This document outlines key concepts in special needs education. It defines special needs, special educational needs, and special needs education. Special needs refer to difficulties an individual faces that are significantly different from average. Special educational needs are learning difficulties that interfere with effective learning. Special needs education adapts educational approaches and environments to meet learner needs. It also distinguishes between special/segregated education and inclusive education. The roles of teachers and coordinators in special needs education are described. Concepts like impairment, disability, handicap, rehabilitation, and habilitation are also defined in the context of understanding learners' needs.

1. COLLEGE OF EDUCATION
EDP 2201 (EDP 201)
INCLUSIVE EDUCATION AND CHILD
FRIENDLY SCHOOL PRACTICES
ACADEMIC YEAR: 2017-2018
UNIT 1: BASIC CONCEPTS OF SPECIAL
NEEDS EDUCATION (SNE)
LECTURER: BUGINGO M. M. SOLANGE
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2. UNIT 1: BASIC CONCEPTS OF SPECIAL
NEEDS EDUCATION (SNE)
 Special Needs
 Special Educational Needs
 Special Needs Education (SNE)
 Regular/ordinary, special,
integrated & inclusive Education
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3. UNIT 1: BASIC CONCEPTS OF SPECIAL
NEEDS EDUCATION (SNE)
 Impairment, disability, handicap, …
 SNE teacher, coordinator
 Rehabilitation / habilitation
 Resource room, …
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4. BASIC CONCEPTS OF SPECIAL NEEDS
EDUCATION (SNE)
Special Needs?
Each individual is unique from another in
many ways; height, weight, color, abilities, IQ,
etc. i.e. people are naturally different.
Despite the differences between individuals,
most people do not differ too significantly from
each other. For instance, most people are not
too tall or too short; too fat or too thin; too
clever or too slow.
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5. SPECIAL NEEDS?
Some other
attributes such
as weight and
height, may pose
varying degrees
of problems to
the concerned
individual,
depending on
their severity.
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6. SPECIAL NEEDS?
When some
individuals differ
significantly from
the norm, they
may encounter
varying degrees of
problems.
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7. SPECIAL NEEDS?
The difficulties,
problems and
challenges that a
person faces because
s/he is too different
from the average
person are referred
to as "special
needs".
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8. SPECIAL NEEDS?
Some of these Needs
might be problems,
difficulties and
challenges faced by
individuals in
extremely difficult
conditions and
circumstances, such
as extreme poverty,
ignorance, being a
refugee, suffering
from trauma, etc…. 8

9. SPECIAL NEEDS (SNS)?
SNs are
difficulties,
problems and
challenges that a
person faces
because s/he is too
different from the
average person or
subjected to
condition that
make him/her too
different from
others.
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10. SPECIAL EDUCATIONAL NEEDS (SEN)
Any child
who is
experiencing
difficulties
learning
may have
special
needs.
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11. SPECIAL EDUCATIONAL NEEDS (SEN)
SEN are those needs/difficulties that
interfere with students’ effective
learning, or diverts them from normal
learning & teaching.
Disabilities are merely one of the many
causes of special educational needs.
The incidence of non-disability-related
special educational needs is far greater
than that of disability-related special
educational needs.
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12. SPECIAL EDUCATIONAL NEEDS
(SEN)
A student with
special educational
needs cannot learn
properly if the
teacher uses
teaching methods
and aids designed to
benefit the average
student. 12

13. SPECIAL NEEDS EDUCATION
It is a branch of education concerned
with adapting the educational system
(teaching approaches, environment,
programs, teaching and learning tools)
and adjusting them to fit the needs of
students with special educational needs.
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14. SPECIAL NEEDS EDUCATION
It takes a broader view of special
educational needs than special
education.
It involves the meeting of the learning
needs of all learners with special
educational needs.
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15. SPECIAL NEEDS EDUCATION
Making it possible for
children with SEN to
benefit fully from
educational provision is
the concern of Special
Needs Education.
These will include
factors in the class, in
the school environment,
in the family, in the
school curriculum, and
so on.
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16. SPECIAL EDUCATION (SEGREGATION) &
SPECIAL NEEDS EDUCATION
These terms are
interchangeably used
yet they are different:
Special education is
a separate system of
education for disabled
children, outside the
ordinary school.
Special schools are for
children who have the
same problem, where
there are “expert”
special educators.
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17. SPECIAL, ORDINARY/REGULALY;
INTEGRATED & INCLUSIVE SCHOOL
17
1
Ordinnaire
2
Spéciale
3
Intégration
4
Inclusion
(EENET theory, 2006, p. 27)

18. SPECIAL, ORDINARY/REGULALY;
INTEGRATED & INCLUSIVE SCHOOL
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Ubwo mudasa kandi mufite
uburenganzira busa, turabanza
dutunganye abadatunganye
Ntimusa
turabatandukanya
Twese turatandukanye, ariko dufite
burenganzira bungana. Tugomba
kubana, tukigana
(Sue Stubs’ theory, 2002,
p. 25)

