Approaches to Education of

Children with

Special Needs
Presented by:
Mahnoor Fatima (15)
Aimen Shaheen Zafar (13)
Badi ul Jamal (24)
Iqra Bibi (37)
Uzair Ahmed (40)
Mahnoor (15)
Segregation vs Integration
vs Inclusion
 Segregation
• Education of students with disabilities is provided in
separate environments designed for specific, and in
isolation from students without disabilities.
 Integration
• A process of placing persons with disabilities in
existing mainstream educational institutions, as long
as the former can adjust to the standardized
requirements of such institutions.
 Inclusion
• Systemic reform embodying changes and
modifications in content, teaching methods,
approaches, structures and strategies in education to
overcome barriers with a vision serving to provide all
students of the relevant age range with an equitable
and participatory learning experience and
environment that best corresponds to their
requirements and preferences.
 Segregation vs Integration vs
Aspect Segregation Integration Inclusion
Inclusion
Embedding students
Separate educational Placing students with
with disabilities into
Definition settings for students disabilities into regular
regular classrooms
with disabilities classrooms
with support

Regular classrooms,
Specialized schools or
but students with
classrooms designed Regular classrooms
disabilities may be in
Setting exclusively for with full participation
separate areas or
students with and support
participate less
disabilities
frequently
 Limited interaction with Some interaction, but High level of interaction
Social Interaction typically developing often in a separate or with typically
peers limited capacity developing peers
Focused on specialized Aim to bring students Emphasis on adapting
instruction that may not into the general the general curriculum
Educational Goals
align with general curriculum with to meet all students’
curriculum occasional adjustments needs
Regular teachers
Specialized teachers Regular teachers with
supported by special
Teacher Role with expertise in specific support from special
education staff, with a
disabilities education staff
focus on collaboration
 Regular teachers
Specialized teachers Regular teachers with
supported by special
Teacher Role with expertise in support from special
education staff, with a
specific disabilities education staff
focus on collaboration
Experience both
segregated and Full immersion in the
May feel isolated from
integrated general education
Student Experience peers and general
environments, environment, fostering
school community
potentially leading to a a sense of belonging
dual experience
Curriculum and
Tailored to specific Improved access to classroom
needs but may lack general curriculum, but environment are
Accessibility
exposure to broader often with limited adapted to ensure
curriculum involvement accessibility for all
students
Aimen (13)
Inclusive Classroom
Practices and
Strategies
1.Get to Know Your
Students and Let
• Establishing a bond with your students takes
Them Get to Know
time.
You
• Creating opportunities for students to share
their interests, struggles, and aspirations
with you and sharing yours with them builds
a connection that can continue to grow.
1.Get to Know Your
Students and Let
• Establishing a bond with your students takes
Them Get to Know
time.
You
• Creating opportunities for students to share
their interests, struggles, and aspirations
with you and sharing yours with them builds
a connection that can continue to grow.
2. Create a Safe
Space for
Students to
• Encourage open discussions and

Share
reassure students that their thoughts, ideas, and experiences are valued.
• Students also need explicit time to establish connections with their peers.

• Regularly split students into new small groups and use the “I see, I think, I

wonder” strategy to digest something they have learned about or a

current event that may be on their minds.

3. Deliver Instruction in a
Variety of• Ways
There is increasing evidence that shows that
gamified lessons positively influence student
engagement.
• To appeal to different learning styles, reimagine
existing lessons, especially those that feel lecture
heavy, with fresh videos, books, and gamified digital
activities.
4. Choose
Relevant
Literature
• Providing students with literary works
that highlight the human experience.
• Include indigenous, African-American and refugee stories,
as well as stories that include characters with a physical
or learning disability.
Cont.

• Selecting texts that reflect a wide range

of experiences, cultures, and identities helps
students see themselves in the curriculum.
• Literature that addresses diverse perspectives also
broadens students' understanding of the world and
fosters empathy for others.
5. Invite Guest Speakers
to Share Their Stories
• By inviting a guest speaker as a part of an inclusive
classroom activity, you are providing your students
access to an authentic learning experience they may
never otherwise have.
• Bringing in guest speakers from various backgrounds and
experiences allows students to hear firs thand about
diverse perspectives.
6. Use of Assistive
Technology
• Integrate tools such as text-to-speech
software, audio books, speech recognition
programs, or visual organizers to support
students with disabilities.
• These tools can help overcome specific barriers to
learning. Assistive technology enables students to work
more independently and enhances their ability to
participate in class activities.
8. Scaffold Learning
• Break down complex tasks into smaller, manageable
steps and provide temporary supports (scaffolds) like
visual aids, checklists, or step-by-step instructions.
• Gradually remove these supports as students gain
confidence and competence.
• Scaffolding helps students build on their skills at a pace
that suits them, ensuring progress without
overwhelming them.
9. Visual Supports and
Cues
• Use visual aids like charts, diagrams, graphic organizers,
or schedules to help students understand instructions,
follow routines, or process information.
• This is particularly helpful for students with language
processing or communication difficulties.
• Visual supports enhance understanding, especially for
students who struggle with verbal instructions.
Badi ul Jamal (24)
 Individualized Education
Purpose: Plans (IEPs)
An IEP is a legally binding document designed for students with
disabilities to ensure they receive personalized support and
accommodations in their educational environment.
 Key Components
Performance Annual Goals
Transition Plan
Goals

