Inclusive Education

1. Presented By: Dr Daniyal Mushtaq

3. Children with diverse
Learning Needs
 All children can learn, but not all children learn in the
same way, at the same time or at the same rate—
learning is an individual process.

4. Introduction
 To understand the children with special needs or their
diverse learning needs it is important to know or
understand first the special needs. The following
discussion will give you insight about the concept of
special needs or diverse needs of
 children

6. Continued………….
 The term special needs in different countries used in
different aspects for example here in Pakistan we used
this term for disabled people like hearing impaired,
physically disabled, visually impaired and mental
retarded but in the United States, special needs is a
term used in clinical diagnostic and functional
development to describe individuals who require
assistance for disabilities that may be medical, mental,
or psychological.
 .

7. Continued………….
 People with Autism, Down syndrome, dyslexia and
blindness, for example, may be considered to have
special needs. In the United Kingdom, Special needs
often refer to special needs within an educational
context. This is also referred to as special educational
needs (SEN). By this you experienced that special
needs term is not common all over the world.

8. Objectives
 1. Identify the characteristics of special needs
students.
 2. Know about the disability and who is responsible
for the disabled children.
 3. Know about inclusive education and its
perspectives at national and international

9. Continued………….
 4. Identify the different services available for special
needs students and best option available for them is
inclusive education.
 5. Define different categories of disability and
prevalence rates in Pakistan.
 6. Discuss disability in different perspectives or
point of views.

13. 13

14. Communication Disability
 Communication Disorder
is an impairment in the ability to receive, send,
process, and comprehend concepts or verbal,
nonverbal and graphic symbol systems.
 A communication disorder may be evident in the
processes of hearing, language, and/or speech. A
communication disorder may range in severity from
mild to profound.

15. Continued …………
 Speech disorder
is an impairment of the articulation of speech sounds,
fluency and/or voice.
1. Articulation disorder.
2.Fluency disorder.
3.Voice disorder

18. Continued …………
 Language disorder
is impaired comprehension and/or use of spoken,
written and/or other symbol systems. The disorder
may involve (1) the form of language (phonology,
 morphology, syntax), (2) the content of language
(semantics), and/or (3) the function of
 language in communication (pragmatics) in any
combination

19. Hearing disorder
 Hearing disorder
is the result of impaired auditory sensitivity of the
physiological auditory system.
 Deaf
is defined as a hearing disorder that limits an
individual's aural/oral communication performance to
the extent that the primary sensory input for
communication may be other than the auditory
channel.

20. Continued …………
 Hard of hearing
is defined as a hearing disorder, whether fluctuating or
permanent , which adversely affects an individual's
ability to communicate

21. Intellectual or Learning Disabilities
 Intellectual disability is a broad concept that ranges
from mental retardation to cognitive deficits too mild
or too specific (as in specific learning disability) to
qualify as mental retardation.
 Intellectual disabilities may appear at any age. Mental
retardation is a subtype of intellectual disability, and
the term intellectual disability is now preferred by
many advocates in most English-speaking countries.

22. Behavioral Disability
 Emotional or behavioral disorders (EBD) are difficult
to define. In fact, some think that people are identified
as having this disability when adults in authority .

23. Physical Disabilities
 A physical disability is one that affects a person's
mobility or dexterity. A person with physical disability
may need to use some sort of equipment for assistance
with mobility.

24. Continued …………
 Types of Physical Disabilities:
 Paraplegia
 Quadriplegia
 Multiple sclerosis (MS)
 Hemiplegic
 Cerebral Palsy
 Absent limb/reduced limb function
 Dystrophy
 Polio

25. Multiple Disabilities
 Multiple disabilities is a disability category under
IDEA. As you might expect, children with multiple
disabilities have two or more disabling conditions that
affect learning or other important life functions.
 To qualify for special education services under this
category, both of the student's disorders must be so
significant that her educational needs could not be
met in programs that are designed to address one of
the disabilities alone.

26. Situation in Pakistan
According to 1998 census - 2.49%
According to WHO - 10%
Reasons:
 instruments, survey aim, data collection technique
and personnel
.

27. Continued …..
Developing Countries report data about disability:
 poor health care
 poor nutrition
 unsafe living conditions
 unseen, unheard and uncounted persons

28. Barriers faced by Persons with
Disability
 social
 economic
 physical
 political handicaps
 Stigmatization
 lack of informational data, rules and regulations
 rehabilitation centers
 mainstreaming and specialized services for persons
with disabilities.

29. DISABILITY: WHO’S
RESPONSIBILITY?
 It is a debate from the history that who is responsible
for the disabled child, either the mother or father. But
the answer is not both; it is by many reasons,
biological and environmental. We can’t say it is sin of
parents and Allah punished them for this. As a teacher
 we must understand when anyone have disabled child
then who will be responsible for them?

30. Continued …………
 The literature and research findings of different
studies revealed that parents, family members,
professionals, teachers, medical personnel,
government employers, social workers, psychologist
and society all are responsible for their welfare and
wellbeing. Let’s discuss one by one responsibility of
these stakeholders for the disabled children: