Unit 1

• Inclusive education


  The philosophy of accepting all children regardless of race, size, shape, color, ability or disability with support from school staff, students, parents, and the community
• Special education needs


  Children who differ in mental characteristics, sensory ability, neuromuscular or physical characteristics, social, multiple handicaps and/or and therefore require tailored school practices or special education services
• Individuals with Disabilities Education Act (IDEA) - United States


  Federal law that helps ensure local schools serve the educational needs of students with disabilities
• Purposes of IDEA


  • To ensure all children with disabilities have access to free appropriate public education

  To ensure the rights of children with disabilities and their parents are protected

  To assist states, localities, agencies to provide education for all children with disabilities

  To assist states in implementing a comprehensive system of early intervention services for infants and toddlers with disabilities and their families

  To ensure educators and parents have the necessary tools to improve educational results for children with disabilities

  To assess and ensure the effectiveness of efforts to educate children with disabilities
• Inclusive education in South Korea


  The provision of education to persons eligible for special education in a regular school with other persons of the same age which is suitable for the educational needs of each individual without any discrimination according to the type and level of disability
• Places where education for learners with disabilities is provided in South Korea


  • Regular classes in regular schools

  Special classes in regular schools

  Special schools

  Medical institutions, at home, or social facilities (with itinerant education)
• Inclusive education in Japan


  A mechanism that enables persons with disabilities and persons without disabilities to learn together as much as possible
• Special needs education in Japan


  Education for students with physical disabilities, developmental disabilities such as autism and learning disabilities, in consideration of their individual educational needs, which aims at full development of their capabilities and at their independence and social participation
• Special needs education


  Education for students with disabilities, in consideration of their individual educational needs, which aims at full development of their capabilities and at their independence and social participation
• Japan has not ratified the Convention against Discrimination in Education (1960)
• Basic Act on Education


  States that all children should not be discriminated in the education they receive, because of their race, religion, gender, social status, economic status or family origin
• The report Building an Inclusive Education System to Form an Inclusive Society published by the MEXT states that in an inclusive education system, it is important to provide elementary and preschool children who have special needs with various and flexible means of learning as well as the means to pursue learning in the same classes with other students
• It is necessary to provide regular classes in elementary and junior high school, instruction in special classes for students with disabilities, classes for students with special needs, and schools for special needs education, all as connecting 'diverse environments of learning'
• In 2013, the MEXT implemented the model project "Developing inclusive education system" which aimed to consolidate good practices of providing reasonable accommodations to children with special educational needs, to implement exchange and cooperative learning platform and to conduct researches utilizing resources from the school clusters
• Government support for school facilities


  • Assistance for construction or extension of school buildings or for large-scale renovation projects such as lifts, slopes and toilets for the persons with disabilities
  • National subsidies for the maintenance of necessary equipment such as 3D copy facilities, FM hearing aids, VOCA (voice output communication support aid), portable crime prevention bells, school buses, etc.
• Special Needs Education School Facilities Development Guidelines


  • Accounting for the educational needs of each child with disabilities to guide service responses services
  • Establishing a high-level functional environment, capable of adapting to change
  • Ensuring a healthy and safe infrastructure
  • Maintaining the facilities in good condition, in cooperation with the local community
• Self-reliance activities


  Maintenance of health, psychological stability, formation of human relationships, understanding of the environment, movement of the body and communication
• The 2008 Education Act for Persons with Disabilities (EAPD) defines inclusive education as the process providing persons with disabilities access to general education system, at any level and in various settings, including enabling education provision to enable schooling for all groups of persons, including persons with disabilities
• The National Education Plan for the Year 2017-2036 broadens the concept of inclusive education, referring to it as the education provision for all learners, including students in socio-economic disadvantaged situations
• Learners with special educational needs

