CINXE.COM

<!DOCTYPE html> <html class="client-nojs skin-theme-clientpref-day mf-expand-sections-clientpref-0 mf-font-size-clientpref-small mw-mf-amc-clientpref-0" lang="en" dir="ltr"> <head> <meta charset="UTF-8"> <title>Special education - Wikipedia</title> <script>(function(){var className="client-js skin-theme-clientpref-day mf-expand-sections-clientpref-0 mf-font-size-clientpref-small mw-mf-amc-clientpref-0";var cookie=document.cookie.match(/(?:^|; )enwikimwclientpreferences=([^;]+)/);if(cookie){cookie[1].split('%2C').forEach(function(pref){className=className.replace(new RegExp('(^| )'+pref.replace(/-clientpref-\w+$|[^\w-]+/g,'')+'-clientpref-\\w+( |$)'),'$1'+pref+'$2');});}document.documentElement.className=className;}());RLCONF={"wgBreakFrames":false,"wgSeparatorTransformTable":["",""],"wgDigitTransformTable":["",""],"wgDefaultDateFormat":"dmy","wgMonthNames":["","January","February","March","April","May","June","July","August","September","October","November","December"],"wgRequestId":"f44228a3-270a-4dbc-bf84-f9fe57292f2b","wgCanonicalNamespace":"","wgCanonicalSpecialPageName":false,"wgNamespaceNumber":0,"wgPageName":"Special_education","wgTitle":"Special education","wgCurRevisionId":1269651085,"wgRevisionId":1269651085,"wgArticleId": 436831,"wgIsArticle":true,"wgIsRedirect":false,"wgAction":"view","wgUserName":null,"wgUserGroups":["*"],"wgPageViewLanguage":"en","wgPageContentLanguage":"en","wgPageContentModel":"wikitext","wgRelevantPageName":"Special_education","wgRelevantArticleId":436831,"wgIsProbablyEditable":true,"wgRelevantPageIsProbablyEditable":true,"wgRestrictionEdit":[],"wgRestrictionMove":[],"wgNoticeProject":"wikipedia","wgCiteReferencePreviewsActive":false,"wgFlaggedRevsParams":{"tags":{"status":{"levels":1}}},"wgMediaViewerOnClick":true,"wgMediaViewerEnabledByDefault":true,"wgPopupsFlags":0,"wgVisualEditor":{"pageLanguageCode":"en","pageLanguageDir":"ltr","pageVariantFallbacks":"en"},"wgMFMode":"stable","wgMFAmc":false,"wgMFAmcOutreachActive":false,"wgMFAmcOutreachUserEligible":false,"wgMFLazyLoadImages":true,"wgMFEditNoticesFeatureConflict":false,"wgMFDisplayWikibaseDescriptions":{"search":true,"watchlist":true,"tagline":false,"nearby":true},"wgMFIsSupportedEditRequest":true,"wgMFScriptPath":"", "wgWMESchemaEditAttemptStepOversample":false,"wgWMEPageLength":100000,"wgEditSubmitButtonLabelPublish":true,"wgSectionTranslationMissingLanguages":[{"lang":"ace","autonym":"Acèh","dir":"ltr"},{"lang":"ady","autonym":"адыгабзэ","dir":"ltr"},{"lang":"alt","autonym":"алтай