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Module 1 Introduction to Special Education is the first module in Professional students in their classes, including those with special educational needs, learn. Keywords: Human Development, Educational Inclusion, Special Education, Early Childhood Educa- tion. Introduction echecs16.info If your child has a disability, special education can help Anyone can ask the school to decide if a child needs special .. pdf/echecs16.info


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PDF | 20+ minutes read | On Jan 1, , Barbara J. Dray and others published History of special education. PDF | In this topical issue of The Journal of Special Education, leading scholars in special education reviewed the literature and investigated whether special. This paper charts the success of a parent-and teacher- led movement in Austria which campaigned for the integration of children with special educational needs.

Traditionally, mainstreamed students with disabilities are held to the same standards as typically developing students. This practice differs from inclusion, where children with disabilities are included in the regular classroom and receive support through comprehensive programming, though the terms are often used interchangeably. Mainstreaming has its advantages and disadvantages. Advantages for Special Needs Children One of the main advantages of mainstreaming children with special needs is that it allows them to be in a more natural environment than self-contained classrooms do. In the real world, individuals with special needs are expected to function in society alongside typically developing peers. Being in a regular classroom provides opportunities for children with special needs to learn important life skills, especially those involving socialization. Mainstreaming also encourages children with special needs to excel academically by providing challenges.

In the past, most students with special needs have been excluded from school. These students may receive one-on-one instruction or group instruction. Students who have been suspended or expelled are not considered excluded in this sense. A General Education teacher and a Special Education teacher work as partners in instruction. Research-Based Methods- There has been a lot of research done about students with disabilities and the best way to teach them.

Testing, IQs, interviews, the discrepancy model, etc.

Special education

Once that is determined, the next step is the best way for the child to learn. There are plenty of different programs such as the Wilson Reading Program and Direct Instruction Guided by student performance- While the IEP goals may be assessed every few months to a year, constant informal assessments must take place.

These assessments will guide instruction for the teacher. The teacher will be able to determine if the material is too difficult or too easy.

Special schools may be specifically designed, staffed and resourced to provide appropriate special education for children with additional needs. Students attending special schools generally do not attend any classes in mainstream schools. Special schools provide individualized education, addressing specific needs.

Student to teacher ratios are kept low, often or lower depending upon the needs of the children. Special schools will also have other facilities for children with special needs, such as soft play areas, sensory rooms, or swimming pools , which are necessary for treating students with certain conditions. In recent times, places available in special schools are declining as more children with special needs are educated in mainstream schools.

However, there will always be some children, whose learning needs cannot be appropriately met in a regular classroom setting and will require specialized education and resources to provide the level of support they require. An example of a disability that may require a student to attend a special school is intellectual disability.

However, this practice is often frowned upon by school districts in the US in the light of Least Restrictive Environment as mandated in the Individuals with Disabilities Education Act. These classrooms are typically staffed by specially trained teachers, who provide specific, individualized instruction to individuals and small groups of students with special needs.

Self-contained classrooms, because they are located in a general education school, may have students who remain in the self-contained classroom full-time, or students who are included in certain general education classes. In the United States a part-time alternative that is appropriate for some students is sometimes called a resource room. History of special schools[ edit ] One of the first special schools in the world was the Institut National des Jeunes Aveugles in Paris, which was founded in It was the first school in the world to teach blind students.

K, for the Deaf was established [24] [25] in Edinburgh by Thomas Braidwood , with education for visually impaired people beginning in the Edinburgh and Bristol in In the 19th century, people with disabilities and the inhumane conditions where they were supposedly housed and educated were addressed in the literature of Charles Dickens.

Dickens characterized people with severe disabilities as having the same, if not more, compassion and insight in Bleak House and Little Dorrit. In the United States reform came more slowly. Throughout the mid half of the 20th century, special schools, termed institutions, were not only accepted, but encouraged. Students with disabilities were housed with people with mental illnesses , and they were not educated much, if at all. With the Amendments to the Individuals with Disabilities Education Act of , school districts in the United States began to slowly integrate students with moderate and severe special needs into regular school systems.

This changed the form and function of special education services in many school districts and special schools subsequently saw a steady decrease in enrollment as districts weighed the cost per student. It also posed general funding dilemmas to certain local schools and districts, changed how schools view assessments, and formally introduced the concept of inclusion to many educators, students and parents. Both environments can be interactive for the student to engage better with the subject.

Instructional strategies are classified as being either accommodations or modifications. An accommodation is a reasonable adjustment to teaching practices so that the student learns the same material, but in a format that is more accessible to the student.

Pdf special education

Accommodations may be classified by whether they change the presentation, response, setting, or scheduling of lessons. This is a presentation accommodation. A modification changes or adapts the material to make it simpler. A student may receive both accommodations and modifications. Examples of modifications Skipping subjects: Students may be taught less information than typical students, skipping over material that the school deems inappropriate for the student's abilities or less important than other subjects.

For example, students with poor fine motor skills may be taught to print block letters , but not cursive handwriting. Simplified assignments: Students may read the same literature as their peers but have a simpler version, such as Shakespeare with both the original text and a modern paraphrase available. Extra aids: If students have deficiencies in working memory, a list of vocabulary words, called a word bank, can be provided during tests, to reduce lack of recall and increase chances of comprehension.

Students might use a calculator when other students do not. Students can be offered a flexible setting in which to take tests. These settings can be a new location to provide for minimal distractions. Examples of accommodations Response accommodations: [31] Typing homework assignments rather than hand-writing them considered a modification if the subject is learning to write by hand.

Having someone else write down answers given verbally. Presentation accommodations: [31] Examples include listening to audiobooks rather than reading printed books.

These may be used as substitutes for the text, or as supplements intended to improve the students' reading fluency and phonetic skills. Similar options include designating a person to read to the student, or providing text to speech software. This is considered a modification if the purpose of the assignment is reading skills acquisition.

Other presentation accommodations may include designating a person to take notes during lectures or using a talking calculator rather than one with only a visual display.

Setting accommodations: [31] Taking a test in a quieter room. Moving the class to a room that is physically accessible, e. Arranging seating assignments to benefit the student, e. Scheduling accommodations: [31] Students may be given rest breaks or extended time on tests may be considered a modification, if speed is a factor in the test. Use a timer to help with time management. All developed countries permit or require some degree of accommodation for students with special needs, and special provisions are usually made in examinations which take place at the end of formal schooling.

These are intended ultimately to increase the student's personal and academic abilities. Related services include developmental, corrective, and other supportive services as are required to assist a student with learning disabilities and includes speech and language pathology , audiology , psychological services, physical therapy , occupational therapy , counseling services, including rehabilitation counseling , orientation and mobility services, medical services as defined by regulations, parent counseling and training, school health services, school social work, assistive technology services, other appropriate developmental or corrective support services, appropriate access to recreation and other appropriate support services.

Whereas special education is designed specifically for students with learning disabilities, remedial education can be designed for any students, with or without special needs; the defining trait is simply that they have reached a point of unpreparedness, regardless of why. For example, even people of high intelligence can be under-prepared if their education was disrupted, for example, by internal displacement during civil disorder or a war.

In most developed countries, educators modify teaching methods and environments so that the maximum number of students are served in general education environments. Therefore, special education in developed countries is often regarded as a service rather than a place. The opposite of special education is general education. General education is the standard curriculum presented without special teaching methods or supports. Students receiving special education services can sometimes enroll in a General education setting to learn along with students without disabilities.

Some children are easily identified as candidates for special needs due to their medical history. For example, they may have been diagnosed with a genetic condition that is associated with intellectual disability , may have various forms of brain damage , may have a developmental disorder , may have visual or hearing disabilities, or other disabilities.

On the other hand, for students with less obvious disabilities, such as those who have learning difficulties, two primary methods have been used for identifying them: The discrepancy model depends on the teacher noticing that the students' achievements are noticeably below what is expected.

At which the teacher may make the decision for the student to receive support from a special education specialist.

Exceptional Learners: Introduction to Special Education - PDF Free Download

Before doing so, the teacher must show documentation of low academic achievement. The response to intervention model advocates earlier intervention. In the discrepancy model, a student receives special education services for a specific learning difficulty SLD if the student has at least normal intelligence and the student's academic achievement is below what is expected of a student with his or her IQ.

Although the discrepancy model has dominated the school system for many years, there has been substantial criticism of this approach e. One reason for criticism is that diagnosing SLDs on the basis of the discrepancy between achievement and IQ does not predict the effectiveness of treatment.

Low academic achievers who also have low IQ appear to benefit from treatment just as much as low academic achievers who have normal or high intelligence. The alternative approach, response to intervention , identifies children who are having difficulties in school in their first or second year after starting school.

They then receive additional assistance such as participating in a reading remediation program. The response of the children to this intervention then determines whether they are designated as having a learning disability. Those few who still have trouble may then receive designation and further assistance. Sternberg has argued that early remediation can greatly reduce the number of children meeting diagnostic criteria for learning disabilities.

He has also suggested that the focus on learning disabilities and the provision of accommodations in school fails to acknowledge that people have a range of strengths and weaknesses and places undue emphasis on academics by insisting that students should be supported in this arena and not in music or sports. A special education program should be customized to address each individual student's unique needs.

Special educators provide a continuum of services, in which students with various disabilities receive multiple degrees of support based on their individual needs.

It is crucial for special education programs to be individualized so that they address the unique combination of needs in a given student. It is a legally binding document. The school must provide everything it promises in the IEP. For children who are not yet 3, an Individual Family Service Plan IFSP contains information on the child's present level of development in all areas; outcomes for the child and family; and services the child and family will receive to help them achieve the outcomes.

In the United States, the Individuals with Disabilities Education Act IDEA is a federal law that requires that every school system in the nation must provide a free and appropriate public education for every child, ages 3 to 22, regardless of how or how seriously that child may be disabled. Students with all forms of special needs are assessed to determine their specific strengths and weaknesses.

Placement, resources, and goals are determined on the basis of the student's needs. Accommodations and Modifications to the regular program may include changes in the curriculum, supplementary aides or equipment, and the provision of specialized physical adaptations that allow students to participate in the educational environment as much as possible.

For example, if the assessment determines that the student cannot write by hand because of a physical disability, then the school might provide a computer for typing assignments, or allow the student to answer questions verbally instead. If the school determines that the student is severely distracted by the normal activities in a large, busy classroom, then the student might be placed in a smaller classroom such as a resource room.

Parents of students with a learning disability must be aware of what type of disability their child has, so they can get access to accommodations such as speech therapy, occupational therapy and adaptive physical education. For example, if a student takes an academic test and it indicates that the student struggles with reading comprehension, parents can request speech and language support or classroom accommodations, such as extra time to complete reading and writing tasks.

Schools use different approaches to providing special education services to students. These approaches can be broadly grouped into four categories, according to how much contact the student with special needs has with non-disabled students using North American terminology:.

A special school is a school catering for students who have special educational needs due to learning difficulties , physical disabilities or behavioral problems. Special schools may be specifically designed, staffed and resourced to provide appropriate special education for children with additional needs.

Students attending special schools generally do not attend any classes in mainstream schools. Special schools provide individualized education, addressing specific needs. Student to teacher ratios are kept low, often 6: Special schools will also have other facilities for children with special needs, such as soft play areas, sensory rooms, or swimming pools , which are necessary for treating students with certain conditions.

In recent times, places available in special schools are declining as more children with special needs are educated in mainstream schools.

However, there will always be some children, whose learning needs cannot be appropriately met in a regular classroom setting and will require specialized education and resources to provide the level of support they require.

