SPECIAL EDUCATION
This is a program that
What Is Special Education?
Special education is a form of
instruction that's designed to meet the needs
of students with disabilities, so that they can
learn the same skills and information as other
children in school. The term special
education is used interchangeably
with special needs, and the disabilities may
be physical, emotional, or behavioral.
The Philosophy of Special Education
The general philosophy of special
education is that all people have the ability to
learn, regardless of their particular
disabilities. The trend in public education has
shifted from isolating special education
students in separate classrooms to
mainstreaming them in the regular classroom
for at least part of the day. This is in keeping
with the U.S. Department of
Education's Office of Special Education and
Rehabilitative Services (OSERS) mission to
‘...achieve full integration and participation
in society of people with disabilities by
ensuring equal opportunity and access to, and
excellence in, education, employment, and
community living.'
Types of Special Education Structures
Students needing special education
include those with autism spectrum
disorders, vision and hearing impairment,
intellectual disability (functioning far below
age levels), emotional disorders, specific
learning disabilities related to reading or
ability to do math, and speech and language
impairment.
In public education, students with
disabilities are first given an Individual
Education Plan (IEP).
determines what educational services they
will receive. After this is established, some
types of educational structures offered to
students with disabilities include:
1. Placement in the general education
classroom. For many special
education students, it's possible for
them to receive individualized
instruction within the regular
classroom without the need for
additional support.
2. Placement in the general education
classroom, but during preset times
during the day meets outside the
classroom with specialists for sessions
that address their different needs. These
may be speech pathologists,
psychologists, or other types of
professionals.
3. Placement in the general education
classroom, but part of the day is spent
in a resource room. This is a room
designed for their needs, with a teacher
trained to work with special needs
students.
4. Placement in a special education
classroom for most of the day, but
placed in the general education
classroom for certain classes, such as
physical education or art.
5. Separated from general education
entirely. Placement in a school
designed for special needs students
only.
It is our hope that the information
provided in The Heart of Learning and
Teaching: Compassion, Resiliency, and
Academic Success challenges both your
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Principles and Theories in Early
Childhood Special Education
 Foundation of Early Childhood Special
Education (ECSE) is a federal and state
mandated program for program for young
children with developmental delays and
disabilities.
 Not a place nor a specific program
 A designed instruction
 No cost to parents
 Addresses the unique needs that result
from a child’s disability
 Ensures access to the general education
curriculum so that each child can meet
the educational standards that Early
Childhood Special Education
Individuals with Disabilities Education
Act (IDEA)
Ensures that all children with
disabilities, including children with
developmental delays, who require special
education to meet their educational needs are
provided a free and appropriate public
education (FAPE) in the least restrictive
environment (LRE) in their individual needs.
*Six Principles of Individuals with
Disabilities Education Act (IDEA)
1. A Free Appropriate Public Education
(FAPE)
2. Appropriate Evaluation
3. Individualized Education Program
(IEP)
4. Least Restrictive Environment (LRE)
5. Parent and Student Participation in
Decision Making
Philosophy of Early Childhood Special
Education
 Instructional strategies, curriculum
adaptations, and behavioral
interventions are applied in the Least
Restrictive Environment
 The Least Restrictive Environment can
range from regular classroom
placement with consultation services
provided to the student and/or teacher
to full time support within a special
education classroom or a special
school.
 Teachers promote the concept of
inclusion by applying one of three best
practices: in-class support, co-teaching,
and consultation with classroom
teachers.
 The IEP team decides which practice
will best Each individual with a
disability is entitled to the support
necessary to maximize his/ her
potential given the resources.
Other Related Types Of Early Childhood
Program Philosophies
Young children learn through active
exploration in an environment which is rich
in materials and opportunities to converse,
socialize, work, play and negotiate with
others. Classrooms are planned to encourage
curiosity, exploration, and problem-solving
in an atmosphere of warmth, affection, and
respect for each child. Teachers plan
experiences based on children’s interests
I. Cognitive Based Philosophy (Montessori)
 Montessori is both a philosophy and a
method of educating children created
by Maria Montessori.
 Children have a natural desire to learn
and that, when they are placed in an
enriched environment with specially
designed materials and highly trained
teachers.
 Children learn quickly
Cognitive Based Philosophy’s Goals
1. acceptance and expression of both
positive and negative feelings
2. cognitive growth and development
3. development of a positive self- concept
 4. emergent literacy development
5. positive ways of interacting with peers
and adults
6. respect for the individuality and rights
of others
7. small and large muscle development
8. the growth of independence and self-
sufficiency
II. Play Based Philosophy (Waldorf)
Playing to Learn/Learning to Play
High-quality early childhood programs teach
children to think creatively so they may
succeed in a complex and ever-changing
world. Purposeful play is developmentally
appropriate and a significant element of any
early childhood program. Play is a way of
learning for children.
During a typical preschool day:
1. Children are encouraged to make choices
and practice individual decision-making.
2. Children are viewed as thinkers, reflecting
about their world.
3. Children gain knowledge by building on a
path of ever- increasing knowledge.
4. Purposeful play is when children learn
through the process of their efforts.
Values that Support Learning through
Play
Learning Environments that Support
Purposeful Play
1. a library area
2. a quiet area for the child who needs to
be alone
3. ample and rich language and print
4. art materials and tools to explore
5. blocks of various sizes and materials
6. computer exploration
7. cooking experiences
8. manipulative and table toys
9. materials and time for dramatic,
imaginative play
10. music and movement activities
11. outdoor and gross motor play
12. sensory play materials, including sand
and water
13. writing tools and materials
Rooted in the ideals, insights, and
pedagogical methods of Rudolf Steiner,
philosopher, social innovator and artist.
Provides a diverse student body with an
education that supports the development of
free thinking, self-directed young adults,
ready to embark on the next phase of their
education, and eager to contribute positively
to our world and the global society of the 21st
century.
SpEd Experts and their Contributions
1775- 1838 : Jean Marc Gaspard Itard
French physician who was an
authority on diseases of the ear and on the
education of students who were deaf • the
person to whom most historians trace the
beginning of special education as we know it
today • His techniques and willingness to
stand up for the cause of “Victor the Wild
Boy” were very influential to the training and
education programs of the time.
Revolutionary Ideas of Itard
• a carefully sequenced series of educational
tasks
• belief that every child should be educated to
the greatest extent possible
• emphasis on stimulation and awakening of
the child’s senses
• immediate reward for correct performance
• individualized instruction
• meticulous arrangement of the child’s
environment
• tutoring in functional skills

1787- 1851 : Thomas Hopkins Gallaudet
An education pioneer. Established the
American School for the Deaf. Ffilled with
compassion for the neglected people in
society and aware of the non- availability of
resources for the deaf. Began a study of sign
language and European methods of education
for the deaf after meeting Alice Cogswell, a
nine-year-old deaf girl.
1801- 1876 : Samuel Gridley Home
American physician, educator, and
abolitionist. Founding director of the New-
England Institution for the Education of the
Blind (Perkins School for the Blind) and
Massachusetts School for Idiotic and Feeble-
Minded Youth. Championed the
improvement of publicly funded schools and
lip-reading for the deaff. Funded the first
residential school for “idiots” (as
intellectually disabled people were called at
that time).
1802- 1887 : Dorothea Dix
American educator, social reformer,
and humanitarian. Devoted to the welfare of
the mentally ill that led to widespread
international reforms. Requested Congress to
grant more than 12 million acres of land as a
public endowment to be used for the benefit
of the mentally ill as well as the blind and
deaf.
1844- 1924 : G. Stanley Hall
An American psychologist.
Established the concept of child psychology
and founded Clark University. Considered a
pioneer of child and educational psychology.
His ideas influenced Sigmund Freud and
Charles Darwin.
1866- 1936 : Anne Sullivan Macy
gifted teacher. Best known for her
work with Helen Keller, a blind and deaf
child she taught to communicate and read
Braille. Helped Keller write her
autobiography.
1854- 1912 : Margaret Bancroft
Pioneer of Special Education.
Devoted to children with disabilities.
Founded the Haddonfield School for the
Mentally Deficient and Peculiarly Backward.
Championed the cause of children with
developmental disabilities. Fought for their
right to adequate care and education until her
death. Created a specialized program for the
physical, mental and spiritual growth of each
particular student. Valued the importance of
proper nutrition, personal hygiene, exercise,
daily prayers, sensory and artistic
development and lessons suited to mental
age.
