F O U N D AT I O N O F

SPECIAL AND
INCLUSIVE
E D U C AT I O N
TERMINOLOGIES
 WHY ARE THE TERMINOLOGIES
IMPORTANT?
• To ensure that meanings and use of terms are
understood and agreed upon by different
professionals

• To reduce possible confusion and misunderstanding

• To pave the way for clear communication with

stakeholders
 SPECIAL EDUCATION
“Special education is that specifically planned and organized education that is
imparted in a special way to all types of exceptional children irrespective of the
nature of their exceptionality in proper tune with their well diagnosed special needs
for helping them to develop their potentialities and adjust as well as progress in
the life as effectively as possible” (Mangal, 2007)

• Specially designed instruction, including materials, equipment, teaching

strategies
• To meet unique needs and help reach potential
• In different settings such as the home, hospital, elsewhere where services
can be given
 INCLUSIVE EDUCATION
“Inclusive education means all children in the same classrooms, in the same schools.
It means real learning opportunities for groups who have traditionally been excluded
– not only children with disabilities, but speakers of minority languages too.” (UNICEF,
2017)
 IFSP IEP 504 Plan
Individualized Family Individualized Education
Service Plan Program
an early intervention lays out the special formal plans that schools
program to help with education instruction, develop to give kids with
the needs of families supports, and services a disabilities the support
with children from birth student needs to thrive they need. That covers
to age 3 who have in school. covered by any condition that limits
disabilities. The goal is to special education law, or daily activities in a major
help prepare children to the Individuals with way.
learn in school. Disabilities Education
Act (IDEA).
 AIMS OF SPECIAL AND INCLUSIVE
EDUCATION
• identifying and assessing pupils with disability/disorder and evaluating
whether the disability/disorder is likely to hinder learning and
development;
• identifying the distinctive provision that best promotes learning and
development;
• identifying foundational disciplines that contribute to promoting
learning and development;
• ensuring that elements of provision informed by these foundations
promote learning and development
 GOALS OF SPECIAL AND INCLUSIVE
EDUCATION
• Provide a flexible and individualized support system for children and
youth with SN in a regular class environment
• Provide support services, vocational programs and work training,
employment opportunities for efficient community participation and
independent living
• Implement a life-long curriculum to include early intervention and
parent education, basic education and transition programs on
vocational training or preparation for college
• Make available an array of educational programs and services
 EXCEPTIONAL CHILDREN
• According to Hunt & Marshall (2012), the range of students who receive
special education services in the schools.

• According to Gargiulo (2012), these are the individuals who differ from
societal or community standards of normalcy due to significant physical,
sensory, cognitive or behavioral characteristics.

• According to Giuliani (2007), these are the individuals whose physical, mental,
or behavioral performance deviates so substantially from the average
(higher or lower) that additional support is required to meet the
individual’s needs
 CELLS PITY/CHARITY MODEL

TISSUES
SYSTEM INDIVIDUAL SOCIETAL
ROLE
ORGANS

MUSCULAR DYSFUNCTION
PATHOLOGY/
DISEASE /
SYSTEM SETTINGS
WALK
ILLNESS WEAKNESS MOVE
HYPERTONICITY

IMPAIRMENT DISABILITY HANDICAP

MEDICAL MODEL SOCIAL MODEL

 LINEAR MODEL OF DISABILITY
IMPAIRMENT DISABILITY HANDICAP

• FUNDAMENTAL, • FUNCTIONAL • PROBLEMS OR

STRUCTURAL, DEFICIT AS A DIFFICULTIES THAT
PSYCHOLOGICAL RESULT OF A PERSON WITH A
OR IMPAIRMENT DISABILITY
PHYSIOLOGICAL ENCOUNTERS AS
DEFICIT • LIMITATION IMPOSED HE OR SHE
ON AN INDIVIDUAL ATTEMPTS TO
BY A LOSS OR FUNCTION AND
REDUCTION OF INTERACT WITH
FUNCTIONING THE
ENVIRONMENT
 MODELS OF DISABILITY
MEDICAL MODEL SOCIAL MODEL PITY/CHARITY
MODEL
ASSUMES ASSUMES THAT ASSUMES THAT
DISABILITY AS A DISABILITY IS PART HAVING A
PHYSIOLOGICAL OF THE DIVERSITY
FLAW INSIDE A DISABILITY IS
OF HUMAN TERRIBLE AND
PERSON THAT CAN
EXPERIENCE AND LIMITING;THAT
BE CHANGED.
THE WAY SOCIETY PEOPLE WITHOUT
DISABILITY IS SEEN
AS SOMETHING
RESPONDS CAN DISABILITIES
WRONG THAT CHANGE TO BE SHOULD FEEL
NEEDS TO BE FIXED MORE SUPPORTIVE SORRY FOR THOSE
OR CURED. WITH
DISABILITIES
 CELLS PITY/CHARITY MODEL

TISSUES
SYSTEM INDIVIDUAL SOCIETAL
ROLE
ORGANS

MUSCULAR DYSFUNCTION
PATHOLOGY/
DISEASE /
SYSTEM SETTINGS
WALK
ILLNESS WEAKNESS MOVE
HYPERTONICITY

IMPAIRMENT DISABILITY HANDICAP

MEDICAL MODEL SOCIAL MODEL

DOMAINS Cognitive
OF Domain
FUNCTION

Adaptive Behavioral
Individual Domain
Domain

Physical
Sensory Domain Mobility / Motor
 CATEGORIES AND LABELS
According to Hunt & Marshall (2012), labels can serve some useful purposes:
• Labels help us count individuals with exceptionalities in order to plan for
and provide educational and supportive services
• Labels help professionals differentiate methods of instruction and support
services
• Labels enable professionals to communicate efficiently about children and
their needs

However, labels may also imply different assumptions. Labels frequently

contribute to stigmatization, which then leads to social and educational
isolation; promotes stereotyping and discrimination; lack of educational
relevance (Gargiulo, 2012)
 CATEGORIES AND LABELS
DISABILITY AT RISK
• All children in • Children who have greater
chances than other children
special education to develop a disability
have
disabilities…but • Child is in danger of
substantial
not all children developmental delay
with disabilities because of medical,
need special biological, or
education. environmental factors
(Giuliani, 2007) – Established risk
– Biological risk
– Environmental risk
DEVELOPMENTAL
DELAY
• Usually used to refer to
infants and preschoolers
with problems in
development, learning
or other areas of
functioning
• Some definitions are
based on performance
on standardized
developmental
assessments –
 CATEGORIES AND LABELS
• Autism • Orthopedic Impairment
• Deaf-Blindness • Other Health Impairment
• Deafness • Specific Learning Disability
• Emotional Disturbance • Speech or Language Impairment
• Hearing Impairment • Traumatic Brain Injury
• Intellectual Disability • Visual Impairments
• Multiple Disabilities
 PEOPLE-FIRST LANGUAGE
• Describing the person first, and then the disability

• Focuses on the person

• Emphasizes each person’s value, individuality, dignity and

capabilities
ACCOMMODATION VS. MODIFICATION
• An accommodation • A modification is a
does not change the change in what is being
content of the grade- taught to the student.
specific curriculum.
• Modifications change
• Accommodations do “what” is learned and
not change the therefore changes the
curriculum of the content of the grade -
student. specific curriculum.
 PARTIAL INCLUSION
VS.
PARTIAL MAINSTREAMING
PARTIAL INCLUSION: PARTIAL
students who are based in a MAINSTREAMING:
segregated environment but students who are based in a
with pull-outs to be placed general classrooms but are
in general classrooms with pull-out sessions or in
which part of the day is spent
in a resource room
*cognitive ability & emotional and
behavioral requirement
DONE!