An example of a disability that may require a student to attend a special school is intellectual disability. However, this practice is often frowned upon by school districts in the US in the light of Least Restrictive Environment as mandated in the Individuals with Disabilities Education Act.

An alternative is a special unit or special classroom , also called a self-contained classroom , which is a separate room or rooms dedicated solely to the education of students with special needs within a larger school that also provides general education.

These classrooms are typically staffed by specially trained teachers, who provide specific, individualized instruction to individuals and small groups of students with special needs. Self-contained classrooms, because they are located in a general education school, may have students who remain in the self-contained classroom full-time, or students who are included in certain general education classes.

In the United States a part-time alternative that is appropriate for some students is sometimes called a resource room. One of the first special schools in the world was the Institut National des Jeunes Aveugles in Paris, which was founded in It was the first school in the world to teach blind students. K, for the Deaf was established [24] [25] in Edinburgh by Thomas Braidwood , with education for visually impaired people beginning in the Edinburgh and Bristol in In the 19th century, people with disabilities and the inhumane conditions where they were supposedly housed and educated were addressed in the literature of Charles Dickens.

Dickens characterized people with severe disabilities as having the same, if not more, compassion and insight in Bleak House and Little Dorrit. Such attention to the downtrodden conditions of people with disabilities brought resulted in reforms in Europe including the re-evaluation of special schools. In the United States reform came more slowly.

Throughout the mid half of the 20th century, special schools, termed institutions, were not only accepted, but encouraged. Students with disabilities were housed with people with mental illnesses , and they were not educated much, if at all.

With the Amendments to the Individuals with Disabilities Education Act of , school districts in the United States began to slowly integrate students with moderate and severe special needs into regular school systems. This changed the form and function of special education services in many school districts and special schools subsequently saw a steady decrease in enrollment as districts weighed the cost per student.

It also posed general funding dilemmas to certain local schools and districts, changed how schools view assessments, and formally introduced the concept of inclusion to many educators, students and parents. The student can be taught in either a classroom or outside environment.

Both environments can be interactive for the student to engage better with the subject. Different instructional techniques are used for some students with special educational needs. Instructional strategies are classified as being either accommodations or modifications. An accommodation is a reasonable adjustment to teaching practices so that the student learns the same material, but in a format that is more accessible to the student.

Accommodations may be classified by whether they change the presentation, response, setting, or scheduling of lessons. This is a presentation accommodation. A modification changes or adapts the material to make it simpler. A student may receive both accommodations and modifications. All developed countries permit or require some degree of accommodation for students with special needs, and special provisions are usually made in examinations which take place at the end of formal schooling.

In addition to how the student is taught the academic curriculum, schools may provide non-academic services to the student.

These are intended ultimately to increase the student's personal and academic abilities. Related services include developmental, corrective, and other supportive services as are required to assist a student with learning disabilities and includes speech and language pathology , audiology , psychological services, physical therapy , occupational therapy , counseling services, including rehabilitation counseling , orientation and mobility services, medical services as defined by regulations, parent counseling and training, school health services, school social work, assistive technology services, other appropriate developmental or corrective support services, appropriate access to recreation and other appropriate support services.

As an example, students who have autistic spectrum disorders , poor impulse control, or other behavioral challenges may learn self-management techniques, be kept closely on a comfortingly predictable schedule, or given extra cues to signal activities. A university field, termed severe disabilities , also is taught throughout the US university sector in schools of education.

Advanced instruction is based upon community-referenced instruction, and alignment with transition to adulthood and progressive community practices. Rehabilitation counseling personnel are often association with supported employment services, and typically with "transition to adulthood" [38] [39] in which multi-decade recommendations for better coordination between the school and the community service sectors have been made at the federal and university levels.