  Students with physical, mental, intellectual, social, emotional, communication, and learning impairments, and non-autonomous learners or without guardians
• The 1999 National Education Act, amended in 2002, establishes that early childhood and basic education is provided in early childhood development institutions, schools, learning centers organized by non-formal education agencies, individuals, families, communities, community organizations, religious and other social institutions
• The 2008 Education Act for Persons with Disabilities (EAPD) clarifies that persons with disabilities can be educated in regular settings and/or specific learning centers proving education in different forms, through inclusive education, specific education provision for disabilities, including rehabilitation services
• Despite the 2008 EAPD and the intention to provide inclusion education for all, Thailand is still in a transition phase as regards inclusive education provision
• Lack of adequate infrastructures and supportive services, such as transportation to school, remains one of the main barriers to inclusive education in Thailand
• The 2007 PDEA regulates accessibility to and use of public spaces according to the needs of persons with disabilities
• The teaching and learning of sign language as a first language for persons with hearing impairments has been promoted through sign language courses for parents and the development of bilingual education included in pre-primary and primary curriculums in 17 schools for students with hearing impairments under the Office of Basic Education Commission (OBEC)
• The 2007 Ministerial Regulations on Criteria and Procedures under Entitling Persons with Disabilities to Facilities, Auxiliary Technologies and Other Educational Assistance provides assistive technologies and other services for the non-formal or alternative education of persons with disabilities
• The OBEC analyzed textbooks and teaching materials in 2007 to identify gender biases and formulated policy recommendations on their revision with support from UNICEF
• Inclusive education


  (in the UAE) the process through which schools develop systems, classrooms, programs and activities so that all students are able to learn, develop and participate together. An inclusive school honors diversity and respects all individuals
• Special education needs


  (in the UAE) related to students with any kind of disability, difficulty, degradation, exception, or other factor that may affect a student's learning or educational performance
• The Law 29/2006 defines a person with special needs as an individual suffering from a temporary or permanent, full or partial deficiency or infirmity in their physical, sensory, mental, communication, educational or psychological abilities to an extent that limits their possibility of performing the ordinary requirements as people without special needs
• Article 12 of the Federal Law No. 11 of 1972 states: "The State guarantees the holder of special needs equal opportunities in education in all educational institutions, vocational training, adult education and continuing education, whether within regular classes, private classes, with the provision of the curriculum in sign language, Braille, or by any other means as appropriate"
• Federal Act 29/2006 mandates education for people with determination within the regular or special classes in mainstream schools, while providing the curriculum in sign language, Braille, or any other means as appropriate
• The General Framework for Education Policies states that special education programs include basic special education classroom, where students with special needs attend to receive group instruction and support in the majority of their academic subjects as indicated in their IEP, and community-based education programs outside the regular education settings
• Federal Law No. (29/2006) guarantees equal care, rights and opportunities for people of determination in education, health care, training and rehabilitation, and aims at providing all services required for them. It also places emphasis on integrating people of determination into public and private schools within the inclusive model
• The General Framework for Education Policies states that special education programs also include inclusion in regular education classroom with community-based support, inclusion in regular education classroom with classroom-based support students, inclusion in regular education classroom with school-based support, and inclusion in regular education classroom with resource room support
• The Ministry of Education in the UAE sets up support centers to follow up and evaluate the progress of people of determination, providing various services including individual diagnosis of students, developing recommendations to help and support parents, and directing them to appropriate support services
• Article 23(4) of the provincial government of Dubai's decision number 2(2017) states that schools are expected to establish a suitable environment and programs to support students with special needs based on the regulations and conditions set by the concerned governmental entities
• Article 13 of Law 14 (2009) stipulates that the Ministry of Education and the Ministry of Higher Education and Scientific Research are to take the suitable measures to provide educational diagnosis, academic curricula and teaching assistive devices and technologies, and provide alternative methods that enhance communication with people with disabilities and develop alternative strategies for learning, providing accessible environment in addition to other necessary techniques that ensure the involvement of disabled students
• The National Policy to Empower People of Determination (2019) aims at adapting the curricula to respond to the needs of people of determination and providing additional resources, tools and technologies to support their education