Q.

1:Disabil
it
y,I
mpairmentandhandicapnessarethet er
mswhi chmost l
yhmi xedbyt he
teachersofgeneral
andspecialeducati
on.Inunitthesethr
eetermsar eexplai
nedi ndetai
lwit
h
exampl es.Nowexplai
nthesetermsasy ouperceivedandcompr ehend.Howcany oumake
diff
err
enceamongt hesethreeconceptsfortheteachersofgeneraleducat
iont hattheycan
accommodat ethespeci
alneedsofthesechildr
enaccor di
ngl
y?

DI
SABI
LITY,
IMPAI
RMENTANDHANDI
CAPNESS:

Disabi l
ity:isanumbr ell
at er
m,cov eringi mpai r
ment s,act i
vi
tylimi tations,and
parti
cipationr estri
ct i
ons.I mpai r
menti sapr oblem i nbodyf unctionorst r
uct ure;an
activi
tylimi tationi sadi ffi
cultyencount er
edbyani ndividualinexecut i
ngat askoract i
on;
whileapar tici
pationr estri
cti
oni sapr obl
em exper iencedbyani ndividualini nvolv ement
i
nl i
fesi tuations.Di sabil
i
t yist husnotj ustaheal thpr oblem.I ti sacompl ex
phenomenon,r efl
ect ingthei nteracti
onbet weenf eaturesofaper son’sbodyandf eatur
es
oft hesoci etyi nwhi chheorshel iv
es.Ov ercomi ngt hedi ffi
cul
tiesf acedbypeopl ewi t
h
disabil
it
iesr equiresi nterventi
onst oremov eenv ironment alandsoci albar ri
ers.Peopl ewi t
h
disabil
it
ieshav et hesameheal thneedsasnon- disabl edpeopl e– f orimmuni zation,
cancerscr eeni nget c.Theyal somayexper ienceanar rowermar ginofheal th,bot h
becauseofpov ertyandsoci alexclusion,andal sobecauset heymaybev ulner ablet o
secondar ycondi tions,suchaspr essuresor esorur inaryt r
actinfections.Evidence
suggestst hatpeopl ewi thdi sabil
it
iesf acebar riersi naccessi ngt heheal t
hand
rehabil
it
at i
onser vicest heyneedi nmanyset ti
ngs.Now wewi l
ldiscusst ermsr elatedto
disabil
it
yumbr el
la.

I
mpairment :Withthisconcept,
healt
hpr ofessionalscust omari
lydesignat
ean
existingordev elopinginjur
yt obodilyfunct
ionsort ov itallifeprocessesinapar ti
cul
ar
persont hataf
fectsoneormor epart
soft heor ganism ort hatindi
catesadef ectinthe
psy chic,mental oremot i
onalfuncti
oningast her esultofani l
l
ness,accidentor
congeni t
alorher edit
arycondit
ion.Impair
mentcanbet empor aryorper manent
.The
i
nf l
uencesofpr ofessi
onalorsocialcontext
soroft heenv ironmentasawhol ear enot
takeni ntoconsiderati
oni nthi
scategory.Here,t
hephy sician’sassessmentofaper son’
s
medi calconditionori mpair
mentisexclusiv
elyati ssue,wi thoutconsiderat
ionofthe
consequencest hatt hisimpair
mentmayhav eupont hatper son.

