College
of Education and
Behavioral Sciences
Department of Special Needs
Education(SNP)
Inclusive Education
Understanding Children With Special
Needs
Definitions of basic terms
Impairment is any loss or abnormality of
psychological, physiological, or
anatomical
structure or function.
(E.g., a Missing limb)


Impairments are problems in body function or
structure as a significant deviation or loss.


Body functions are the physiological functions of body
systems (including psychological functions)
Impairments represent a deviation from certain
generally accepted population standards.
 The
presence of impairments
do not
necessarily indicate that a disease is present
or that the individual should be regarded as
sick.
 Impairments
can be temporary or
permanent; progressive, regressive or static;
intermittent or continuous.
 Disability
is any restriction
(resulting from an impairment) of
perform an activity in the manner
the range considered normal for
being.
or lack
ability to
or within
a human

Disability is a condition caused by an accident, trauma,
genetics or disease that may limit a person’s mobility,
hearing, vision, speech or cognitive function.
 It
is incapacity recognized by law as limiting or
preventing, for example, mobility.
A
disability exists when an impairment limits a
person’s ability to perform certain tasks (e.g.,
walk, see, etc)
 It
can be also be defined as a functional limitation

Handicap is a disadvantage for a given individual, resulting
from impairment or a disability, that limits or prevents the
fulfillment of a role that is normal for that individual (in
relation to age, sex, social and cultural factors)

A person with a disability is not handicapped, unless the
disability leads to educational, personal, social, vocational, or
other problems.

It is a disadvantage that a person with a disability or
impairment encounters when interacting with the
environment.

It is a physical or attitudinal constraint imposed upon a
person, regardless of whether that person has a disability or
not
 It
is defined as “the loss or limitation of
opportunities to take part in the normal life
of the community on an equal level with
others due to physical or social barriers”.
NOTE:
 A disability may pose a handicap in one
environment but not in another.
 People with disabilities may experience
handicap regardless of their disability
because of other people’s negative attitude
 Although the terms impairment , disability ,
and handicap are sometimes used
interchangeably, they are not synonymous.
 Disability and Handicap
 Disability is viewed as a difference, a characteristic
that sets an individual apart from everyone else,
 Something
that makes the individual less able or
inferior.
 Disability
is seen as a deviance from the norm in
which the other population is considered normal.
 The
way the society views the disability restricts
the individual’s ability.
 Therefore,
an individual becomes handicapped
because of the societies attitude.
 Exceptional

Children
The term exceptional children includes children:
◦ who experience difficulties in learning or behavior
◦ as well as those whose performance is so advanced that
modifications in curriculum and instruction are necessary
to help them fulfill their potential

That is, Educators use exceptional as an inclusive
term to encompass both:
◦ gifted-talented children and
◦ those who function below the norm in some way or with
disabilities, and
◦ children with cultural and environmental deprivation.
 In
other words, the term exceptional children is an
inclusive term that refers to:
 children with learning and/or behavior problems,
 children with physical disabilities or sensory
impairments, and
 children with superior intellectual abilities and/or
special talents.
 The
term students with disabilities is more restrictive
than exceptional children because it does not include
gifted and talented children.
 Within
the school system, children are considered
exceptional if they require special education.
 At Risk
 It refers to children who, although not currently
identified as having a disability, are considered to have a
greater than usual chance of developing one.
 Educators
often apply the term to:
infants and preschoolers who, because of biological
conditions, events surrounding their births, or
environmental deprivation, may be expected to
experience developmental problems at a later time.
 The term is also used to refer to:
students who are experiencing significant learning or
behavioural problems in the general education
classroom and are therefore at risk of being
diagnosed with a disability.
 Children with Special Needs:
 is the currently preferred and used
term to avoid
the terms which can influence the emotional or
psychological condition of exceptional children.
 Appropriate languages
 People first languages are
the disability second.
recommended and put
 We
may not refer to “the disabled,” “the
disturbed,” “the retarded”
 But
they can be referred as “a child with a visual
impairment,” “a girl with mental retardation,” or
“students with physical disabilities.”
Special
Needs Education (SNE)
Defined;
 SNE
is an individualized and tailor-made
education for each child with a special need.
 It
is ‘specially designed instruction, at no cost to
the parents or guardians, to meet the unique
needs of a child with a disability. Including:
◦ Instruction in physical education
◦ Providing related services, as needed
◦ Adapting curriculum content
◦ Adapting methodology
◦ Adapting environment
 Special
Education as Intervention

SNE is purposeful intervention designed to prevent,
eliminate, and/or overcome the obstacles that might keep a
child with disabilities from learning and from full and active
participation in school and society.