At-risk students those with educational needs that are not associated with a disability are often placed in classes with students who have disabilities. Critics assert that placing at-risk students in the same classes as students with disabilities may impede the educational progress of people with disabilities. The practice of inclusion in mainstream classrooms has been criticized by advocates and some parents of children with special needs because some of these students require instructional methods that differ dramatically from typical classroom methods.

Critics assert that it is not possible to deliver effectively two or more very different instructional methods in the same classroom. As a result, the educational progress of students who depend on different instructional methods to learn often fall even further behind their peers.

Parents of typically developing children sometimes fear that the special needs of a single "fully included" student will take critical levels of attention and energy away from the rest of the class and thereby impair the academic achievements of all students. Linked to this, there is debate about the extent to which students with special needs, whether in mainstream or special settings, should have a specific pedagogy, based on the scientific study of particular diagnostic categories, or whether general instructional techniques are relevant to all students including those with special needs.

Some parents, advocates, and students have concerns about the eligibility criteria and their application. In some cases, parents and students protest the students' placement into special education programs.

For example, a student may be placed into the special education programs due to a mental health condition such as obsessive compulsive disorder , depression , anxiety , panic attacks or ADHD , while the student and his parents believe that the condition is adequately managed through medication and outside therapy. In other cases, students whose parents believe they require the additional support of special education services are denied participation in the program based on the eligibility criteria.

Whether it is useful and appropriate to attempt to educate the most severely disabled children, such as children who are in a persistent vegetative state , is debated.

While many severely disabled children can learn simple tasks, such as pushing a buzzer when they want attention, some children may be incapable of learning. Some parents and advocates say that these children would be better served by substituting improved physical care for any academic program.

Another large issue is the lack of resources enabling individuals with special needs to receive an education in the developing world. As a consequence, 98 percent of children with special needs in developing countries do not have access to education.

Another issue would be budget cuts. Cuts can affect special education students who don't have access to proper equipment or education. Teachers are getting cut off from work due to the budget cuts. There is a financial debate that covers the use and allotment of special education government funding. The three views on this topic are that we spend too much money on it, there is not enough money put into it or that the money that is given isn't being spent properly.

The argument for the first is that the amount of money spent on one special needs child is enough to cover a large group of general education students, and sometimes even causes several students to suffer budget cuts on general programs to support one child. The evidence for special education not having enough money is the lack of teachers, burnt out teachers and a limited variety of teaching tools for each student.

The argument to spend the money differently states that there is a lot of money set aside, but that it is being wasted by spending too much time on paperwork, inefficient IEP meetings or spending money on things that don't actually benefit the child.

Children with disabilities are often denied their right to education. However, little is known about their school attendance patterns. The collection of data on children with disabilities is not straightforward, but data are vital to ensure that policies are in place to address the constraints these children face. By one estimate, 93 million children under age 14, or 5. According to the World Health Survey, in 14 of 15 low and middle income countries, people of working age with disabilities were about one-third less likely to have completed primary school.

It has been shown that children with a higher risk of disability are far more likely to be denied a chance to go to school. In Bangladesh, Bhutan and Iraq , children with mental impairments were most likely to be denied this right.

Children with disabilities require access to services that can support them throughout their time in school, such as more individual attention from instructors. Those without access to these services are excluded from education and unable to attend school.

Due to the need of certain services and facilities, the estimated cost of providing education for a child with disabilities is 2.

White Papers in and discuss special education in the country. Local schools are given some independent authority. Both modifications and accommodations are recommended, depending on the student's individual needs. China holds the largest system of education in the world and features a state run public school system under the order of the Ministry of Education.

Japanese students with special needs are placed in one of four different school arrangements: Special schools are reserved for students whose severe disabilities cannot be accommodated in the local school. Special classes are similar, and may vary the national curriculum as the teachers see fit.

Tsukyu are resource rooms that students with milder problems use part-time for specialized instruction individually in small groups. These students spend the rest of the day in the mainstream classroom. Some students with special needs are fully included in the mainstream classroom, with accommodations or modifications as needed.