тил","dir":"ltr"},{"lang":"ami","autonym":"Pangcah","dir":"ltr"},{"lang":"an","autonym":"aragonés","dir":"ltr"},{"lang":"ang","autonym":"Ænglisc","dir":"ltr"},{"lang":"ann","autonym":"Obolo","dir":"ltr"},{"lang":"anp","autonym":"अंगिका","dir":"ltr"},{"lang":"ary","autonym":"الدارجة","dir":"rtl"},{"lang":"arz","autonym":"مصرى","dir":"rtl"},{"lang":"ast","autonym":"asturianu","dir":"ltr"},{"lang":"av","autonym":"авар","dir":"ltr"},{"lang":"avk","autonym":"Kotava","dir":"ltr"},{"lang":"awa","autonym":"अवधी","dir":"ltr"},{"lang":"ay","autonym":"Aymar aru","dir":"ltr"},{"lang":"az","autonym":"azərbaycanca","dir":"ltr"},{"lang":"azb","autonym":"تۆرکجه","dir":"rtl"}, {"lang":"ba","autonym":"башҡортса","dir":"ltr"},{"lang":"ban","autonym":"Basa Bali","dir":"ltr"},{"lang":"bar","autonym":"Boarisch","dir":"ltr"},{"lang":"bbc","autonym":"Batak Toba","dir":"ltr"},{"lang":"bcl","autonym":"Bikol Central","dir":"ltr"},{"lang":"bdr","autonym":"Bajau Sama","dir":"ltr"},{"lang":"be","autonym":"беларуская","dir":"ltr"},{"lang":"bew","autonym":"Betawi","dir":"ltr"},{"lang":"bho","autonym":"भोजपुरी","dir":"ltr"},{"lang":"bi","autonym":"Bislama","dir":"ltr"},{"lang":"bjn","autonym":"Banjar","dir":"ltr"},{"lang":"blk","autonym":"ပအိုဝ်ႏဘာႏသာႏ","dir":"ltr"},{"lang":"bm","autonym":"bamanankan","dir":"ltr"},{"lang":"bo","autonym":"བོད་ཡིག","dir":"ltr"},{"lang":"bpy","autonym":"বিষ্ণুপ্রিয়া মণিপুরী","dir":"ltr"},{"lang":"br","autonym":"brezhoneg","dir":"ltr"},{"lang":"btm","autonym":"Batak Mandailing","dir":"ltr"},{"lang":"bug","autonym":"Basa Ugi","dir": "ltr"},{"lang":"cdo","autonym":"閩東語 / Mìng-dĕ̤ng-ngṳ̄","dir":"ltr"},{"lang":"ce","autonym":"нохчийн","dir":"ltr"},{"lang":"ceb","autonym":"Cebuano","dir":"ltr"},{"lang":"ch","autonym":"Chamoru","dir":"ltr"},{"lang":"chr","autonym":"ᏣᎳᎩ","dir":"ltr"},{"lang":"ckb","autonym":"کوردی","dir":"rtl"},{"lang":"co","autonym":"corsu","dir":"ltr"},{"lang":"cr","autonym":"Nēhiyawēwin / ᓀᐦᐃᔭᐍᐏᐣ","dir":"ltr"},{"lang":"crh","autonym":"qırımtatarca","dir":"ltr"},{"lang":"cu","autonym":"словѣньскъ / ⰔⰎⰑⰂⰡⰐⰠⰔⰍⰟ","dir":"ltr"},{"lang":"cy","autonym":"Cymraeg","dir":"ltr"},{"lang":"dag","autonym":"dagbanli","dir":"ltr"},{"lang":"dga","autonym":"Dagaare","dir":"ltr"},{"lang":"din","autonym":"Thuɔŋjäŋ","dir":"ltr"},{"lang":"diq","autonym":"Zazaki","dir":"ltr"},{"lang":"dsb","autonym":"dolnoserbski","dir":"ltr"},{"lang":"dtp","autonym":"Kadazandusun","dir":"ltr"},{"lang":"dv","autonym":"ދިވެހިބަސް","dir":"rtl"},{"lang" :"dz","autonym":"ཇོང་ཁ","dir":"ltr"},{"lang":"ee","autonym":"eʋegbe","dir":"ltr"},{"lang":"eml","autonym":"emiliàn e rumagnòl","dir":"ltr"},{"lang":"fat","autonym":"mfantse","dir":"ltr"},{"lang":"ff","autonym":"Fulfulde","dir":"ltr"},{"lang":"fj","autonym":"Na Vosa Vakaviti","dir":"ltr"},{"lang":"fo","autonym":"føroyskt","dir":"ltr"},{"lang":"fon","autonym":"fɔ̀ngbè","dir":"ltr"},{"lang":"frp","autonym":"arpetan","dir":"ltr"},{"lang":"frr","autonym":"Nordfriisk","dir":"ltr"},{"lang":"fur","autonym":"furlan","dir":"ltr"},{"lang":"fy","autonym":"Frysk","dir":"ltr"},{"lang":"gag","autonym":"Gagauz","dir":"ltr"},{"lang":"gan","autonym":"贛語","dir":"ltr"},{"lang":"gcr","autonym":"kriyòl