19. IMPAIRMENT, DISABILITY &
HANDICAP
Impairment
 Damage to a part of the body
(organic system) caused by
genetic factors, disease, accident
or other causes, which may
cause disabilities.
Disability
 Partial or complete loss of the
use or ability of a certain body
part or organ. This leads to a
reduction or loss of function of
that body part or organ. This
reduced or lost function is what
is called a disability.
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20. IMPAIRMENT, DISABILITY &
HANDICAP
Disability
Disability is partly a social issue and it
is important to facilitate people with
disability to fully participate in the
socioeconomic life of the society. This
emphasizes a human approach to
disability.
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21. IMPAIRMENT, DISABILITY &
HANDICAP
Handicap
 Problems a person with a disability or
other limitation faces when interacting
with the environment = an
environment-related concept.
 A handicapping condition in one’s
environment may not necessarily be
handicapping in another environment.
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22. UNDERSTANDING THE PROCESS
OF PRODUCTION OF HANDICAP
Impairment, disability,
handicap and barriers to
inclusion can be understood
through the following into
consideration:
Risk factor
Personal factor
Environmental factor and
Life habits
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23. Environnemental Factors
Life Habit
She is handicaped
Interaction
Personal factors
(RIPPH, 1996)
Factors of risk
Following a road
accident
Alice, an 8 year old
brilliant student,
has sustained a
back born injury
She can no
longer walk to
school like other
kids
The road to school is too rough
& she does not have a
wheelchair
She will not be able to study & actively
participate socially/Economically
Cause
tegrity Deficiency/impairmentCapacite Incapacity Facilitator Obstacle
Social Participation Situation of Difficulties
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Understanding the process of
production of handicap

24. Environnemental Factors
Life Habit
Interaction
Factors of risk
Cause
Personal factors
Organic Systems Aptitudes
Integrity Deficience Facilitator ObstacleCapacity Incapacity
Social Participation Situation of Difficulties
Understanding the process of
production of handicap
Adapté:Adapté: Réseau International sur le Processus du Handicap (RIPH, Canada, 1996)Réseau International sur le Processus du Handicap (RIPH, Canada, 1996)
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25. RISK FACTOR
A risk factor is an
element belonging to
an individual or
within the
environment that is
likely to provoke a
disease, trauma or
any other disruption
to a person’s integrity
or development. 25

26. RISK FACTOR
Examples: biological
risks (e.g. genetic),
physical environment
risks (e.g. volcano),
social organization
risks (e.g. work
conditions), social and
individual behavior
risks (e.g. use of toxic
substances). 26

27. PERSONAL FACTORS
The individual’s
capabilities and
potentials to carry
out the life habits.
These can be
affected by the risk
factors, and provoke
impairments and
disabilities.
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28. ENVIRONMENTAL FACTORS
They can be social (political economic
factors or sociocultural factors) or
physical factors (nature, development).
An environmental factor can contribute
to the accomplishment of life habits
when interacting with personal factors
(facilitator), or can hinder the
accomplishment of a daily activity or
task (obstacle). Examples: attitudes of
people, income, physical access,
technology. 28

29. LIFE HABITS
A daily activity or a social
role valued by the person or
his/her sociocultural
context according to his/her
characteristics (age, sex,
sociocultural identity,…)
which ensure his well-being
in the society throughout
their lifetime.
Example: going to school,… 29

30. REHABILITATION
Services given to
newly disabled people
with the purpose of
restoring some of the
functionality they lost
as a result of their
impairments. This is
done mainly to help
them acquire skills for
independent living.
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31. HABILITATION
Usually accorded to
people with disabilities
who had no functional
skills in the first place
at the time of acquiring
the disability.
Teaching new skills to
people who never had
them in the first
instance.
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32. TEACHER
provides a special
educational
perspective on the
learner’s problems in
cooperation with the
other professionals.
has other training
skills.
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33. THE RESPONSIBILITIES OF THE
SNE TEACHER
Provide support to
the regular teacher
and students
concerning
disability
Teach curriculum-
plus skills the child
may need (e.g.
Braille, sign
language)
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34. THE RESPONSIBILITIES OF THE
SNE TEACHER
Adapt materials
(example: translation
into Braille)
Assist with providing
extra help in subject
areas where the child
has difficulties.
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35. SPECIAL NEEDS EDUCATION
COORDINATOR (SNECO)
A SNECO is a special needs education
teacher who coordinates special needs
education activities within and outside
a specified school community.
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36. RESOURCE ROOM
A classroom in a school for teaching
children with special educational needs.
It has various learning materials.
This is a room with resources (Human &
Material) for teaching children with
special educational needs.
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37. RESOURCE ROOM
At times it is used; by teachers and also
for small conferences in relation to
special needs education.
The room is equipped with special
equipment and supplies the child may
need.
This resource room is only used by the
child when there is special help needed!
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38. After all,
Aren’t children with disabilities/SEN, children first, like
their peers & siblings? Equal opportunities in
education is all they require and no more, no less!
END OF UNIT 1
SNE is also about equal opportunities
Thank you very muchThank you very much
ForFor
Your attentionYour attention
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