Training of disabled students, particularly at the upper-secondary level, emphasizes vocational education to enable students to be as independent as possible within society. Vocational training varies considerably depending on the student's disability, but the options are limited for some. It is clear that the government is aware of the necessity of broadening the range of possibilities for these students. Advancement to higher education is also a goal of the government, and it struggles to have institutions of higher learning accept more disabled students.

After independence , Pakistan had to face some serious challenges, due to which no proper emphasis was given to special education and even education. Among other reasons, lack of resources, financial as well as human, was the major one in this context. The need and importance of special education was felt in different educational policies of Pakistan in different times. At the first time, in its report, the Commission on National Education highlighted the importance of special education.

After that the Education Policy and the National Policy and Implementation Programme gave some importance to this sector. The same was also reflected in different medium-term five-year plans. After that a special education policy was launched in Recently, Government of Pakistan has launched a new National Policy for Persons with Disabilities , which is dynamically being implemented.

Special education is regulated centrally by the Singapore Ministry of Education.

Special education

Students with special education who wish accommodations on national exams must provide appropriate documentation to prove that they are disabled. The accommodations are listed on the Primary School Leaving Exam. With respect to standardized tests, special consideration procedures are in place in all states for students who are disabled. For example, students who cannot read, even if the inability to read is due to a disability, cannot have the exam read to them, because the exam results should accurately show that the student is unable to read.

Reports on matriculation exams do not mention whether the student received any accommodations in taking the test. Each country in Europe has its own special education support structures.

Education pdf special

Schools must take students' special education needs into account when assessing their achievements. Schools adapt the national guidelines to the needs of individual students. Students with special educational needs are given an individualized plan. They may be exempted from some parts of school examinations, such as students with hearing impairments not taking listening comprehension tests. If the student receives modifications to the school-leaving exams, this is noted on the certificate of achievement.

French students with disabilities are normally included in their neighborhood school, although children may be placed in special schools if their personalized plan calls for it. Most students with special needs in Germany attend a special school that serves only children with special needs. These include:. One in 21 German students attends a special school. Teachers at those schools are specially trained professionals who have specialized in special needs education while in university.

Special schools often have a very favorable student-teacher ratio and facilities other schools do not have.

Some special needs children in Germany do not attend a special school, but are educated in a mainstream school such as a Hauptschule or Gesamtschule comprehensive school. Students with special educational needs may be exempted from standardized tests or given modified tests. Greek students with special needs may attend either mainstream schools or special schools. Students whose disabilities have been certified may be exempted from some standardized tests or given alternative tests.

Accommodations and modifications are noted on the certificate of achievement. Special education is regulated centrally.

According to the Act on Public Education, students with special educational needs may be exempted from standardized tests or given modified tests. As of , students with disabilities received a significant bonus eight points on the university entrance examination, which has been criticized as unfair. As a general rule, students with special educational needs are integrated into their regular, mainstream schools with appropriate support, under the "Going to School Together" policy Weer Samen Naar School.

The national policy is moving towards "suitable education" passend onderwijs , based on the individual's strengths and weaknesses. A strong emphasis is placed on the specific needs and positive capabilities of the individual, rather than on limitations. The general objective for Statped is to give guidance and support to those in charge of the education in municipalities and county administrations to ensure that children, young people and adults with major and special educational needs are secured well-advised educational and developmental provisions.

The institutions affiliated with Statped offer a broad spectrum of services. Statped consists of 13 resource centres owned by the State, and 4 units for special education, where Statped downloads services. These centres offer special educational guidance and support for local authorities and county administrations. Students with disabilities have a "guaranteed right" to appropriate accommodations on assessments. On national tests, the National Examination Center normally grants most requests for accommodations that are supported by the local school's examination committee.

Special education

Legislation opposes the use of modifications that would be unfair to non-disabled students. Schools are required to provide services and resources to students with special educational needs so that they make progress and participate in school.

