Fundamentals and History of Inclusive Education Programme

  1. SEGREGATION

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People with disabilities formed a civil rights movement inspired by that of the 1960s, arguing that their isolation and segregation was not a natural result of disability, but rather of physical and attitudinal barriers. They said inaccessible spaces and people’s assumptions about their abilities were the problem. The Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 now ask us to think of disability discrimination as we do race or genderdiscrimination.

In the 15th century, Special Schools were established by voluntary organizations but only supply vocational skills

The Disability Protection Center was established to provide basic necessities.

The disabled will be killed and made an object of entertainment.

poses a threat

means isolation or separation which places certain limitations and restrictions on relationships, social, contract and communication (Ting, 1997).

  1. NORMALISATION

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• A process of helping individuals with special to live as “normal” a life as possible for that individual.

• Started to occur during the early 60s in the Scandinavia countries such as Sweeden and Denmark.

• The concept is to nurture certain or some behaviors in individual equally like the majority those who are normal.

• In education, normalization stressed that the process of maximising the practice of the ordinary school system to the (sns).

• The normalization process is say to happen when:

• -sns is given the same treatment and service like the other children

• -the implementation of education is maximise in any type of students

• -sns are not being isolated anymore and is given a chance to interact with the public.

•During his research in the US, Wolfensberger succeeded his work on normalisation through his concept of ‘social role valorisation’. He suggested that poor attitudes towards people with learning disabilities could be countered through inclusion and creating opportunities to take on valued social roles

  1. INTEGRATION

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•The placement of pupils with SEN in existing mainstream education/schools, providing that they fulfil the necessary requirements (Farrell et al., 2004)

• Physical Integration : Sharing the SAME hall, canteen, classrooms and field.

• Social Integration : Joining the SAME programme and event, such as assembly or camping. (mainstreaming)

• The selective placement of special education students in one or more "regular" education classes.

•Proponents of mainstreaming generally assume that a student must "earn" his or her opportunity to be placed in regular classes by demonstrating an ability to "keep up" with the work assigned by the regular classroom teacher.

• This concept is closely linked to traditional forms of special education service delivery.

• United States, 1975 - Public Law 94-142 (Education for All Handicapped Children Act)
• This act required all public schools accepting federal funds to provide equal access to education and one free meal a day for children with physical and mental disabilities.

•United Kingdom, 1978 - The Warnock Report
• This report recommended that children with SEN should attend mainstream education- ordinary school setting.

•United Kingdom, 1981 – 1981 Education Act
• Change vocabulary or term used from “Handicapped” to “Special Needs” (SEN).

  1. INCLUSIVE

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• The Universal Declaration of Human Rights (1948)

  • affirms the right of every individual to access education;

• The Standard Rules on the Equalization of Opportunities for Persons with Disabilities (1993)

  • emphasizes the right of education for children with special needs;

•The United Nations Convention on the Rights of Persons with Disabilities (2006) - states that children with special needs are fully guaranteed to enjoy human rights (Suleymanov, 2015)

•Concept : The inclusive concept in the context of education is that all children including those with disabilities are recognized as entitled to access to mainstream education.

• students with special needs are considered as one of the members in the mainstream community.

• Kisanji (1999) argues that educational activities organized by the United Nations (UN) and (UNESCO) are actually greatly influenced by the development of educational legislation regarding the disabled people in the United States and the United Kingdom such as Public Law 94-142 in 1975 in the United States, Education Act 1981 in the United Kingdom, Individuals with Disabilities Education Act, 1990, , American with Disabilities Act, 1990

•Since special education in both countries has been going through a long period of time and progress, the idea of inclusive education emphasized in the education policy of both countries has had a small impact on the planning of educational activities organized by the UN and its agencies.

• among them include the World Declaration on Education for All (EFA), the Salamanca Statement, the World Education Forum, the United Nations Convention on the Rights of Persons with Disabilities and so on.

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