Handi capness:Assoonasper sonswi thphy sicalorment al

i
mpai rmentsentertheirsoci al
,professionalorpr i
vatecont ext,di ffi
cul
tiesmayar isewhi ch
bringt hem intoasi tuat
ionofdi sadv antage,orhandicap,i nrelationtoot her
s.I nt he
originalversi
onoft heI CIDH,t hedef init
ionofhandi capsi gnifiesadi sadvantagewhi ch
emer gesast heresultofi mpai r
mentoradi sabi
li
ty,andwhi chl i
mitsani ndiv i
dual int he
per f
or manceofwhati sr egardedasa“ normal”rol
e.Thi sdef initi
onofhandi cap, which
basest heproblem exclusivelyupont heper sonalsituati
onoft heper sonaf f
licted, has
sincecomeundercr iti
cism,f orther easont hati
tdoesnotsuf f
ici
entlytakei ntoaccount
ther ol
eoft heenvironmentandt heat t
itudeofsoci etyinbr ingingaboutt hesi tuationof
disadvant
age.A defini
ti
onwhi cht akestheseobject
ionsintoaccountshouldref
lectupon
ther el
ati
onshi
pbet weent hedisabledindi
vidualandthemani fol
denvi
ronmental
,cult
ural
,
physicalorsocialbarr
ier
st hatasocietyrefl
ecti
ngtheatt
itudesofnon-
disabl
edmember s
tendst oerect
.

I
tmaynotbeassumedatt heout set;therefore,thataper sonwi than
i
mpai rmentordi sabil
itymustaut omat ical
l
yal sohasahandi cap.Manydi sabled
i
ndividual ssucceed, despitethelimitationscausedbyt heirdisabi l
it
y ,i
nt hefullpursuitofa
professi on.Ont heotherhand,notev eryhandi capcanbeat tributedt oadi sabi
li
ty.Itcan
alsobecausedbyal ackofeducat iont hatmayormaynotbel inkedwi t
hdi sabil
it
y.This
hier
ar chicalsystem ofcl assi
fi
cation-i
mpai rment ,disabil
i
t y
,handi cap-canbecompar edwith
thev ariousphasesofr ehabil
it
ati
on;f orexampl e,whent hepur elycur ativet
reatmenti s
foll
owedbyr ehabili
tationoff unctionalandpsy cho-soci
all i
mi t
ationsandi scompletedwith
vocat i
onalr ehabil
it
ationort rai
ningf orani ndependentpur suitofl i
fe.

Q.
2:Discusst
heissuesandchall
engesofi ncl
usi
veeducati
oninPaki
stan.Al
sosuggest
measuredtoover
comet hesechal
lenges.Suppor
tyouranswerwit
hsuitabl
eexamplesof
r
efer
ences.

I
SSUESANDCHALLENGESOFI
NCLUSI
VEEDUCATI
ONI
NPAKI
STAN:

Incl
usi v eeducat ioni sanew concept ,ther ef or enumber sof
concer nsandchal lengeswear efaci ng. I nast udyconduct edbySy meoni dou& Pht i
aka
(2009)r eportedt hateducat or s’attitudesar ei mportantaspot ent ialpr edictorsofsuccess
orf ail
ureofi nclusion,equal lyi mpor tantar et heirconcer nsabouti ncl usi
on.Agbeny ega
(2007)i nvest i
gat edat titudesandconcer nsof100t eacher saboutt eachi ngi nincl usi ve
classroomsi nGhana.Hef oundt hatt eachers’maj orconcer nsr elat edt ot heiri )l ackof
skil
lst oef f
ect i
v el
yt eachst udent swi t
hdi sabili
ti
es,i i)andl ackofr esour cest o
accommodat ei ndividualdi f
fer ences,concl udingt hatt eachers’accept anceand
commi tmentt oi mplement i
ngi ncl
usi onar el i
kelyt obeaf f
ectedbyt heirat ti
tudesand
concer ns.Changpi nit,Gr eav es,andFr ydenber g( 2007)exami nedat titudesandconcer nsof
702i n-ser vi
ceeducat or st ot eachi ni nclusivecl assr oomsi nThai land.Theyf oundt hat
therewasasi gnificantandnegat ivecor relat
ionbet weenpar t
icipant s’at ti
tudesand
concer ns.Par ti
cipant swhohadr elativ
elyposi ti
veat t
itudest owar dsi nclusiveeducat ion
wer elikelyt ohav el owerdegr eeofconcer nsabouti torv i
cev er sa.I nar ecentst udy ,
Forli
nandChamber s( 2011)expandedont hewor kbyot herr esear cher sbyexami ning
how conf idencei nt eachi ngst udent swi thdi sabili
tiesandknowl edgeaboutl ocalpol icies
i
mpact edpr e-servicet eacher s’at t
itudesandconcer ns.Theyr epor tedt hatl evelof
confidenceandknowl edgeofl egislati
onwer eposi ti
v elyandsi gni fi
cant l
ycor relatedwi th
atti
tudest owar dsi ncl udi ngst udent swi thdi sabili
ti
esandconv er selynegat ivelycor rel ated
wit
hconcer nsaboutincl
usion.Theyal
sofound,though,t
hatincreasingknowledgeabout
l
egislati
onandpol i
cyr el
atedtoincl
usi
on,andimprovingconf
idencedi dnotlikewi
se
addresst hepart
ici
pants’concer
nsorpercei
vedstressassoci
atedwi thhavingstudent
s
wit
hdi sabil
i
tiesi
nthei
rcl assr
ooms.Someoftheconcernsandchallengest
oinclusi
ve
educationare:

1.Soci
alAt
ti
tudet
owar
dsDi
sabi
l
ity

2.LackofAwar
eness

3.Scar
cit
yofTr
ainedTeacher
s

4.AbsenceofBar
ri
er-Fr
eeEnv
ironment

5.Scar
cit
yofpr
operLear
ning

6.Mat
eri
alResi
stanceofpar
ent
s

TheSevenPri
nci
plescanbeappl
i
edt
oanycl
assr
oom orl
essonpl
ant
oincr
easeequi
ty
anddecr
easei
ncl
usi
on.

1.Teachi
ngAl
lSt
udent
s:

Educat
orsshoul
dtakesev
eraldi
ff
erentappr
oachestot eachi
ngthesamemat er
ialso
t
hatinf
ormati
onbecomesmoreinter
esti
ngandt angi
bletoagr eat
ernumberofstudent
s.

2.Expl
ori
ngMul
ti
pleI
dent
it
ies:

Student
swhoar eproudofthemsel
vesandexcit
edbytheworl
daroundt hem wi
l
lbe
morecompassi
onat
eandunderst
andi
ngpeopl
e;thesameist
rueforeducat
ors.

3.Pr
event
ingPr
ejudi
ce:

Educat
orsshoul
dt akeaproact
iveappr
oacht odebunki
ngpreconcei
vedst
ereot
ypesand
pr
event
ingthem fr
om escal
ati
ngint
oprejudi
cesandnegati
vebi
ases.

4.Pr
omot
ingSoci
alJust
ice:

Student
sar egoodjudgesofwhatisfai
r,especi
all
ywhent heyareaffi
rmativel
y
chall
engedtoconsideri
ssuesofsoci
alj
usti
ce.Educator
sshouldtalktot hem about
i
ssuesofsoci alj
usti
ceandinj
ust
iceinter
msoff ai
rversusunf
air
,respectfulver
sus
disr
espect
ful
.

5.Choosi
ngAppr
opr
iat
eMat
eri
als:

Incl
usi
vecl
assroomsusebooksandmat
eri
alst
hatr
efl
ectaccur
atei
magesofdi
ver
se
peopl
esandchall
engest
ereot
ypes.
6.Teachi
ngandLear
ningaboutCul
tur
esandRel
i
gions:

Educat
orsshoul
d

Q.
3:Discussthehistor
icalconcept
sofincl
usi
onwhichhighl
i
ght
st heprosandconsofdi
ver
se
at
ti
tudesaffect
ingincl
usionofchil
drenwit
hspeci
alneedsondi
fferentaspect
sofl
if
e.