SNE provides three basic types of intervention: preventive,
remedial, and compensatory.
1.
Preventive intervention- is designed to keep potential
or minor problems from becoming a disability.

Preventive intervention includes actions that stop an event
from happening.

Primary prevention- primary prevention consists of
measures which prevent diseases, injuries, or congenital
conditions which can result in disabilities.
 Primary
prevention is designed to reduce the
number of new cases ( incidence ) of a
disability;
 It
consists of efforts to eliminate or counteract
risk factors so that a child never acquires a
disability.
 For Example, in the school through the use of school
wide intervention it is possible to prevent behavior
problems

Secondary prevention: includes treatments used for
diseases, injuries or conditions which can causes
impairment.

It is aimed at individuals who have already been exposed to
or are displaying specific risk factors and is intended to
eliminate or counteract the effects of those risk factors.

Tertiary prevention: includes all measures aimed at
reducing or eliminating of impairment, disability, and
handicap.

Tertiary prevention is aimed at individuals with a disability
and intended to prevent the effects of the disability from
worsening.
◦ For example, intensive interventions would be provided for students
identified with emotional or behavioral disorders.
2. Remedial Intervention
Remediation attempts to eliminate specific effects of a
disability.


Its purpose is to teach the person with disabilities skills for
independent and successful functioning.
◦
◦
◦
◦

In school, those skills may be academic (reading, writing, computing),
social (initiating and maintaining a conversation),
self-care (eating, dressing, using the toilet without assistance), or
vocational (career and job skills to prepare secondary students for
the world of work).
The underlying assumption of remedial intervention is that a person
with disabilities needs special instruction to succeed in typical settings.
3.Compensatory intervention:
 Compensatory intervention involves teaching
substitute (i.e., compensatory) skill that enables a
person to engage in an activity or perform a task
in spite of a disability.

Compensatory
interventions involve teaching
special skills or the use of devices that enables
successful functioning.
 Compensatory
interventions give the person with
a disability an asset that nondisabled individuals
do not need,
 Including,
for example, assistive devices or special
training such as orientation and mobility
instruction for a child who is blind.
Categories of children with special
needs
These are children who experience difficulty in learning due
to permanent or temporary problem or disorder. Who
need extra support and assistance. Including
Students with:
 Visual impairment
 Hearing impairment
 Intellectual disability
 Emotional and behavioral disorder
 Learning disability
 Physical and health impairment
 Language and communication difficulty
Cont…
Gifted and talented
3. Deprived background
Extreme Poor
Migrant (war, natural disaster)
Street children
Child labor
Drug abused
3. Minorities
4. Children at risk
Biologically (low or under weight)
Educational Alternatives
for Children with
Special Needs
 Levels
of educational Placement in
Special Needs Education
 CWDs and their families need a wide range of
special education and related services.
 Today
most schools provides a continuum of
services that is a range of placement and
service options
 The
placements ranging from regular classroom
to special schools and residential facilities
 That
is from a few special provisions by the
regular class teacher to twenty four hours
residential care in special facilities
 Who
educates and where exceptional
children receive their education depends
on:
1. How much the student differ from average
students
2. What resources are available in the school and
community
 What is included in the continuum of services?
 The continuum of special education services for school-
age students with disabilities is an array of services to
meet an individual student's needs that includes:

consultant teacher services (direct and/or indirect)

resource room services

related services

integrated co-teaching services

special class.


Continuum of Alternative Placements
IDEA requires schools to provide a continuum of
alternative placements —that is, a range of
placement and service options—to meet the
individual needs of all students with disabilities.
Regular classroom
 Service is given by the regular teacher who is aware
of the individual needs of students
 He/she may able to meet these needs
 Acquire appropriate materials and methods
 Direct service of specialists may not be required
 The expertise of the regular teacher might meet the
student’s needs
 No truly special education is required to meet the
needs of SEDs assigned at this level
Regular classroom with consultation
 The regular teacher might need consultation from
special educator or other professionals
 The
special educator might instruct the regular
teacher on how to meet the needs of SEDs
 He
might also direct the teacher to other facilities
 Or
demonstrate how to use equipments and methods
 Thus
the special education that is required is minimal
Regular classroom with itinerant service
 The regular classroom teacher might receive
support from the itinerant teachers
 The
itinerant teachers might also provide
support for the students
 The
 At
itinerant teachers schedule visit to schools
this level the level of specialization is not
high
The resource teacher
What is Resource Room?
 Resource room program is a special education
program for a student with a disability registered in
either a special class or general education class who
is in need of specialized supplementary instruction in
an individual or small group setting for a portion of
the school day.
 Resource room programs are for the purpose of
supplementing the general education or special
education classroom instruction of students with
disabilities who are in need of such supplemental
programs.
 This means that instruction is not provided in place
of the student's regular academic instruction.
 Provides
services for students and teachers in only
one school
 The
students being served are enrolled in the regular
classroom and
 Work
with the specially trained teacher for a length
of time and at a frequency determined by the nature
and severity of their particular problem
 The
resource teacher also services as a consultant to
the regular teacher
 But
the students remained with the non-disabled
peers most of the time
Special self-contained class
 Such a class enrols few exceptional students
with particular characteristics or needs
 The
teacher trained as special educator and
provides all or most of the instructions
 The
students assigned to this class spend most
or all of the school days separately from their
non disabled peers
 They
students can be included with non
disabled peers during part of the school day in
activities they can participate best
Special day school
 It
provides an all day special placement for
exceptional students
 It
is organized for specific category of
exceptional students and contain special
equipments necessary to meet their needs
 These
students return to home during non
school hours
Hospital or homebound instruction
 Students are assigned to such a setting when
no alternative is readily available
A
student is confined to the home or
hospital for relatively short time
 The
hospital or homebound teacher
maintains contact with the regular teacher
Residential school
 In this case students receive a 24 hours care
away from home

This is a higher level of specialization or
dedicated on the continuum of alternative
placements

The students might make periodic visits home
or return each weekend

But during the week, they are residents of the
institution
degree to which education is “special” is a
continuum
 The
 But
special needs education laws require placement
of students in the least restrictive environment
 The
students should be separated from the non
disabled as little as possible
 But
the definition of LRE is not as simple as it seems
 Physical
restriction may not indicate psychological
restriction or human potential
 Some
students may feel much better in special
school than regular classroom
 In
the regular class students might be rejected
by their non disabled peers
 It
is important to keep in mind the ultimate
goals for students and avoid letting the term
LRE affect the students education
 The
goal should be to find the most productive
setting to provide the maximum assistance for
the child
Identification, Assessment
& Intervention
Identification
Identification is detecting the
existence of certain impairment or
disorder that adversely affect
learning.
Why identification?
The outcome of learning is more than
appropriate curriculum, teachers subject
matter knowledge rather it is depending
on the interaction of many factors.
Cont…
So, teachers should be aware of such factors
that influence learning and ask the following
question related to students achievement,
ability or skill in different area
 Academic area(reading, writing, speaking)
 Overall achievement
 General Intelligence (ability to learn
understand)
 Socio-emotional Status (interaction with
teachers, peers).
 Existence of disability
Cont…
Techniques of Identification
Observation -of two type
Non-systemic
(Informal) observation
Simply watching children and note the
behavior, characteristics and personal
interaction
Systemic
Observation
Teachers focus on certain precisely
defined behavior and measure it’s
frequency ,duration and magnitude.
Assessment
It
is more detailed investigation than
identification.
It can be defined as a global term for
observing, gathering recording and
interpreting information to make
instructional decision about the student
Cont…

Assessment is the process of determining
whether the child:
 exhibits a developmental problem,
 what the problem is,
 its causes,
 its developmental consequences, and
 the best approaches to intervention.
ASSESSMENT should be;
Comprehensive
Continuous
Multidisciplinary
for developing intervention packages.

Comprehensive assessment must be comprehensive
in that it investigates different dimensions and areas
of a child with disability (e.g., other coexisting
conditions, family history, intelligent testing,
medical examination, etc) than single aspect.

Continuous assessment is not a one short process
rather it needs intensive and ongoing procedures till
a holistic and valid result is obtained about the child.

Multidisciplinary once a child has been referred for
special education, a comprehensive assessment must
be conducted by a multidisciplinary team.
Cont…
The multidisciplinary team consists of school
psychologist, speech and language
pathologist, occupational therapist, medical
specialist/physician, classroom teacher,
parent, etc.
Techniques of Assessment
 Interview
 Observation
 Check list
 Portfolio
 Test(CR-test, Standardize test like
Intelligence test)
Intervention:
is a general name for all of the efforts made
on behalf of handicapped people.
Intervention is the interception of
unproductive or undesired behaviors or
conditions and changing or directing them in
ways that are more advantageous.
 It is a provision of appropriate support that
enhance the individual’s development.


Early intervention: is an effort aimed at
eliminating existing or anticipated deficient in
children during the first 36 months. Early
intervention can be preventive, remedial, or
compensatory.
◦ Preventive- keeping possible problems from becoming
serious handicap.
◦ Remedial- overcoming handicaps through training or
education.
◦ Compensatory- giving the handicapped person new
ways of dealing with his/her disability.
Habilitation: is the process of providing support, training
and education for the individual’s holistic development
and improvement before the happening of the
deprivation. It is a support on the development.
 Rehabilitation: is the process aimed at enabling persons
with disabilities to reach and maintain their optimal
physical, sensory, intellectual, psychiatric, and/or social
functional levels, thus providing them with the tools to
change their lives towards a higher level of independence.
 Segregation: refers to separating persons with disabilities
from the society, or the placement of children with special
needs in separate educational programs in which the
children do not have an opportunity to interact with
regular schools or classes.
 Integration: refers to making persons with disabilities
full members of the society.

Understanding
Inclusive Schools
Content covered in this topic
Inclusive
Education, it’s rationales,
challenge and opportunities
Inclusive
Classroom, elements of
Inclusive classroom( ICR)
Characteristic
of Inclusive Classroom
Inclusive Education
Inclusive
education is the process of bringing
together all children with or without disabilities
regardless of the nature and severity in natural
environment where children learn and play.
 IE
is about presences, participation and
achievements of learners so that reduce exclusion
with in and from education

It also gives emphasis on groups of learners at risk
of marginalization, exclusion or underachievement
cont…
Acknowledges
that all children can learn and
all need some kind of support in learning
Aims
to identify and remove barriers that
hinder learning
It
is about changing attitudes, teaching
methods, curriculum to meet the needs of
all children
Rationales of Inclusive
Education
Limitation of Special Education
 Benefits of Inclusive Education

Limitation of Special Education
Deficit-
oriented
Develop
the psychosocial problems
Breed
discrimination and negative
attitude
Costs
a lot
Violate
human right
Benefits of Inclusive Education
Psychological benefit
Social benefit
Economic benefit
Foundations for building
inclusive society
Cont…
Psychological benefit
 Develop trust on the surrounding
and self
Learn
Build
to cope up with difference
up self-esteem and confidence
Learn
to develop positive feeling and
avoid attitudinal barriers
Cont…
Social benefit
Enhance
social skills
Learn to live and play together and
appreciate diversity
Learn to understand difference and
cooperate with others
Develop pro-social behavior (help
each other)
Cont…
Economic benefit
CWD go to local schools
Reduce wastage of repetition
and dropout
CWD live with their family use
community infrastructure
cont…
Foundations for building inclusive
society
Formation of mutual understanding and
appreciation of diversity
Building up empathy, tolerance and
cooperation
Promotion of sustainable development
Challenges and
Opportunities
of Inclusive Education in
School
Challenges of IE in Schools
Attitudinal
barriers
Inadequate trained personal
Rigid curriculum and teaching
methods
Inadequate instructional materials
and assistive devices
Large class size and limited space
Inaccessibility of facilities and
services
Opportunities of Inclusive
Education
Legislations and policy
frameworks
 Associations and civic societies
 School-based awareness and inservices training program

International Legal and Policy Issues
 Universal
Declaration Of Human Rights
(UDHR)
 Convention On The Rights Of The Child
 Convention Against Discrimination In Education
 World Declaration On Education For All (EFA)
 United Nations Standard Rules Of Equalization
Of Opportunities For Persons With Disabilities

Salamanca Frame Work For Action
Universal Declaration Of Human Rights (UDHR)
This
declaration ensures three important
rights;
 Right to education (fundamental human
rights; rights that are universal, indivisible,
interconnected and interdependent)
 Right to equalization of opportunities
 Right to participate in society
Convention On The Rights Of The Child
States the rights of all children to basic
quality primary education
 Make primary education compulsory and
available free to all (UPE).
 It assures the rights of the child to education
based on his or her needs, abilities and pace
of effective learning

Convention Against Discrimination In Education
 To
combat discriminatory treatment in
education

promote the opportunity of addressing
their learning needs,
 Children
in disadvantaged situations or who
experience conditions of risk, disability have
the right to education of the same quality
and standard
World Declaration On Education For All (EFA)
This declaration confirms that every
human being including children, youth,
adults, females, street children,
immigrants, children with disability,…
have right to quality and equity in
education.
U N Standard Rules Of Equalization Of
Opportunities For Persons With Disabilities
Every individual has equal opportunity for participation
 Accessibility
 Education
 Employment
 Income maintenance and social security
 Family life and personal integrity (marriage,
parenthood, sexual relationship)
 Culture
 Recreation and sports
 Religion
Salamanca Frame Work For
Action
 It
was declared in an international conference
on special needs education held in Salamanca,
Spain in 1994.
 The conference emphasized the following
principles:
The right of children including those with temporary
and permanent special education needs to attend
school.
The right of all children to attend school in their
home community
The right of children to participate in a childcentered education meeting individual needs
The right of all children to participate in quality
education that is meaningful for each child.
National Documents
The
Ethiopian Constitution
The
Education and Training Policy
Higher Education Proclamation
The
Special Needs Education strategy Program
(2006)
ESDP IV-2010-2015
Cont…
Growth &

Transformation Plan
Building code (Article) 624/2009:
Proclamation on
the Rights of Disabled
Persons to Employment (1994),
Con’d
 The
Ethiopian Constitution
Article 41(3,5) stipulates the right of citizens
to equal access to publicly funded services
and about the allocation of resources to
provide rehabilitation and assistance…
Art. 9(4) of the FFDRE constitution states
that all international agreements ratified by
Ethiopian are the integral part of the law of
the country.
Education and Training Policy /ETP,1994/
Education structure no. 3:2-1
conforms the importance of early
childhood education stating that
kindergarten to focus on the all round
development of the child in preparation for
formal schooling
Educational structure no. 3: 2.9
Special education and training will be
provided for people with special needs.
Con’d
Educational structure no. 2 2.3
confirms that efforts will be made to enable
People with special needs /both with disability
and the Gifted/ learn in accordance with
their potential and needs.

Higher Education Proclamation No.650/2009,
Article 40, item1 states that institutions shall
make, to the extent possible, their facilities and
programs are easy to use by physically
challenged students
The special needs education program strategy
(2006)
The key elements of the strategy are:
Favourable policy
Duties
environment
& responsibilities in education
system
Using
strengthening national expertise
Allocation and
use of funds
Cooperation and
partners
School management
Con’d

Teacher education

Design establishment and functioning of support
systems.
Allocation
and use of funds
Cooperation and
School
management
Teacher
Design
partners
education
establishment and functioning of support
systems
Education Sector Development /ESDP IV/
 Expected
program outcomes
 Enrollment of children with special
educational needs increased at all levels of
education and due attention will be given to
girls with special needs
 Number of trained teachers in SNE/
inclusive education increased
 Capacity of schools in addressing the
academic and social needs of children with
special educational needs improved
con’d
Building
code (Article) 624/2009:
Even if the code was declared for the
convenient of physical accessibilities in
architectural activities still the problem is not
minimized.
Proclamation
on the Rights of Disabled
Persons
to
Employment
Proclamation No. 101/1994 states about the
right of PWD to appropriate training,
employment opportunities, salary, selection
criteria, grievance procedure…
Con’d
The common powers and duties of
Ministers (proclamation 691/2003 E.C.)
In Article 10(5) “create within its power,
conditions whereby persons with disabilities
and HIV/AIDS victims benefit from equal
opportunities and full participation”.
Associations and civic societies
 The
existence of NGOs and GOs
 Often they raise funds, make donations to
individuals and provide services for children and
adults.
 Disability Associations
 It is people with disabilities who run the
association. They aim to
 promote the rights of disabled people rather
than fund-raise or provide services.
 Offer training and support for their members
School-based awareness and
in-services training program
 The
ongoing School Based awareness on the right of
children with disability to Regular schools.
 In-services
training for teacher allow them to take special
needs education courses.
 Introduction
to Special needs education as a professional
course for all teachers in pre-services and In-services
program
 Opening
of the department of Special needs department in
collages and universities
Conceptual Group Work 1
What is Inclusive School
What is Inclusive Classroom(ICR)
What are the Elements and Characteristics of
ICR
Inclusive Schools
What is Inclusive schools?
 Developed
whole-school processes that promote
inclusive education and quality teaching and
classroom practice that are responsive to the
individual needs and divers learning styles of
students
 Recognize and respond to the diverse needs of their
students and ensuring quality education for all
through
appropriate curricula,
organizational arrangements,
resource use and
partnerships with their community.
 A school where all children should learn together
regardless of differences.
Characteristics of inclusive
schools
 Is
deeply committed to the belief that all children
can learn.
 Restructuring
 Promoting
school culture , policy, and practice.
pro-social (students support students,
teachers support teachers, parents support parents,
community support schools).
Cont…
Involves
mobilizing resources within school
and community
Is alert to and uses a range of multi-skilled
personnel (e.g. Teachers, specialists, aides,
clinicians, volunteers and other students) to
assist students with their learning.
 Create strong links with parents, clinicians,
caregivers, staff in local special schools,
disability services providers and relevant
support agencies within the wider
community.
Inclusive Classroom
(ICR)
What is inclusive Classroom(ICR)
 It
is an effective classroom in creating learning
environment suitable for all learners.
 Creating a welcoming and accessible
environment in which all children learn and
develop social relationships as an equal member
of the class.
 A classroom responsive to the diversity of
students academic, social and personal learning
needs.
Characteristics of ICR
 In
inclusive classrooms students have a variety
of ways to access information and demonstrate
what they know
 Teachers of successful inclusive classrooms
utilize student strengths, incorporate creative
teaching strategies, and support peer
interaction.
 Inclusive classrooms focus on utilizing strengths
 Focused on the strengths of the child instead of
areas of weakness
 Inclusive classrooms create a sense of belonging
 Equal member of the class
Elements of ICR
Strategies achieving ICR
1.
2.
3.
4.
5.
6.
7.
Classroom Situation
Differentiation of Curriculum
Teaching Strategies
Plan individualized education plan
Adapting and Modifying Teaching aids
Modifying Managing behavior in the
classroom
Partnerships
Classroom Situation
 Creating
inclusive ICR which is free from
internal and external influences
 The classroom free from attitudinal and
architectural barriers.
 Creating favorable classroom situation where
all students feel a sense of belongingness in a
safe physical and social environment.
 Learners must get a feeling that they are valued
even if they may fail at a given task.
 In an atmosphere which tolerates and respects
diversity, learning is made easier.
Differentiated of Curriculum
It
is about allowing the diverse needs of all
learners to access the same curriculum
through modification, special equipment
resources or facilities special teaching
techniques.
Inclusive curriculum demands the common
goal defined for all learners (Knowledge,
skills and values) to be acquired.
Cont…
 It
also demands providing various opportunities for
practice and performance in terms of content,
methods, learning style and level of participation.
Children
are allowed to learn at
different rates,
with different materials, and with different
methods,
based on various learner characteristics such as
gender, culture, needs, interests, abilities, and
preferred learning styles.
Cont…
Adaptations
may be necessary to remove
barriers to learning and participation, it is
not expected that all children will learn the
same things, at the same time and the same
way. For example:
The level of the content in of the school
syllabus
The outcomes expected from learners
Equipment and teaching aids used
Methods used to assess learning outcomes
Involvement and engagement with families
and community
A Framework for Adapting the Curriculum
1.
The Pupil
A child in my class has difficulties How do these affect
the pupil’s learning?
 What specialists (if any) can you get advice/help
2.The classroom and school environment
 What changes might you make to the classroom or the
school environment to make it easier for the child to
come to school and to learn? What assistive aids may
be needed?
3. School subjects
 What changes do you need to make to the subjects
you teach the child both in terms of level and the
expected outcomes? This covers the level you teach
the subject to the child as well as the range of subjects
taught.

Cont…
4.Teaching Strategies

What changes do you need to make to your
teaching methods to suit the child’s needs?
5. Participation in other school activities
(sports, clubs, school chores etc.)

What changes might you make to ensure the
child’s active participation?
6.Tests and Examinations

What changes do you need to make to assessing
the pupil’s learning?
Teaching Strategies
Adaptations
or modifications of instructional
strategies refer to the changes in the way
teacher provides instruction.
The teacher should be aware of different
learning styles , backgrounds, experiences
and learning needs of learners when planning
the lesson and using different teaching
methods.
Effective teaching means combining different
teaching and learning strategies.
Cont…
 Different
teaching approaches and groupings
focus on learning from being teacher-directed
towards being Learner- centered can occur.
 This promotes the development of children as
independent, self-directed learners and releases
the teacher to attend to the needs of individual
children and groups.
 Teachers widely used of teaching methods (e.g.
co-operative group teaching, cooperative
learning, self-directed learning etc.) are well
prepared to make a classroom a lively,
challenging and friendly place to learn.
Individualized education plan
An individual education programme (IEP)
Is a tool that school professionals use to
provide educational services tailored to the
needs of learners with SEN;
Assures that the educational needs of a
particular learner, rather than those of a
group of learners, are addressed.
Is a way of designing individual educational
goals that would help learners access and
progress in the general curriculum;
Cont…
Why IEP is needed?
IEP is needed;
For learners to assure their right to
education;
For teachers and specialists to deliver
effective programmes to SWSN;
To overcome barriers to learning which
cannot be overcome by regular classroom
strategies;
 To prevent repetition and dropout;
Cont…
IEP Formulation
 The organization of an IEP may go through
some steps that help its implementation and
monitoring. The steps include;
Step 1: Identification of the learner with
learning difficulties
Identification of the competences and needs of the
learner should be based on information gathered
by teachers, SNE teacher (if there is), principals
and parents/guardians.
Detailed steps of IEP process
1.
2.
3.
4.
5.
6.
7.
Referral
Assessment
Identification
Analysis of services
Placement
Instructional decision making: actual plan
Program evaluation
Cont…
Step 2:Team Formulation
IEP is a team work
 Many professionals are likely to be involved in
providing service and support to the learner.
 The learner, parents/guardians, the teacher and
principal form the core of an IEP team which
then can be completed by other members.
 The regular school teacher and/or SNE teacher
initiates the organizing and forming the team
 The composition of the team depends on the
needs of the learner and on the availability of
additional professionals (therapists, assistants,
counselors etc)
Cont…
Step 3: Setting goals and working
towards them
 The
IEP team sets the goals and defines the
practical solutions that will be carried out in the
classroom and other possible environments.
IEP Process
 The
IEP process is consultative and brings
together the contribution of the learner,
families, school personnel, and other relevant
people.
 The IEP may also take the following cyclic
format:
1. Diagnose the area(s) of difficulty.
2. Plan accordingly.
3. Implement the plan.
4. Evaluate the plan.
5. Make necessary adaptations / modifications to
pave way for further diagnosis.
ASSESSING
Competences and
weaknesses of the
child
IMPLEMENTIN
G
Effective utilization
of resources
Engaging the child
in designed
activities Provide
support
Monitoring and
PLANNING
Setting the goals
What kind of support is
given
What activities are
carried out
How meeting is
organized
Designing the IEP
When designing the IEP you have to focus on
the following areas:
Date of initiation and formulation of the IEP
Some historical background
Competencies
Description of learners situation in school
and difficulties in learning:
Goals
 Long term goals
 Short term goals
Cont…
Methods
Materials
provided
 Arrangements and learning environment:
 Support
 Assessment
 Evaluation of the IEP procedure
Group Assignment
Design IEP for your Particular Group of
Children with Special needs
Adapting and Modifying Teaching
Materials
 Involve
making changes to the equipment and / or
supplies to which a learner with SEN has access to
learning during the lesson.
 These can include flash-cards to help with reading;
wall charts and pictures.
 Adjust the readability level of written materials by
E.g. providing large print texts,
 Provide spoken or tactile equivalents of written or
visual material (e.g. spoken description of visuals,
Braille, three dimension objects, tactile graphics).
 In teaching or testing procedures use enlarged print,
provide oral versions of tests, use calculators.
Cont…
Assistive Aids
Special
aids and equipment to maximize
the function of individuals with particular
impairments
Obvious examples are;
glasses to help children see better;
crutches and wheelchairs to help them move
around school more easily and
hearing aids help children to hear better
Orthosis (device that enhance partial functioning
of a body part)
Prosthesis (artificial replacement of missing body
part arm, leg)
Behavior management
modifications
 ICR
demand modifying or change in way of
managing misbehavior from punishment(negative
management) to positive (discipline).
What is punishment and its effect
 Punishment is an action (penalty) that is imposed
on a person for breaking a rule or showing
improper conduct.
 Punishment aims to control behavior through
negative means.
Cont…
Two
types of punishment are typically
used with children:
Verbal punishment involving negative
verbal warning disapproval, insulting
Corporal punishment involving severe
physical or emotional pain
Both types leave the following
consequences
The
child learns that the adult is superior,
and the use of force – be it verbal, physical,
Cont…
This
lesson leads to incidents of bullying and
violence in school, where older children
dominate younger ones and force them into
giving the bullies money, food, homework, or
other valuable items.
 Punishment makes the child angry, resentful,
and fearful. It also causes shame, guilt,
anxiety, increased aggression, a lack of
independence, and a lack of caring for
others,
 Can seriously harm a child’s development
Cont…
What is Discipline and how to promote
in ICR
Discipline is the practice of teaching or training a
person to obey rules or a code of behavior in
both the short and long terms.

While punishment is meant to control a child’s
behavior, discipline is meant to develop a child’s
behavior, especially in matters of conduct.

It is meant to teach a child self-control and
confidence by focusing on what it is we
want the child to learn and what the child is
Cont…
Children need to be taught so that they
understand and follow social rules.
 The ultimate goal of discipline is for children
to understand their own behavior, take
initiative, be responsible for their choices,
and respect themselves and others.
In ICR teachers expected to use
positive discipline techniques
1. Understanding reasons-students may
misbehave due to: Personal

Cont…
2. Modeling- showing through example
3. Encouraging positive behaviors-it is a type
of reward that stimulates the child to work,
learn, achieve, and builds self-esteem
4. Not giving encouragement for misbehavior
– such as ignoring attention-getting
behaviors
5. Reinforcing correct behavior- eye contact, a
nod, a smile, extra credit points, social
recognition. When rewards are used, they
should always be immediate and small, yet
Cont…
Seven Principles for Positive
Child Discipline
1. Respect the child’s dignity
2. Develop pro-social behavior, self-discipline,
and character
3. Maximize the child’s active participation
4. Respect the child’s developmental needs and
quality of life
5. Respect the child’s motivation and life views
6. Assure fairness (equity and non-
The
following may help teachers in
controlling the behavior in the classroom:
 Develop
the rules of the classroom; the main rule
being to respect one another.
 Avoid confrontations and power struggles.
 Provide an appropriate peer role model.
 Develop a system or code that will let the learner
know when behavior is not appropriate.
 Ignore attention seeking behaviors that are
disruptive to the classroom.
Cont…
Develop
a code of conduct for the
classroom and visually display it in an
appropriate place where all learners can see
it, review it frequently.
Provide immediate reinforcement and
feedback.
Create an interesting curriculum with
materials that are meaningful to children: it
helps learners to be interested and become
involved.
Partnerships
To
make inclusive education happen schools
should work together with
 Concerned stakeholders with in the
school
 Other schools with in the district
 The community including community
workers, people with disability
organizations
Schools with Stakeholders
Creating
inclusive school or ICR requires
partnership between teachers, parents and
others in the school.
1. Teachers work together sharing knowledge,
skills, experience and decision making
2. Work together with families
The primary stakeholders in inclusive schools
are parents.
cont…
 Working
together with families in order to
 Support for children learning at home
 Share knowledge about the child – Families have
knowledge like child’s functioning at home,
community, his/her development, views, ability,
inters and so on.
working together with other schools
 Inclusive education requires the active
cooperation and participation of all the schools
within a district – special school, pre-school,
primary and secondary.
Cont…
Schools work tougher with others schools
through sharing

Knowledge, skills, experience, special training in
special needs education and decision making
Resources including-
Human resources like special needs
teachers, sign language interpreter etc.
 Adapted teaching materials
 Assistive aids
Cont …
Working with community workers, people
with disability organizations
 Working together with health Personnel's
 Schools need to foster close links with health
personnel.
 Every country has a network of community
health workers.
 In your community there may also be doctors
and nurses you can contact or a mobile health
clinic.
 There could also be specialists such as
therapists.
Cont…
 Working
together with community workers
like NGOs, GOs,Voluntary organizations
Often they raise funds, make donations to
individuals and provide services for students
with special needs
Working together with Disability
organizations
Offer training and support for their members
Thank you