Introduction to Special and Inclusive

Education
Models of Disability
What is Special Needs Education
Why inclusion?
The 2030 Agenda
Continuation…
What’s and Why’s of Inclusion?

• Inclusive Education is an educational practice that places students

with disabilities in the general education classroom along with
typically developing children under the supervision and guidance
of a general education teacher (Del-Corro Tiangco, 2014).

• It is anchored on the philosophy that every child has an inherent

right to be educated equally with his peers, no matter how
different he/she may appear to society.
What’s and Why’s of Inclusion?

• 1948- worldwide declaration on children and their right to be

educated (Universal Declaration of Human Rights 1948; United
Nations Convention on the Rights of a general education teacher)

• 1990-countries bonded together for the world declaration of

Education for All (EFA), which stated that all children must have
access to the complete, free, and compulsory primary education
What’s and Why’s of Inclusion?

• 1993- the UN Standard Rules on the Equalization of Opportunities

for Persons with Disabilities was created.
• Mandate: based on the Salamanca Statement and Framework for Action on
Special Needs Education (1994)- Schools should accommodate all children,
including the disabled, the gifted and the marginalized.
Guidelines of Inclusion published by UNESCO (2005)

1. Inclusion is a process. That is to say, inclusion has to be seen as

a never-ending search to find better ways of responding to
diversity. It is about learning how to live with differences and
learning how to learn from differences.

2. Inclusion is concerned with the identification and removal of

barriers. Consequently, it involves collecting, collating and
evaluating information from wide variety of sources in order to
plan for improvements in policy and practice.
 What’s and Why’s of Inclusion?

3. Inclusion is about the presence, participation and achievement of all

students. Here “presence” is concerned with where children are educated,
and how reliably and punctually they; “participation” relates to the quality
of their experiences whilst they are there and, therefore, must incorporate
the views of the learners themselves, and the “achievement” is about the
outcomes of learning across the curriculum, not merely test of examination
results.
4. Inclusion involves a particular emphasis on those groups of learners who may
be at risk of marginalization, exclusion, or underachievement. This indicates
the moral responsibility to ensure that those groups that are statistically most
“at risk” are carefully monitored, and that, where necessary, steps are taken
to ensure their presence, participation, and achievement in the educational
system.
Models of Inclusion: Push In and Full Inclusion

• Push in-has the special education teacher enter the classroom to provide
instruction and support to children.
• The push in teacher will bring materials into the classroom.
• The teacher may work with the child on math during the math period, or perhaps reading
during literacy block.
• The push in teacher also often provides instructional support to the general education
teacher, perhaps helping with differentiation of instructions.
• Full Inclusion- places a special education teacher as a full partner in a
classroom with general education.
• The general education teacher is the teacher of record, and is responsible for the child,
even though the child may have an IEP.
• Not all teachers are well-suited to partner in full inclusion, but skills for
collaboration can be learned.
Inclusion in Education Involves

A. Valuing all students and staff equally

B. Increasing the participation of students in,-and reducing their
exclusion from,-the cultures, curricula, and communities of local
schools.
C. Restructuring the cultures, policies, and practices in schools so
that they respond to the diversity of students in the locality.
D. Reducing barriers to learning and participation for all students,
not only those with impairment or those who are categorized as
‘having special educational needs’
Inclusion in Education Involves

E. Learning from attempts to overcome barriers to the access and

participation of particular students to/make changes for the
benefit of students more widely
F. Viewing the difference between students as resources to support
learning, rather than problems to be overcome
G. Acknowledging the rights of students to an education in their
locality
H. Improving schools for staff as well as for students
Inclusion in Education Involves

I. Emphasizing the role of schools in building community and

developing values, as well as in increasing achievement
J. Fostering mutually sustaining relationships between schools and
communities
K. Recognizing that inclusion in education is one aspect of inclusion
in society.
The 2030 Agenda

• Education is a human right and a force for sustainable development

and peace. Ever goal in the 2030 Agenda requires education to
empower people with the knowledge, skills, and values to live in
dignity, build their lives and contribute to their societies.

• Today, more than 262 million children and youth are out of school
• 6 out of 10 are/not acquiring basic literacy and numeracy
• 750 million adults are illiterate, fueling poverty and marginalization.
The 2030 Agenda

• Ambitions for educations for education are essentially captured in

Sustainable Development Goal 4 (SDG 4) of the 2030.
• AIM: every learner matters and matters equally
• Ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all.
• The roadmap to achieve the education goal, adapted in November 2015,
provides guidance to government and partners on how to turn commitments
into action (Education 2030 Framework for Action)
• UNESCO is responsible for coordinating the international community to
achieve this goal through partnerships, policy guidance, capacity
development, monitoring, and advocacy.
Thank You!!