“Special children must have special schools
with well-trained teachers who used
materials adapted to those children’s
capabilities. They should not be abandoned
to state institutions where conditions were
appallingly inhumane.”
INCLUSIVE EDUCATION
However, inclusive schooling, in the
first instance, recognises that special learning
needs can arise from social, psychological,
economic, linguistic, cultural as well as
physical (or disability) factors, hence the use
of the term "children with special needs"
rather than "children with disabilities".
Within the area of philosophical
foundations, students learn about curricular
aims proposed by
various philosophical traditions. There is an
emphasis on progressive formulations that
support the inclusion of students of all
abilities and backgrounds within
an inclusive milieu.
Continuation
Inclusive education is about looking
at the ways our schools, classrooms,
programs and lessons are designed so that all
children can participate and learn. Inclusion
is also about finding different ways of
teaching so that classrooms actively involve
all children. It also means finding ways to
develop friendships, relationships and mutual
respect between all children, and between
children and teachers in the school.
Inclusive education is not just for
some children. Being included is not
something that a child must be ready for. All
children are at all times ready to attend
regular schools and classrooms. Their
participation is not something that must be
earned.
Inclusive education is a way of
thinking about how to be creative to make our
schools a place where all children can
participate. Creativity may mean teachers
learning to teach in different ways or
designing their lessons so that all children can
be involved.
As a value, inclusive education
reflects the expectation that we want all of
our children to be appreciated and accepted
throughout life.
Philosophy of Inclusion
The Public Schools Acts supports
Manitoba 's philosophy of inclusion, which
states: Inclusion is a way of thinking and
acting that allows every individual to feel
accepted, valued, and safe.
An inclusive community consciously
evolves to meet the changing needs of its
members.
What is foundation of special and inclusive
education?
Inclusion is a term used to describe
one option for the placement of special
education students in public schools. These
inclusive programs are sometimes referred to
as mainstreaming, which is the selective
placement of students with disabilities in
regular education classrooms.
The primary objective of inclusive
education is to educate disabled students in
the regular classroomand still meet their
individual needs. Inclusive education allows
children with special needs to receive a free
and appropriate education along with non-
disabled students in the regular classroom.
The Benefits of Inclusive Education
Inclusive education (when practiced
well) is very important because: All children
are able to be part of their community and
develop a sense of belonging and become
better prepared for life in the community as
children and adults. It provides better
opportunities for learning.
The Benefits of Inclusive Education
  Over the years, the benefits of
providing an inclusive education to all
children have been shown. Inclusive
education (when practiced well) is very
important because:
 All children are able to be part of their
community and develop a sense of
belonging and become better prepared
for life in the community as children
and adults.
 It provides better opportunities for
learning. Children with varying
abilities are often better motivated
when they learn in classes surrounded
by other children.
 The expectations of all the children are
higher. Successful inclusion attempts to
develop an individual’s strengths and
gifts.
 It allows children to work on individual
goals while being with other students
their own age.
 It encourages the involvement of
parents in the education of their
children and the activities of their local
schools.
 It fosters a culture of respect and
belonging. It also provides the
opportunity to learn about and accept
individual differences.
 It provides all children with
opportunities to develop friendships
with one another. Friendships provide
role models and opportunities for
growth.
Beliefs and Principles
 All children can learn
 All children attend age appropriate
regular classrooms in their local
schools
 All children receive appropriate
educational programs
 All children receive a curriculum
relevant to their needs
 All children participate in co-curricular
and extracurricular activities
 All children benefit from cooperation,
collaboration among home, among
school, among community
What are the advantages of inclusive
education?
Students enhance their emotional
quotient as they develop patience, tolerance
and compassion for their peers. They learn to
accept the strengths and weaknesses of
others. When children involve in helping
their peers they not only derive immense
satisfaction out of it but often strike lifelong
friendships with them.Jun 7, 2018
Every child is unique in his or her
own way, differently abled or gifted but all
the children are to be treated equally.