gwiyannen","dir":"ltr"},{"lang":"gl","autonym":"galego","dir":"ltr"},{"lang":"glk","autonym":"گیلکی","dir":"rtl"},{"lang":"gn","autonym":"Avañe'ẽ","dir":"ltr"},{"lang":"gom","autonym":"गोंयची कोंकणी / Gõychi Konknni","dir":"ltr"},{"lang":"gor","autonym": "Bahasa Hulontalo","dir":"ltr"},{"lang":"gpe","autonym":"Ghanaian Pidgin","dir":"ltr"},{"lang":"gu","autonym":"ગુજરાતી","dir":"ltr"},{"lang":"guc","autonym":"wayuunaiki","dir":"ltr"},{"lang":"gur","autonym":"farefare","dir":"ltr"},{"lang":"guw","autonym":"gungbe","dir":"ltr"},{"lang":"gv","autonym":"Gaelg","dir":"ltr"},{"lang":"hak","autonym":"客家語 / Hak-kâ-ngî","dir":"ltr"},{"lang":"haw","autonym":"Hawaiʻi","dir":"ltr"},{"lang":"hif","autonym":"Fiji Hindi","dir":"ltr"},{"lang":"hr","autonym":"hrvatski","dir":"ltr"},{"lang":"hsb","autonym":"hornjoserbsce","dir":"ltr"},{"lang":"ht","autonym":"Kreyòl ayisyen","dir":"ltr"},{"lang":"hyw","autonym":"Արեւմտահայերէն","dir":"ltr"},{"lang":"ia","autonym":"interlingua","dir":"ltr"},{"lang":"iba","autonym":"Jaku Iban","dir":"ltr"},{"lang":"ie","autonym":"Interlingue","dir":"ltr"},{"lang":"ig","autonym":"Igbo","dir":"ltr"},{"lang":"igl","autonym":"Igala","dir":"ltr"},{"lang":"ilo","autonym":"Ilokano","dir": "ltr"},{"lang":"io","autonym":"Ido","dir":"ltr"},{"lang":"iu","autonym":"ᐃᓄᒃᑎᑐᑦ / inuktitut","dir":"ltr"},{"lang":"jam","autonym":"Patois","dir":"ltr"},{"lang":"jv","autonym":"Jawa","dir":"ltr"},{"lang":"ka","autonym":"ქართული","dir":"ltr"},{"lang":"kaa","autonym":"Qaraqalpaqsha","dir":"ltr"},{"lang":"kab","autonym":"Taqbaylit","dir":"ltr"},{"lang":"kbd","autonym":"адыгэбзэ","dir":"ltr"},{"lang":"kbp","autonym":"Kabɩyɛ","dir":"ltr"},{"lang":"kcg","autonym":"Tyap","dir":"ltr"},{"lang":"kg","autonym":"Kongo","dir":"ltr"},{"lang":"kge","autonym":"Kumoring","dir":"ltr"},{"lang":"ki","autonym":"Gĩkũyũ","dir":"ltr"},{"lang":"kl","autonym":"kalaallisut","dir":"ltr"},{"lang":"km","autonym":"ភាសាខ្មែរ","dir":"ltr"},{"lang":"kn","autonym":"ಕನ್ನಡ","dir":"ltr"},{"lang":"knc","autonym":"Yerwa Kanuri","dir":"ltr"},{"lang":"koi","autonym":"перем коми","dir":"ltr"},{"lang":"krc","autonym":"къарачай-малкъар", "dir":"ltr"},{"lang":"ks","autonym":"कॉशुर / کٲشُر","dir":"rtl"},{"lang":"ku","autonym":"kurdî","dir":"ltr"},{"lang":"kus","autonym":"Kʋsaal","dir":"ltr"},{"lang":"kv","autonym":"коми","dir":"ltr"},{"lang":"kw","autonym":"kernowek","dir":"ltr"},{"lang":"ky","autonym":"кыргызча","dir":"ltr"},{"lang":"lad","autonym":"Ladino","dir":"ltr"},{"lang":"lb","autonym":"Lëtzebuergesch","dir":"ltr"},{"lang":"lez","autonym":"лезги","dir":"ltr"},{"lang":"lg","autonym":"Luganda","dir":"ltr"},{"lang":"li","autonym":"Limburgs","dir":"ltr"},{"lang":"lij","autonym":"Ligure