program
inclusive and not necessarily in an environment where they disabilities, so that all students with aligning to a child's disability, teachers can
serve various
Provide children learner-centred types of could fully and actively participate and difficulties can receive appropriate education move from General Education to Special
with special teaching and impairments, contribute to the society. support. School Education Act, Basic Act on Needs Education and vice versa.
needs learning education Education, Special Needs Education.
appropriate strategy, the personnel
educational 2016 Basic training,
services within Education providing AUSTRALIA
adequate
the mainstream Research The Disability Standards for Education
teaching Inclusive Education recognises the right of every Performance management, personalized
of basic Agenda defines underline the obligations of education to ensure
materials, child and young person–without exception–to be learning and support, providing personalized
education. The inclusive inclusion of that students with disability are able to access
welcomed as a valued learner and genuinely adjustments, adjusting physical classroom spaces
two-pronged education as a learners with and participate in education without
included in general education. It involves based on learners' special needs, developing
goal includes cross-cutting disabilities into experiencing discrimination. Educational
ensuring that learning environments and social and practical skills among learners,
the development issue existing regular jurisdictions offers either fully inclusive or
classes, regional
teaching approaches support full participation of classroom management, positive behavioral
of key strategies implemented completely separate education models. Programs
languages are all children and young people on an equal basis interventions and support, functional behavior
on legislation, through special include Inclusion Support Program, National
acknowledged to regardless of individual attributes or assessments.
human resource education, Education Agreement, and National Disability
serve as characteristics.
development, indigenous Strategy.
‘auxiliary media
family peoples’
involvement and education,
of instruction’,
integration
BRAZIL
active madrasa indigenous The Law of National Education Guidelines and Training teachers to work in rural schools,
participation of education, the knowledge Bases (LDBEN) determines the organization of standardize school bus fleet and reduce vehicle
government and country's systems and school education into 2 levels of education: prices, multiage classrooms, financial resources to
non-government Alternative practices, School- The Brazilian Educational System aims to basic education – comprised of early childhood rural schools, alternative forms of primary
organizations. Learning System Based Feeding eliminate barriers and provide equal access for education, primary education and secondary education delivery, utilization of digital resources,
Program, Use of individuals with disabilities through specialized education – and higher education; and by the providing equipment, furniture and pedagogical
and alternative
appropriate services and adaptations. modalities of special education, rural education, and accessibility materials to support specialized
delivery modes. learning quilombola education, indigenous education, educational services for students who are the
materials. youth and adult education, and professional target audience of special education enrolled in
education. regular classes.
 REFERENCES
UNESCO (2021).Global Education Monitoring Report. retrieved 3 Feb 24 from https://education-profiles.org/eastern-
and-south-eastern-asia/japan/~inclusion
UNESCO (2021).Global Education Monitoring Report. retrieved 3 Feb 24 from https://education-
profiles.org/oceania/australia/~inclusion
UNESCO (2021).Global Education Monitoring Report. retrieved 3 Feb 24 from https://education-profiles.org/latin-
america-and-the-caribbean/brazil/~inclusion