HI
STORI
CALCONCEPTSOFI
NCLUSI
ON:

Ev ent hought heUni versalDecl arat

ionofHumanRi ghtsin1949emphasi zedt her i
ghtof
ev eryhumant obeeducat ed,Johnson( 1986,p1-2)document edsev er
alinstancesi n
Uni t
edSt at
esofAmer i
ca,from asear l
yas1893t o1973,ofdi scr
iminati
onagai nst
l
ear nerswi thdi sabil
i
tiesandwhower eprev
entedf r
om r eceiv
inganeducat i
on.These
l
ear nerswer ei nstit
uti
onal i
zedbecauset heycouldnotbeaccommodat edint heeducat i
on
sy stem.I n1975,anEducat ionf orAl lHandi
cappedChi ldrenActwaspassedt opr ovi
de
freeeducat ionandappr opriat
eser vicestolearnerswi t
hdi sabil
i
tiesandf urt
her mor ein
Ar ti
cle2oft heConv entionont heRi ghtoft heChild,(UN,1989) ,itwasal soi ndicated
thatnochi ldshoul dbedi scri
mi nat
edagai nstandev er
ychi l
dhast her i
ghtt or eceivean
educat ion.

Thegr eateri nt
egr at
ionofpupi l
swi t
hspeci aleducat i
onalneedsi nto
mai nst ream school swasemphasi zedi nt heWar nockRepor t(HMSO,1978)andr ati
fi
edin
the1981Educat ionAct .TheWar nockRepor tsignaledadepar turef rom pol i
ciesand
appr oachest o“ handi cap”thatwer eper vasiveunt ilthelat e1970s( Evans,1995;
Armst rong,1998) .Wi thcertainimpor tantpr ovi
sost heRepor tr ecommendedt hatthe
mai nst ream set ti
ngwast hebestf oral lpupils.Thi scommi t
mentt o‘ i
ntegrati
on’asit
wast ermedi nt heWar nockRepor thashadawi der angingi nfl
uence onl aterpol
icyand
pract i
ce,par t
icularlyi ntheor i
ginalandr ev i
sedCodeofPr acti
ceonSpeci alEducati
onal
Needs( 1994;2002) ,wher et heaspi rati
onsoft heRepor t,wer eampl ifi
edanddev el
oped.
TheWar nockRepor twascl earl
yani mportanthi stori
calandi nfluentialperspecti
veont he
dev elopmentof‘ incl
usi v
eeducat ion’;andy etot hermodel sandper spectiv
esonSEN
(CloughandCor bet t
, 2000,Cr ol
landMoses, 2000) .

Atthe1990Jomt ienWor l
dConf er
ence,inThai
land,thegoalsfor'
Educati
on
forAll'
wer esetandi twaspr oclai
medt hatev er
yperson-child,yout
handadul tshall
beabl etobenefi
tfrom educationalopportuni
ti
eswhichwoul dmeett hei
rbasi
cl ear
ning
needs.Ev ersi
ncethatconfer
ence,UNESCO,al ongwithotherUN agencies,anumberof
i
nternati
onalandnationalnon-governmentalorgani
sati
onshavebeenwor ki
ngtowards
thesegoals.
 Thei nclusi
onofpupil
swithbarri
erstolear
ninganddev el
opmentinordi
naryschool
s
andclassroomsi spartofaglobalhumanr ight
smov ement.In1994,attheUNESCO
WorldConf erenceonSpecialNeedsEducationhel dinSalamanca,Spain,t
heideaof
i
nclusiv
eeducat i
onwasgivenfurt
herimpetus.Theconf erenceconsider
edthefutur
e
i
nternati
onal dir
ecti
onofSpeci
alNeedst oensuret heri
ght
sofchi ldr
entorecei
veabasic
educati
on.

Themar gi
nal
i
zati
onandexcl
usionoflear
ner
sfrom aneducat
ionalsy
stem
wasaddressedattheDakarWorl
dEducati
onForum inApr
il2000anditwassoapt ly
capt
uredinthestat
ement:

“Thekeychal l
engei st oensur
ethatabr oadv
isi
onofEducati
onforAl lasan
i
nclusi
v econceptisref
lectedinnati
onalgover
nmentandfundi
ngagencypolici
es.
EducationforAll
… mustt akeaccountoftheneedofthepoorandt hemost
di
sadv ant
aged…youngpeopl eandadult
saffect
edbyconfl
i
ct,HIV/
AIDS,hungerandpoor
healt
h:andt hosewithspeciall
earni
ngneeds…..
”