","dir":"ltr"},{"lang":"lld","autonym":"Ladin","dir":"ltr"},{"lang":"lmo","autonym":"lombard","dir":"ltr"},{"lang":"ln","autonym":"lingála","dir":"ltr"},{"lang":"lo","autonym":"ລາວ","dir":"ltr"},{"lang":"lt","autonym":"lietuvių","dir":"ltr"},{"lang":"ltg","autonym":"latgaļu","dir":"ltr"},{"lang":"lv","autonym":"latviešu","dir":"ltr"},{"lang":"mad","autonym":"Madhurâ","dir":"ltr"},{"lang": "mai","autonym":"मैथिली","dir":"ltr"},{"lang":"map-bms","autonym":"Basa Banyumasan","dir":"ltr"},{"lang":"mdf","autonym":"мокшень","dir":"ltr"},{"lang":"mg","autonym":"Malagasy","dir":"ltr"},{"lang":"mhr","autonym":"олык марий","dir":"ltr"},{"lang":"mi","autonym":"Māori","dir":"ltr"},{"lang":"min","autonym":"Minangkabau","dir":"ltr"},{"lang":"mk","autonym":"македонски","dir":"ltr"},{"lang":"ml","autonym":"മലയാളം","dir":"ltr"},{"lang":"mni","autonym":"ꯃꯤꯇꯩ ꯂꯣꯟ","dir":"ltr"},{"lang":"mnw","autonym":"ဘာသာမန်","dir":"ltr"},{"lang":"mos","autonym":"moore","dir":"ltr"},{"lang":"mr","autonym":"मराठी","dir":"ltr"},{"lang":"mrj","autonym":"кырык мары","dir":"ltr"},{"lang":"mt","autonym":"Malti","dir":"ltr"},{"lang":"mwl","autonym":"Mirandés","dir":"ltr"},{"lang":"my","autonym":"မြန်မာဘာသာ","dir":"ltr"},{"lang":"myv","autonym":"эрзянь","dir":"ltr"},{"lang":"mzn","autonym": "مازِرونی","dir":"rtl"},{"lang":"nah","autonym":"Nāhuatl","dir":"ltr"},{"lang":"nan","autonym":"閩南語 / Bân-lâm-gú","dir":"ltr"},{"lang":"nap","autonym":"Napulitano","dir":"ltr"},{"lang":"nb","autonym":"norsk bokmål","dir":"ltr"},{"lang":"nds","autonym":"Plattdüütsch","dir":"ltr"},{"lang":"nds-nl","autonym":"Nedersaksies","dir":"ltr"},{"lang":"ne","autonym":"नेपाली","dir":"ltr"},{"lang":"new","autonym":"नेपाल भाषा","dir":"ltr"},{"lang":"nia","autonym":"Li Niha","dir":"ltr"},{"lang":"nqo","autonym":"ߒߞߏ","dir":"rtl"},{"lang":"nr","autonym":"isiNdebele seSewula","dir":"ltr"},{"lang":"nso","autonym":"Sesotho sa Leboa","dir":"ltr"},{"lang":"ny","autonym":"Chi-Chewa","dir":"ltr"},{"lang":"oc","autonym":"occitan","dir":"ltr"},{"lang":"om","autonym":"Oromoo","dir":"ltr"},{"lang":"or","autonym":"ଓଡ଼ିଆ","dir":"ltr"},{"lang":"os","autonym":"ирон","dir":"ltr"},{"lang":"pa","autonym":"ਪੰਜਾਬੀ","dir":"ltr"},{"lang":"pag", "autonym":"Pangasinan","dir":"ltr"},{"lang":"pam","autonym":"Kapampangan","dir":"ltr"},{"lang":"pap","autonym":"Papiamentu","dir":"ltr"},{"lang":"pcd","autonym":"Picard","dir":"ltr"},{"lang":"pcm","autonym":"Naijá","dir":"ltr"},{"lang":"pdc","autonym":"Deitsch","dir":"ltr"},{"lang":"pms","autonym":"Piemontèis","dir":"ltr"},{"lang":"pnb","autonym":"پنجابی","dir":"rtl"},{"lang":"ps","autonym":"پښتو","dir":"rtl"},{"lang":"pwn","autonym":"pinayuanan","dir":"ltr"},{"lang":"qu","autonym":"Runa