Inclusive Education for Students with Special Needs

  • David Mitchell
  • Ishwar Desai
Chapter
Part of the Springer International Handbooks of Education book series (SIHE, volume 11)

Abstract

At the most fundamental level, inclusive education starts with all students with special needs (SWSN) having access to the same educational opportunities as other children. According to Kholi (1993), however, in developing countries in Asia, only one per cent of such children actually have access to any education. However, inclusive education implies much more than SWSN having access to education. In particular, as emphasised in The Salamanca Statement and Framework for Action on Special Needs Education (UNESCO, 1994), it requires that they have access to regular schools, and preferably regular classrooms, which in turn means that all schools should make appropriate adaptations to the curriculum, and teaching and assessment methods.

Keywords

Special Education Disable Child Western Australia Special School Regular School 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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Copyright information

© Springer Science+Business Media Dordrecht 2003

Authors and Affiliations

  • David Mitchell
    • 1
  • Ishwar Desai
    • 2
  1. 1.University of WaikatoNew Zealand
  2. 2.University of MelbourneAustralia

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