INTEGRATED EDUCATION

Integrated Education was initially conceptualised as an alternative approach to bring all those unrelated
disabled children under the umbrella of education. This system brought the disabled children into the
regular school. In the integrated set-up, children were being given special attention and curriculum, etc.
according to their disability. Here, integrated education does not mean that special schools will be
closed, but envisages that when the disabled children face many problems that emerge with the special
schools may be tackled and the accessibility of education to disabled children would increase. Integrated
Education considers abilities and disabilities in many other aspects of learning as in music, painting, and
in human relationships, and not only in academic areas. Integrated Education of the ‘abled’ and the
’disabled’ in a regular classroom system is the essential feature of a democratic system of education.
Integration does indicate acceptance of the idea that institutionalising children, who are handicapped or
different, should be abandoned wherever possible in favour of special classes in regular schools.

In addition, Integrated Education helps those children who are identified as being exceptional; there are
children who are referred to as children at risk. They are not yet identified as having a disability.
However, they are considered to have a high probability of developing a disability.

Types of integrated education

Experts in the field have outlined four possible types of ‘Integration of disabled children and children
with their regular peers:

1)Physical Integration: Reduction of physical distance between disabled and regular children.

2)Functional Integration: Reduction of functional distance between the two groups when they use
different equipment and resources.

3) Social Integration: Reduction in social distance between the two groups; social distance implies lack
of contact and the psychological feeling of being cut off.Persons with disability are socially integrated if
they form part of a community and feel to be a “natural” part of the group.

4)Societal Integration: Refers to adults and signifies that persons with disability have, as adults, the same
access to resources as others, the same opportunity to influence their own situation, have a productive
working role, and form part of a social community with others.

Characteristics of Integrated Education :

1. Integrated education provides mainstream facilities for all disabled children.

2. It is a viable approach for achieving the objective of providing equality of educational opportunity to
the disbled children.

3. It provides broader scopes to the disabled to live in a social world.

4. It helps to develop the individually experience.

5. It emphasises on the special needs of disabled children.

6. It provides education to blind, deaf, epileptic, speech, handicaps, mentally, handicaps and physically
handicaps, with some special provisions.

7. The integrated education involves both the handicapped and non handicapped children in its system.

8. It provides special education to the disabled children in normal school for whom it is very essential.

9. Integrated education is improved school atmosphere.

10. It provides a natural environment for interaction with non-disabled peers, to learn to cope with the
environment and to be accepted by their peers.

Objectives of Integrated Education and its Implementation

(a) Promote vocational development activities in school for the benefit of children with special needs

(b) Construct such curriculum and activities to facilitate the holistic development of learners

(c) Involve members of the community in contributing towards facilitating special learners’ development

(d) Provide an atmosphere and space for ensuring equal and fair opportunities to all learners

(e) Boost a sense of equality and confidence in learners with disability

(f) Ignite a sense of empathy and responsibility towards their lesser privileged counterparts in the minds
of non-disabled learners

(g) Establish training, quality control, process development, technology, common facility centres and
other infrastructural activities for all students enrolled in the school, regardless of their mental or
physical faculties

Difference Between Special Education Integrated Education and Inclusive Education

Definition

Special education is a system of education that responds to the needs of children with disabilities
outside mainstream education. Integrated education is provided within the general classroom where the
special needs students learn alongside their peers without disabilities. Inclusive education is a system
where all special need students, as well as the general students, get equal benefits, welcoming the
diversity of the students and changing accordingly.
Approach

Within the system of special education, the approach is more individual-centred, where the mode of
teaching and the content is designed separately in accordance with the needs of individual students.
However, within an integrated classroom, a special need student is expected to adapt to the general
curriculum. More significantly, the inclusive classroom follows an ‘education for all’ approach.

Level of Challenge

In comparison to special education and inclusive education, integrated education is more challenging for
special needs students as it demands them to adapt to a general curriculum.

Setting

Integrated education and inclusive education take place within the general classroom. But special
education can take place within the general classroom, resource room or even in a specialized school;
the setting depends on the need of the student.

Boost of Confidence

Integrated education and inclusive education help to boost the confidence of the special need students
as it gives them a chance to stay in the same classroom with their less challenged peers. In contrast,
within special education happening inside a separate environment, special need students start to adapt
to a separate culture. Consequently, they may find it hard to readjust and mingle with their families,
peers, and communities.

Reference:

1. “The Benefits of Work Integrated Learning for Students.” Think Pacific.

2. “Inclusive Education: Knowing What We Mean.” OpenLearn.

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