Simi","dir":"ltr"},{"lang":"rm","autonym":"rumantsch","dir":"ltr"},{"lang":"rn","autonym":"ikirundi","dir":"ltr"},{"lang":"ro","autonym":"română","dir":"ltr"},{"lang":"rsk","autonym":"руски","dir":"ltr"},{"lang":"rue","autonym":"русиньскый","dir":"ltr"},{"lang":"rup","autonym":"armãneashti","dir":"ltr"},{"lang":"rw","autonym":"Ikinyarwanda","dir":"ltr"},{"lang":"sa","autonym":"संस्कृतम्","dir":"ltr"},{"lang":"sah","autonym":"саха тыла","dir":"ltr" },{"lang":"sat","autonym":"ᱥᱟᱱᱛᱟᱲᱤ","dir":"ltr"},{"lang":"sc","autonym":"sardu","dir":"ltr"},{"lang":"scn","autonym":"sicilianu","dir":"ltr"},{"lang":"sco","autonym":"Scots","dir":"ltr"},{"lang":"sd","autonym":"سنڌي","dir":"rtl"},{"lang":"se","autonym":"davvisámegiella","dir":"ltr"},{"lang":"sg","autonym":"Sängö","dir":"ltr"},{"lang":"sgs","autonym":"žemaitėška","dir":"ltr"},{"lang":"sh","autonym":"srpskohrvatski / српскохрватски","dir":"ltr"},{"lang":"shi","autonym":"Taclḥit","dir":"ltr"},{"lang":"shn","autonym":"ၽႃႇသႃႇတႆး ","dir":"ltr"},{"lang":"si","autonym":"සිංහල","dir":"ltr"},{"lang":"skr","autonym":"سرائیکی","dir":"rtl"},{"lang":"sl","autonym":"slovenščina","dir":"ltr"},{"lang":"sm","autonym":"Gagana Samoa","dir":"ltr"},{"lang":"smn","autonym":"anarâškielâ","dir":"ltr"},{"lang":"sn","autonym":"chiShona","dir":"ltr"},{"lang":"so","autonym":"Soomaaliga","dir":"ltr"},{"lang":"srn","autonym": "Sranantongo","dir":"ltr"},{"lang":"ss","autonym":"SiSwati","dir":"ltr"},{"lang":"st","autonym":"Sesotho","dir":"ltr"},{"lang":"stq","autonym":"Seeltersk","dir":"ltr"},{"lang":"su","autonym":"Sunda","dir":"ltr"},{"lang":"sw","autonym":"Kiswahili","dir":"ltr"},{"lang":"szl","autonym":"ślůnski","dir":"ltr"},{"lang":"tay","autonym":"Tayal","dir":"ltr"},{"lang":"tcy","autonym":"ತುಳು","dir":"ltr"},{"lang":"tdd","autonym":"ᥖᥭᥰ ᥖᥬᥲ ᥑᥨᥒᥰ","dir":"ltr"},{"lang":"te","autonym":"తెలుగు","dir":"ltr"},{"lang":"tet","autonym":"tetun","dir":"ltr"},{"lang":"tg","autonym":"тоҷикӣ","dir":"ltr"},{"lang":"ti","autonym":"ትግርኛ","dir":"ltr"},{"lang":"tig","autonym":"ትግሬ","dir":"ltr"},{"lang":"tk","autonym":"Türkmençe","dir":"ltr"},{"lang":"tl","autonym":"Tagalog","dir":"ltr"},{"lang":"tly","autonym":"tolışi","dir":"ltr"},{"lang":"tn","autonym":"Setswana","dir":"ltr"},{"lang":"to","autonym":"lea faka-Tonga","dir":"ltr"},{"lang":"tpi","autonym": "Tok Pisin","dir":"ltr"},{"lang":"trv","autonym":"Seediq","dir":"ltr"},{"lang":"ts","autonym":"Xitsonga","dir":"ltr"},{"lang":"tt","autonym":"татарча / tatarça","dir":"ltr"},{"lang":"tum","autonym":"chiTumbuka","dir":"ltr"},{"lang":"tw","autonym":"Twi","dir":"ltr"},{"lang":"ty","autonym":"reo tahiti","dir":"ltr"},{"lang":"tyv","autonym":"тыва дыл","dir":"ltr"},{"lang":"udm","autonym":"удмурт","dir":"ltr"},{"lang":"uz","autonym":"oʻzbekcha / ўзбекча","dir":"ltr"},{"lang":"ve","autonym":"Tshivenda","dir":"ltr"},{"lang":"vec","autonym":"vèneto","dir":"ltr"},{"lang":"vep","autonym":"vepsän