Spanish non-governmental organizations like ONCE have traditionally provided significant services to students with disabilities. Local schools have significant autonomy, based on national guidelines. Schools are expected to help students meet the goals that are set for them.

There are special schools Swedish: There has in been media criticism on the fact that students with light problems such as dyslexia have been placed in special schools, seriously hampering their chances on the labour market. Education is controlled by the 26 cantons, and so special education programs vary from place to place. In England and Wales the acronym SEN for Special Educational Needs denotes the condition of having special educational needs, the services which provide the support and the programmes and staff which implement the education.

SENCO refers to a special educational needs coordinator, who usually works with schools and the children within schools who have special educational needs. The Special Educational Needs Parent Partnership Services help parents with the planning and delivery of their child's educational provision.

The Department for Education oversees special education in England. Most students have an individual educational plan, but students may have a group plan in addition to, or instead of, an individual plan. Group plans are used when a group of students all have similar goals. In Scotland the Additional Support Needs Act places an obligation on education authorities to meet the needs of all students in consultation with other agencies and parents.

At a young age students who have special needs in Turkey are provided special education from The Ministry of Education , who are responsible in giving them the education that they need.

All special-needs students receive an Individualized Education Program BEP that outlines how the school will meet the student's individual needs. Government-run schools provide special education in varying degrees from the least restrictive settings, such as full inclusion, to the most restrictive settings, such as segregation in a special school. The education offered by the school must be appropriate to the student's individual needs.

Schools are not required to maximize the student's potential or to provide the best possible services. Unlike most of the developed world, American schools are also required to provide many medical services, such as speech therapy , if the student needs these services. According to the Department of Education, approximately 10 percent of all school-aged children currently receive some type of special education services. As with most countries in the world, students who are poor, ethnic minorities, or do not speak the dominant language fluently are disproportionately identified as needing special education services.

Poor, refugies are more likely to have limited resources and to employ inexperienced teachers that do not cope well with student behavior problems, "thereby increasing the number of students they referred to special education. Before , little action was taken to educate children with disabilities in Columbia. Children would be left home without much interaction with the outside world. In , special education was researched across the country and education programs were created.

After , people with disabilities were given access to public school classes. While there has been improvement over recent years, there is still slow development for special education programs and special education policy. The history of special education in Colombia can be categorized into three time periods: The period of planning ran from the years to the year The Ministry of Colombia in implemented a national plan for the development of special education called "Plan Nacional para el Desarrollo de la Education Especial".

The purposes of the plan was to create a national diagnosis of special education and to initiate programs for individuals with disabilities. In , the Ministry of education put the first law into action to introduce special classes in public schools that include students with disabilities, called Law The most recent development of special education in Colombia was Article 11 of Law , which was passed in The law states that "the Ministry of Education will define the policy and regulate the scheme of education for persons with special educational needs, promoting educational access and quality under a system based on inclusion in the educational services".

Education in Canada is the responsibility of the individual provinces and territories. However, inclusion is the dominant model. For major exams, Canadian schools commonly use accommodations, such as specially printed examinations for students with visual impairments, when assessing the achievements of students with special needs.

All special-needs students receive an Individualized Education Program IEP that outlines how the school will meet the student's individual needs. According to the Department of Education, approximately 6 million children roughly 10 percent of all school-aged children currently receive some type of special education services.

During the s, in some part due to the civil rights movement , some researchers began to study the disparity of education amongst people with disabilities. Board of Education decision, which declared unconstitutional the " separate but equal " arrangements in public schools for students of different races, paved the way for PARC v. Commonwealth of Pennsylvania and Mills vs. Board of Education of District of Columbia , which challenged the segregation of students with special needs.

Courts ruled that unnecessary and inappropriate segregation of students with disabilities was unconstitutional. This law required schools to provide services to students previously denied access to an appropriate education. In US government-run schools, the dominant model is inclusion. In the United States, three out of five students with academic learning challenges spend the overwhelming majority of their time in the regular classroom.