Special education aims to meet the unique needs of children with disabilities by adapting curriculum and teaching methods. It provides individualized education programs tailored to each child's requirements. Special education is designed for students who need assistance beyond typical classrooms, either to function in school or reach their full potential. It has developed over time from exclusion and institutionalization to inclusive settings in regular classrooms.

1. SPECIAL
EDUCATION

2. SPECIAL EDUCATION
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• Meets the unique needs of a child with a disability.
• Adapting what a child learns & how he or she learns it.
• Special curriculum education is not just a, but a process….
that makes it individualized for each child.

3. • According to KIRK & GALLAGHER (1986): “When youngsters in the same
class room are remarkably different, it is difficult for the teacher to help
them reach their educational potential without some kind of assistance.
The help that the schools devise for children who differ significantly
from the norm is called special education”
• According to YSSELDYKE & ALGOZZINE (1990): “Special education is
the instruction designed for students with special learning needs.
Some of these have difficulty in the regular classrooms; they need
special education to function in school. Others generally do well in
regular classrooms; they need special education to help them master
addition skills to reach their full potential in short. Special education is
evidence of society’s willingness to recognize and respond to the
individual needs of student and the limits of special school
programmers to accommodate these needs”
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DEFINITATION

4. CHARACTERISTICS
• special education meeting the special needs & requirements of the
exceptional children
• Diagnostic
• Interventory
• Developmental
• Quite specific & specialized
• Mobile
• Continuous
• Goal directed
• Research oriented & experimental
• Measurable & testable
• universal
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5. OBJECTIVES
• For all round development in their personality.
• To make familiar with their abilities & capacities.
• Guidance for parents.
• Bring educational opportunities at the doorstep.
• Make independent.
• Help in adjustment in environment.
• Change the attitude towards them.
• Provide appropriate education, personal & vocational guidance.
• Utilize contribution for the progress of country.
• Aware about their rights & facilities provide by government.
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6. PRINCIPLES OF SPECIAL
EDUCATION
• Zero reject
• Nondiscriminatory Identification & Evaluation
• Free, Appropriate Public Education (FAPE)
• Least Restrictive Environment (LRE)
• Due Process Safeguard
• Parents & Students Participation
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7. ZERO REJECT
• School must educate all children with disability.
• No rejection on the basis of color, native, sex, disability, mother
tongue etc…
• Rule against excluding any
student.
• Cannot exclude no matter how
severe the disability.
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8. NONDISCRIMINATORY
IDENTIFICATION & EVALUATION
• Rule requiring schools to evaluate students fairly to determine if they
have a disability, &, if so, what kind of extensive or disability they have.
• An appropriate evaluation provides information to be used to
determine the child’s eligibility for special education and related
services & the educational needs of the child & set the curriculum
accordingly.
• Without subjecting a child to unnecessary tests & assessments.
• Requires states & local agencies to evaluate students in such a way
that strengths & weakness are revealed.
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9. FAPE
• FAPE means a “Free Appropriate Public Education”.
• FREE education of each child with disability must be provide at public
expense under the age of 21.
• APPROPRIATE education is determine on an individual basis.
• PUBLIC school system must educate students with disabilities,
respond to their individual needs, & help them plan for their future.
• EDUCATION act that guarantees that children with disability will
receive a public education include special education & related
services.
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10. LRE
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• LRE means students the special needs will be educated with students
who are not disabled.
• Rule requiring schools to educate students with disabilities with
nondisabled students to the maximum extent appropriate.
• One of the most important & controversial
element of special education reform.
• School may not remove student from general
education unless he/ she cannot be educated
successfully there.

11. DUE PROCESS SAFEGUARD
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• The rights of children with disabilities & their parents are protected.
• All information needed to make decisions about the provision of a
FAPE of the student is provided to parents of children with disability.
• Parents have to right inspect & review their child’s educational
records.

12. PARENTS & STUDENTS
PARTICIPATION
• Equal participation in decision making process.
• The right to receive notice.
• The rights to give ideas for certain activities
such as evaluations, changes in placement
& release of information to others.
• The right to participate in all meetings
concerning their child’s special education.
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13. CONTINUUM OF SERVICES
Regular classrooms
Regular classrooms with teacher consultant
Regular classrooms with itinerant
teacher
Regular classrooms with
resource room facilities
Special classes
Special
schools
Residential
institutions
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14. HISTORY OF SPECIAL
EDUCATION
We can say history is the description of the person, institution &
societies in terms of their existence from the earliest to the latest.
When we talk about the history of special education, we must have its
description in terms of growth & development of the ways & means of
its delivery, objective sets & the system of schooling. The term special
or exceptional children does not exist in our historical past. The
description related to the history of special education in the text is
covered by the history of the case & provision made by the society &
states for the various types of disabilities found in human beings.
Therefore history of special education is the mesh up of two, one deals
with educational & institutional arrangements first formally established
in the eighteenth century, the other with the people who have present
in the society since the beginnings.
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15. HISTORY OF SPECIAL
EDUCATION
We divide the history in two parts that are:
• The Global Scenario
• The Indian Scenario
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16. THE GLOBAL SCENARIO
Now a days we use terms specialty & exceptionality lets take a look for
that period when these people are pronounced with their disability,
trying to trace the roots of today’s special education.
Historical description divided into some specific period or eras that
are:
1). The Era of Exclusion- extermination & abandonment
2). The Era of Acceptance- as a subject of amusement & use
3). The Era of Legal Discrimination & Witchcraft
4). The Era of Sympathy & Asylum- institutionalization
5). The Era of Isolated Settings- special schools
6). The Era of Segregated Settings-special classes
7). The Era of Inclusive Settings- regular classes
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17. THE INDIAN SCENARIO
For understand the status of special education in India, we have two
divisions that are- before and after gaining independence in 1947.
1). Pre- Independence Era
2). Post- Independence Era
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18. POST INDEPENDENCE ERA
• Sargent Report (1944)
• The National Education Commission (1964-66)
• National Education Policy (1968)
• National Policy on Education (1986)
• Rehabilitation Council of India Act (1992)
• Person with Disability (1995)
• National Trust Act (1999)
• Sarva Shiksha Abhiyan (2000-01)
• Action Plan For Inclusive Education of Children and Youth with
Disabilities (2005)
•
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19. THANK YOU
THE END
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