Inclusive Education is nothing but an
education imparted without discrimination of
caste, creed, sex or physical status. The
differently abled children come together to
acquire knowledge and education in the same
class room. This policy is based on a belief
that education is the birth right of every
individual and nobody can be denied of this
right.
Children come from diverse
backgrounds and they may differ from one
another in their physical abilities, mental
capacity and even have different styles of
learning but they enjoy all the privileges
together. They remain in the same classroom;
participate in all the activities of learning as
other children do.
As per right to education act (RTE) in
India, no school can reject admission to any
child on any grounds of discrimination and
children are not to be segregated or labeled at
any point of time before or after
admission. Each class room has to be an
inclusive class room welcoming all types of
learners and allow them to participate in
different learning activities.
Advantages of Inclusive Education
 Children learn to respect their own
individuality and also that of others.
 Students enhance their emotional
quotient as they develop patience,
tolerance and compassion for their
peers.
 They learn to accept the strengths and
weaknesses of others.
 When children involve in helping their
peers they not only derive immense
satisfaction out of it but often strike
lifelong friendships with them.
 India is a cultural mosaic that strives for
unity in diversity and an inclusive
school provides opportunities for
playing together, learning together,
being together and growing together
with diverse communities.
 Children learn team work and
collaboration in inclusive schools.
Key Features of Inclusive Education
 Generally, inclusive education will be
successful if these important features
and practices are followed:
 Accepting unconditionally all children
into regular classes and the life of the
school.
 Providing as much support to children,
teachers and classrooms as necessary to
ensure that all children can participate
in their schools and classes.
 Looking at all children at what they can
do rather then what they cannot do.
 Teachers and parents have high
expectations of all children.
 Developing education goals according
to each child’s abilities. This means that
children do not need to have the same
education goals in order to learn
together in regular classes.
 Designing schools and classes in ways
that help children learn and achieve to
their fullest potential (for example, by
developing class time tables for
allowing more individual attention for
all students).
 Having strong leadership for inclusion
from school principals and other
administrators.
 Having teachers who have knowledge
about different ways of teaching so that
children with various abilities and
strengths can learn together.
 Having principals, teachers, parents and
others work together to determine the
most affective ways of providing a
quality education in an inclusive
environment.
Does Inclusive Education Mean That All
Children Should Never Leave Their
Regular Classrooms?
Inclusive education means that all
children are educated in regular classrooms.
It does not, however, mean that individual
children cannot leave the classroom for
specific reasons. For example, a child may
require one-on-one assistance in a particular
subject. This may or may not be happening
during regular class time. Once schools are
inclusive, serious thought is given to how
often a child may be out of regular classroom
and the reasons that this may be happening It
does not mean that children with certain
characteristics (for example, those who have
disabilities) are grouped together in separate
classrooms for all or part of the school day.
Role of School/School Leader
 Infrastructure should be planned for
accommodating all types of learners.
For example; provision of elevators or
ramps would be helpful to
 accommodate physically challenged ... In the "full inclusion" setting, the students
children. with special needs are
 Large class rooms and playground always educated alongside students without
attached to school would bring down special needs, as the first and desired option
issues of indiscipline as children can while maintaining appropriate supports and
release their pent up emotions. services.
 All the teachers need to be trained in
various teaching strategies to satisfy
different types of learners (oral,
auditory, visual and kinesthetic) so that
learning becomes meaningful for every
student in the class.
 Teachers need to be trained in
designing their lessons to cater to
different styles of learning of their
students.
 Teachers need to be sensitized to handle
all the children with compassion by
respecting individualities in children.
 Introducing ‘Buddy System’ or ‘Peer
Strategy’ in classrooms makes children
responsible and helpful to each other
and learning transaction becomes
better.

Concept of inclusion in education does

not confine merely to classroom walls or
school compound but it brings about changes
in the attitude of children and adults towards
their life in general. One learns to accept the
strengths and weaknesses of others and get
along with each other. This ability to adjust
and adapt is a valuable trait needed in every
individual so that they develop excellent
interpersonal skills and live in harmony. Such
an attitude helps in understanding each other
and can solve majority of relationship
problems faced in today’s world. In this way
children develop their emotional intelligence.

What is the difference between inclusion

and inclusive education?
Inclusive practice is not
always inclusive but is a form of integration.