Thet hreet raditi

onalpr ovisionsofi ntegrati
oni dent ifi
edbyt heWar nockCommi t
tee
(DES,1978)-l ocational,socialandf unctional-hav ebeent hemai nmet hodsofbr i
ngi
ng
childrenwi thspeci aleducat i
onalneedst oget herwi tht heirpeer s.I nclusi
onst r
ategyis
basedont hel earningact i
vit
iesaswel lwhi chdependsont heext entwher elearni
ng
object i
vesoft hest udentwi thdi sabil
it
iesar esi milartot hoseofpeer sanddependson
ther esourceswhi char eav ailabl
et oenhancet hei nclusion.Thi siscal l
edt he
InstructionalI nclusion.Wher east heSoci alI ncl
usi onr eferst onat ureandnumberof
per sonali nteractionswi thcl
assmat esdependi nguponweat herthesei nteracti
onsar eone
direct i
onalordual ,wi thnon-disabledper sonst akingmostoft heiniti
ati
veandseei ng
themsel vesashel pers,orequalst at
us,wi thbot hpar t
iesr eachingoutt oi ncl
udeeach
other .Equalst atusr elati
onshipsleadt oshar edi niti
ati
vei nsoci alinclusi
on.

Q.4:Whataret
hediff
erentst
rat
egi
eswhi
chwouldhel
pthest
udent
stocopewi
thchal
l
engi
ng
behavi
orsandatt
it
udesinanincl
usi
vecl
assr
oom?

DI
FFERENTSTRATEGI
ESWHI CHHELPSTUDENTSTOCOPEWI
THCHALLENGI
NGBEHAVI
OUR
ANDATTITUDESI
NANI NCLUSI
VECLASSROOM:

1.I
dent
if
yingSt
udent
’sSpeci
alNeeds:

Youmustknow t hatsomechi l
drenar
eeasil
yident
ifi
edascandi datesforspeci
alneeds
fr
om thei
rmedi calhistory.Theymayhav ebeendiagnosedwi thagenet i
ccondit
ionthat
i
sassociat
edwi t
hment alretardati
on,mayhavevari
ousf or
msofbr aindamage,may
haveadevelopment aldisorder,mayhav evi
sualorhearingdisabi
l
iti
es,orotherdi
sabi
l
iti
es.
Studentswi t
hspeci alneedsar eassessedt odet erminet hei
rspeci fi
cst rengthsand
weaknesses.Pl acement ,resources,andgoal sar edet erminedont hebasi soft he
student'
sneeds.Accommodat i
onsandmodi fi
cationst ot her egularprogram mayi ncl
ude
changesi ncurricul
um,suppl ementaryaidsorequi pment,andt hepr ovi
sionofspeci al
ized
physicaladaptationst hatallow studentstopar t
icipateint heeducat ionalenv ir
onmentt o
thef ull
estextentpossi bl
e.Bef oreast udentcanr eceiv
especi aleducationandr elated
servicesforthef i
rsttime,thest udentmustber eferr
edt or eceiveani ndividuali
niti
al
evaluati
on.Thepur poseoft heev aluat
ionisprimar il
yinstructi
onal.Informat i
ongat her
ed
duringt heassessmentpr ocessi susedt odet ermi nethest udent '
seducat ionalneedsand
togui dedecisionmaki ngabouthi sorhereligibil
ityforspeci aleducat i
onser vi
ces.

2.Det
ermi
ningEl
i
gibi
l
ity
:

Af t
erast udent
'sevaluati
on,theIEP Team mustmakeadet ermi
nationoft hatstudent'
s
el
igibi
lit
yf orspecialeducati
onser v
ices.Thepar ent
,asamemberoft heIEP Team,
parti
cipatesinmaki ngt heeli
gibi
li
tydet er
mination.Inmakingthisdeterminat
ion,t
heI EP
Team mustf i
ndthatthest udenthasani dentifi
eddisabi
l
ityand,byr easonoft he
disabi
lit
y,needsspecialeducationservices.St udent
smayneedt hi
shel ptoaccess
subjectmat ter,t
ophy sical
l
ygai naccesst ot heschool,ortomeett heiremot i
onalneeds.

