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Education of children with special needs (cwsn)- Special education and Integrated education

The document discusses the education of children with special needs, including their classification, necessary assessments, and integration into mainstream or special schools based on their disabilities. It highlights the objectives and frameworks established by various ministries to provide inclusive education, specific curricular support, and special facilities for these children. Additionally, it emphasizes the importance of integrated education in promoting social integration and reducing the stigma associated with disabilities.

Education◦
Suresh Babu.G Assistant Professor CTE CPAS Paippad , Kottayam
 The term “Children with special needs” is used to describe the children whose needs fall outside the established normal range.  The needs may be global or particular area or domain, that is , physical, behavioral, cognitive, social / emotional etc.  Other terms used to describe these children are 1. Children with exceptionalities 2. Children with challenges 3. Children with disabilities
 All the children with special needs must be enrolled in primary schools. After the assessment of their disability by a term of a doctor, psychologist, and a special educator, in schools, the child is placed in a appropriate settings.  The children with mild and moderate disabilities of any kind may be integrated in normal school, severe in special schools/remedial schools.  Open and special schools also offer vocational courses also for children with disabilities.
FORMAL SCHOOLS  The Ministry of Human Resource Development (Development of Secondary and Higher Education) has been implementing a scheme of Integrated Education for the Disabled Children IEDC in formal schools since 1982.  The main objectives of IEDC is to provide educational opportunity for the disabled children in normal schools so as to facilitate their retention in the school system.  Following disabled children's are integrated in normal school 1.Children with loco-motor handicaps 2. Mildly and moderately hearing impaired 3. Partially sighted children 4. Mentally handicapped educable group (IQ 50-70) 5. Children with multiple handicaps(Blind and orthopedic, hearing impaired) 6. Orthopedic, educable mentally retarded and orthopedic, visual impaired and mild hearing impaired
 Early Childhood Education Centre (ECCE) 1. Special prepared class for specially challenged 2. Resources and itinerant teachers are provided 3. Children's are given certain incentives
SPECIAL SCHOOLS  This is a programme of the Ministry of Social Justice and Empowerment Children with severe disabilities in coping with regular schools are referred to such special schools.  At present there are more than 3000 special schools.
NATIONAL OPEN SCHOOLS (NOS)  NOS was established as an Autonomous Registered Society in 1989 with the mission to provide education through an open learning system at school stage as the alternative to formal education.  It has developed educational materials for teaching with special needs in their home.  It has also provided the programme of Open Basic Education for Universal Elementary Education (UEE) which includes programmes for disabled children  It also provides Special Accredited Institutions for Education of Disadvantaged (SAIED)
SPECIAL EDUCATION - MEANING  Education for Special need children.  Specifically designed instruction that meets the unusual needs of special children.  The term special education includes all aspects of education which are applied to all exceptional children– Physically and mentally disadvantaged and gifted.  For special education, some special infrastructure is needed.  Also it can be included in mainstream education with some special facilities for it. Special education requires following three elements: 1. Trained professionals including teachers, educationists, physiotherapists. 2. Special curriculum made for students with different disabilities. 3. Infrastructure facilities like building features, study places, material and equipments.
NEED OF SPECIAL EDUCATION  To fulfil needs of exceptional children for education.  To help exceptional children for self sufficiency, occupation etc.  To help them for better life.  To cater their daily needs.  They need to be educated in order to get acquainted with surrounding happenings
MAINSTREAMING OF EDUCATION  Mainstreaming, in the context of education is the practice of educating students with special needs in regular classes during specific time periods based on their skills. This means regular education classes are combined with special education classes.
TYPES OF MAINSTREAMING OF EDUCATION  Mainstreaming can be done in three ways. 1. Integrated Education. 2. Inclusive Education. 3. Exclusive Education. Exclusive education is exclusion of all the students who are not able to fit in the curriculum or in school settings for any reason. Not aim of including all students so very narrow concept.
INTEGRATED EDUCATION Definition  Integrated Education is the educational programme in which exceptional children attend classes with normal children on either a part or full time basis.  It is placement of the disabled children in ordinary schools with some specialised educational help and services.  It does not necessarily integrate all the students who are away from the education for any reason like physically, mentally, socially deprived or because of any cast, creed, gender, race, ability, disability, life style etc.
INTEGRATED EDUCATION - CONCEPT  The concept of integrated education arises as outcome of National policy of education, 1986 recommended to provide equal opportunity to all not only for access but also for success.  Integration signifies the process of interaction of disabled children with normal children in the same educational setting.  Integration also means ‘mainstreaming’ or ‘Normalisation’. As disabled children are treated with normal children.
INTEGRATED EDUCATION - IMPORTANCE  It does not create a feeling of differentiation among disabled children.  It helps to remove inferiority complex among disabled children.  It provides peer group help in learning from normal children.  It provides disabled children a chance to enjoy school life with normal children.  It ensures social integration.  It inculcates affection, love and respect for disabled children among normal children.  It is less expensive as special infrastructure is not required. Special learning material and specially trained teachers are not appointed.  Disabled or challenged students may get help from peers for learning and get motivated for learning.
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