Special Education Participation in

Assessment
and Related General
Accommodations
Services Education
 Process
• Referral for special education evaluation
• Evaluating child’s eligibility for special education services
• Scheduling the IEP Meeting
• Developing the initial IEP
• Providing special education and related services
• Monitoring the Child’s Progress
• Reviewing the child’s IEP and performing reevaluation as needed
 Referral for Special
• This referral can be initiated by a parent, teacher, or
Education Evaluation
school professional when there is concern that a child
may have a disability that impacts their ability to
learn in a general education setting.
• This is a formal request to assess whether the child
requires special education services.
 Evaluating the Child’s
Eligibility for Special
•
Education Services
This referral can be initiated by a parent, teacher, or
school professional when there is concern that a child
may have a disability that impacts their ability to
learn in a general education setting.
• This is a formal request to assess whether the child
requires special education services.
 Scheduling the IEP Meeting
• After the evaluation is completed and eligibility is established, the
school is responsible for scheduling an IEP meeting.
• The purpose of this meeting is to discuss the results of the
evaluation and, if the child qualifies, to begin developing an IEP
tailored to their needs.
• Parents, teachers, school administrators, and specialists involved in
the child’s care are all invited to participate.
 Developing the Initial IEP
• In the IEP meeting, the team works together to develop the initial
IEP for the child.
• The IEP is a written document that outlines the child’s present
levels of academic and functional performance, specific goals, and
the services the school will provide.
• This includes special education instruction, related services like
speech or occupational therapy, accommodations, and
modifications to the learning environment.
 Providing Special Education
and Related Services
• Once the IEP is developed and agreed upon, the school is
responsible for implementing the plan.
• This includes providing the special education and related services
as outlined in the IEP.
• The services are delivered in the least restrictive environment,
meaning the child should be educated with their peers in general
education settings as much as possible.
 Monitoring the Child’s
•
Progress
After the IEP is in place, the child’s progress toward the goals
outlined in the IEP must be closely monitored.
• This monitoring is ongoing and includes formal and informal
assessments.
• The school team regularly reviews how the child is performing
academically, socially, and behaviorally in light of the IEP goals.
 Reviewing the Child’s IEP
and Performing
•
Reevaluation as Needed
The IEP is reviewed at least annually to assess whether the child is
meeting their goals and to make any necessary adjustments to the
services or supports provided.
• If a child’s needs change significantly, the IEP can be revised at any
time through additional meetings.
• Reevaluation typically occurs every three years unless a sooner
evaluation is warranted.
Uzair Ahmed (40)
 Differentiated Instruction
• Differentiation means tailoring instruction to meet individual
needs.
• Whether teachers differentiate content, process, products, or the
learning environment, the use of ongoing assessment and flexible
grouping makes this a successful approach to instruction.
 Four Elements
Teachers can differentiate at least four classroom elements based on
student readiness, interest, or learning profile:
1. Content – what the student needs to learn or how the student will
get access to the information;
2. Process – activities in which the student engages in order to make
sense of or master the content;
 Four Elements
3. Products – culminating projects that ask the student to rehearse,
apply, and extend what he or she has learned in a unit; and
4. Learning environment – the way the classroom works and feels.

By implementing IEPs and differentiated instruction, educators can

address individual learning needs more effectively, ensuring that all
students have access to a meaningful and supportive educational
experience.
Iqra Bibi (37)
 Inclusive pedagogies and
classroom management
• techniques.
Inclusive Pedagogy is a student-centered approach to teaching that
engages the wealth of intersecting social identities and
positionalities that all students bring to the classroom.
• This framework focuses on 3 main aspects of Inclusive Pedagogy i.e
inclusive communication, inclusive instructional practices,
designing inclusive curriculum.
 Universal Design for
Learning (UDL)
Create multiple means of engagement, representation, and
action/expression to cater to diverse learning needs and preferences.

Culturally Responsive
Teaching
Incorporate students' cultural backgrounds into the curriculum and
use diverse materials to make learning more relevant and engaging.
 Flexible Grouping:
Use various group configurations (e.g., pairs, small groups, whole
class) to ensure all students have opportunities to interact and
contribute.
Assistive Technology:
Utilize tools and resources that support students with disabilities,
such as text-to-speech software or adaptive keyboards.
 Classroom Management
Techniques
Clear Positive Restorative
expectations Reinforcement Practices

Proactive Inclusive Emotional and

Strategies Discipline Social Support
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