3.I
EPDev
elopment
:

A specialeducationprogram shoul dbemodi fi

edt oaddresseachi ndiv
idualstudent'
s
uni
queneeds.Speci aleducat orspr ovi
deacont i
nuum ofser vices,inwhichst udent
swi t
h
speci
alneedsr eceiveservicesinv ar
yingdegreesbasedont heirindi
vi
dualneeds.Special
educat
ionprogramsneedt obei ndivi
dual
izedsot hattheyaddr esstheunique
combinati
onofneedsi nagi venst udent.IntheUni t
edSt ates,Canada,andt heUK,
educat
ionalprofessi
onalsusedt heabbr evi
ati
onI EP whenr eferri
ngt oast udent’
s
i
ndivi
duali
zededucationplan.4.I nterv
enti
onalProgrammes:

Teachingi nani nclusi

veclassroom r equir
esmodi fyi
ng,notchanging,t hebasic
i
nstructi
onalprocessest ofitindividualcharacter
isti
csandneeds.Thesebasi c
i
nstructi
onalprocessesi ncl
ude:dev el
opi
ngbehav i
oralobjecti
ves,curri
cular
-based
assessmentpr ocedures,andt askanal ysi
s,thear rangementofant ecedentsand
consequences,andopeneducat i
on/ di
scoverylearningmet hods( St
ainback& St ai
nback,
1984).Gardner( 1977)explains" Therearenouni quemet hodsforusewi t
hexcept i
onal
chi
ldrenthatdiff
eri nki
ndf r
om t hoseusedwi thnormalchi l
dren"

5.Ant
ecedentPr
ocedur
es:

Bymodi fyi
ngdiscri
mi nat
ivestimul
iforbot happropri
ateandi nappropriatebehav
ior,
antecedentprocedurescanbedesi gnedt opreventandr educechallengingbehavior
.One
ver
yposi ti
veaspectofant ecedentprocedur
esist hattheyar epractical.Si
ncethe
i
nterventi
onalstr
ategiesinvolvealt
eri
ngr out
inesorenv i
ronments,theyaddr esschall
engi
ng
behav
iorpri
ort oit
soccur
rence.Ant
ecedentpr
ocedurest
hathavebeenusedspeci
fi
call
y
forst
udentswi t
hauti
sm i
ngeneraleducati
onclassr
oomsincl
udepri
ming,
promptdeli
very
,
andpict
ureschedul
i
ng.

6.Pr
imi
ng:

Pri
mi ng,orpre-pr
acti
ce,hasbeendocument edasanef f
ecti
veclassroom i
nter
venti
onf or
chi
l
drenwi thspecialneeds.Pr i
mingconsi
stsofpr
eviewi
nginfor
mationoract i
vi
ti
est hata
chi
l
di sl i
kel
yt ohavedi f
ficul
ti
eswithbefor
ethechil
dactual
lyengagesi nthatacti
vi
ty
(Wi
lde,Koegel,& Koegel ,1992).

7.Pr
omptDel
i
ver
y:

Pr ompt ingst r
ategieshav ebeensuccessf uli nfaci
li
tati
ngt hei nclusionofst udentswith
aut i
sm.Of ten,whent eachingchi l
drenwithaut ism,inor dert oel i
citanappr opriat
e
responsei nat ar
getedacademi corbehav ioralacti
vity
,onemustpr ovi
depr ompt sthat
suppl ementt hegener alinstr
uctionalrout
ine.Usi ngv ari
ouspr ompt ingstrategi
esi s
i
mpor tanti nf acil
it
ati
ngt heinclusionofst udent swhent hesest udentsdonotr espondt o
tradit
ionali nstructi
onsdel i
veredi ngeneraleducat i
oncl assrooms.A Pr ompt scouldbe
phy si
cal /t
actil
e,l i
keholdingf i
ngerandgui ding.Simil
arlyverbalpr ompti sspokengui dance
usedwhi l
et eachingort r
aini
ng.Poi nt
ing,noddi ngofheadandasmi l
ear egestural
prompt s.

8.Pi
ctur
eSchedul
es:

Pict
ureschedulesar eoft
enusedasast rat
egyfori ncreasingpredictabil
it
yandasan
al
ternati
vet
ov erbalandwri
tteninstr
ucti
on.Transi
tioningf rom oneact i
vi
tytoanothercan
bepr obl
emati
cf orsomest udent
swi t
hbehav i
ordisordersi ninclusi
onbuti ngeneral
educati
onclassroomsoccurrenceoft hisacti
vi
tyisv eryf requent.Pictureschedul
escan
serv
easef fectiv
ecuesal er
ti
ngst udentswithauti
sm t oupcomi ngchangesi nacti
vit
ies.

9.Sel
f-
ManagementSt
rat
egi
es:

Self-managementhasbeendescr i
bedasav i
abl
einter
vent
ionstr
ategyforpr omoting
i
ndependencei nt heclassroom,asi tshi ft
ssomer esponsi
bil
i
tyforbehav i
ormanagement
fr
om t heteachert othest udent(L.K.Dunl ap,Dunl
ap,Koegel,& Koegel
,1991) ,i
ncreasi
ng
at eacher
’sabili
tytof ocusoni nstruction.Sel f-
managementconsist
soft eachingthe
studentto( a)discr
iminatebetweenappr opriateandinappr
opri
atebehavi
or s,
(b)ev al
uate
herorhi sownbehav ior,(c)monitorherorhi sbehav i
oroverti
me,and( d)r
einfor
ceher
orhi sbehaviorwhenpr e-
specif
iedcr i
teri
aar emet .

10.Peer
-MediatedIntervent
ionsDuet ocommondef icienciesint hesocialrel
ati
onships
andlearni
ngi nchildr
enwi thspecialneeds,peer-medi atedi nt
ervent
ionshavebeen
advocat
edaspot enti
all
yusef ulapproachesforfacil
itati
ngt heparti
cipat
ionofchil
dren
wit
haut i
sm ingener aleducat i
onclassrooms.Util
i
zingt ypi
calpeer stosupportthe
academicfunctioni
ngofst udent swi t
hautism hasthepot ent
ialtoreducetheneedf or
conti
nuousone-
on-
oneadultat
tent
ion,
thusal
lowingstudent
swithauti
sm tofuncti
onwi
th
i
ncreasedaut
onomyandi namannert hatmoreclosel
ymatchesthatoft
heirtypi
cal
cl
assmates(Put
nam,1993)
.

Q.5:Di
scussuni
quefeat
uresofvar
iouseducat
inalser
vicedel
iver
ymodel
sfort
hespeci
al
educat
ionneedchi
l
dren.Suppor
tyouranswerwithref
erence.

FEATURESOFEDUCATI
ONALSERVI
CEDELI
VERYMODELSFORTHESPECI
ALEDUCATI
ON
NEEDCHILDREN:

Schoolsusedif
fer
entappr
oachestoprovidingspecialeducat
ionser
vicest
ostudents.These
approachescanbebroadl
ygroupedint
of ourcategori
es,accordi
ngtohowmuchcont actthe
studentwit
hspeci
alneedshaswithnon-disabl
edstudents(usingNorthAmer
icanterminol
ogy)
:

I
ncl
usi
on:

Inthisapproach, student swi t

hspeci al needsspendal l
,ormostoft heschool daywi t
h
studentswhodonothav especi alneeds.Duet othef actthatinclusioncanr equir esubst anti
al
modi f
icati
onoft hegener alcur ri
culum, mostschool susei tonlyf orselectedst udent swi thmi l
d
tomoder atespecial needs, whi chi saccept edasabestpr acti
ce.Speci ali
zedser vicesmaybe
provi
dedi nsideorout sidet her egularclassr oom, dependi ngont het y
peofser vice.St udents
mayoccasi onallyleavet her egul arclassroom t oat t
endsmal ler,mor eintensivei nstructi
onal
sessionsinasepar ateclassr oom, r
esour cer oom, ort oreceiveot herrelatedser v i
cest hatmi ght
requir
especi al
isedequi pmentormi ghtbedi sr
upt i
vet other estoft heclass, suchasspeech
andlanguaget herapy ,occupat i
onal therapy, physicaltherapy ,r
ehabi l
it
ationcounsel ing.They
mightalsol eavether egularcl assroom f orser vicesthatr equirepr i
vacy,suchascounsel ing
sessionswi thasoci alwor ker.

Mainstreamingreferstothepract
iceofeducat
ingstudent
swi t
hspecialneedsincl
asseswit
h
non-di
sabledstudentsduringspecif
icti
meperiodsbasedontheirski
ll
s.Student
swithspeci
al
needsar esegregatedinsepar
ateclassroomsexclusi
vel
yforstudent
swi t
hspecial
needsfor
therestoftheschool day.

Segr
egati
oninaseparat
eclassroom orspeci
alschoolforstudentswithspeci
alneeds:I
nthi
s
model,
studentswit
hspeci
alneedsdonotat t
endclasseswi thnon-di
sabledst
udents.
Segr
egatedstudent
smayattendthesameschool wherer egularcl
assesareprovi
ded,but
spendallinstr
uctionalti
meexcl usiv
elyinasepar ateclassroom f
orstudentswit
hv ar
ious
di
sabil
iti
es.Iftheirspeci
alclassislocatedinanor dinaryschool
,theymaybepr ovi
ded
opportuni
tiesforsocialint
egrati
onout si
det hecl
assr oom,suchasbyeat ingmealswithnon-
di
sabledst udents.Alt
ernati
vely
, t
hesest udentsmayat tendaspecialschool.

Excl
usi
on:

Astudentwhodoesnotr eceiv
einstr
ucti
oni nanyschool i
sexcl udedf rom school.I
nt hepast,
mostst udentswit
hspecialneedshavebeenexcl udedfrom school .Suchexclusionsti
llaffect
s
about23mi l
l
iondisabl
edchil
drenworl
dwide,particul
arl
yinpoor, ruralareasofdev el
oping
countri
es.Itmayalsooccurwhenast udenti
si nhospital,
housebound, ordetainedbythe
cri
minal j
usti
cesystem.Thesestudentsmayr eceiveone-on-
onei nstructionorgroupinstructi
on.
Studentswhohav ebeensuspendedorexpelledar enotconsideredexcl udedint hi
ssense.

‘
’
Co-
teachi
ng:
’
’

Inthissetti
ng, studentswithdisabili
tiesar eplacedi naGener aleducat ioncl assroom tolearn
alongwi t
ht hei
rdi sabledpeersandnon- disabledpeer s.AGener alEducat iont eacheranda
SpecialEducationt eacherwor kaspar tner sininstr
uct i
on.Typesofco- teachi ngi nclude"one
teaching/onehel ping"inwhichonet eacheri nstr
uctswhi l
etheot hercircul atesar oundt heclass
toevaluateandof ferhelp,"
paral
lelteachi ng"inwhi chbothteacher steacht hesamecont entto
twogr oupsofst udent sofequalsize, "
st ati
ont eaching"inwhichbot ht eacher spr esentdif
feri
ng
contenttodi f
ferentgr oupsofstudent ssi mul t
aneouslyandst udentsr otatet hr ougheach
stati
on,"alt
ernativet eachi
ng"inwhichonet eacherwor kswithasmal l
ergr oupori ndi
vi
dual
studentswhi l
etheot herworkswi t
ht her estoft heclass,and"team teachi ng"i nwhi chboth
teachersplanandt eachal essontoget her .