kel’","dir":"ltr"},{"lang":"vls","autonym":"West-Vlams","dir":"ltr"},{"lang":"vo","autonym":"Volapük","dir":"ltr"},{"lang":"vro","autonym":"võro","dir":"ltr"},{"lang":"wa","autonym":"walon","dir":"ltr"},{"lang":"war","autonym":"Winaray","dir":"ltr"},{"lang":"wo","autonym":"Wolof","dir":"ltr"},{"lang":"wuu","autonym":"吴语","dir":"ltr"},{"lang":"xal","autonym": "хальмг","dir":"ltr"},{"lang":"xh","autonym":"isiXhosa","dir":"ltr"},{"lang":"xmf","autonym":"მარგალური","dir":"ltr"},{"lang":"yi","autonym":"ייִדיש","dir":"rtl"},{"lang":"yo","autonym":"Yorùbá","dir":"ltr"},{"lang":"yue","autonym":"粵語","dir":"ltr"},{"lang":"za","autonym":"Vahcuengh","dir":"ltr"},{"lang":"zgh","autonym":"ⵜⴰⵎⴰⵣⵉⵖⵜ ⵜⴰⵏⴰⵡⴰⵢⵜ","dir":"ltr"},{"lang":"zu","autonym":"isiZulu","dir":"ltr"}],"wgSectionTranslationTargetLanguages":["ace","ady","alt","am","ami","an","ang","ann","anp","ar","ary","arz","as","ast","av","avk","awa","ay","az","azb","ba","ban","bar","bbc","bcl","bdr","be","bew","bg","bho","bi","bjn","blk","bm","bn","bo","bpy","br","bs","btm","bug","ca","cdo","ce","ceb","ch","chr","ckb","co","cr","crh","cs","cu","cy","da","dag","de","dga","din","diq","dsb","dtp","dv","dz","ee","el","eml","eo","es","et","eu","fa","fat","ff","fi","fj","fo","fon","fr","frp","frr","fur","fy","gag","gan","gcr","gl","glk","gn", "gom","gor","gpe","gu","guc","gur","guw","gv","ha","hak","haw","he","hi","hif","hr","hsb","ht","hu","hy","hyw","ia","iba","ie","ig","igl","ilo","io","is","it","iu","ja","jam","jv","ka","kaa","kab","kbd","kbp","kcg","kg","kge","ki","kk","kl","km","kn","knc","ko","koi","krc","ks","ku","kus","kv","kw","ky","lad","lb","lez","lg","li","lij","lld","lmo","ln","lo","lt","ltg","lv","mad","mai","map-bms","mdf","mg","mhr","mi","min","mk","ml","mn","mni","mnw","mos","mr","mrj","ms","mt","mwl","my","myv","mzn","nah","nan","nap","nb","nds","nds-nl","ne","new","nia","nl","nn","nqo","nr","nso","ny","oc","om","or","os","pa","pag","pam","pap","pcd","pcm","pdc","pl","pms","pnb","ps","pt","pwn","qu","rm","rn","ro","rsk","rue","rup","rw","sa","sah","sat","sc","scn","sco","sd","se","sg","sgs","sh","shi","shn","si","sk","skr","sl","sm","smn","sn","so","sq","sr","srn","ss","st","stq","su","sv","sw","szl","ta","tay","tcy","tdd","te","tet","tg","th","ti","tig","tk","tl","tly","tn","to","tpi","tr","trv","ts", "tt","tum","tw","ty","tyv","udm","ur","uz","ve","vec","vep","vi","vls","vo","vro","wa","war","wo","wuu","xal","xh","xmf","yi","yo","yue","za","zgh","zh","zu"],"isLanguageSearcherCXEntrypointEnabled":true,"mintEntrypointLanguages":["ace","ast","azb","bcl","bjn","bh","crh","ff","fon","ig","is","ki","ks","lmo","min","sat","ss","tn","vec"],"wgWikibaseItemId":"Q212105","wgCheckUserClientHintsHeadersJsApi":["brands","architecture","bitness","fullVersionList","mobile","model","platform","platformVersion"],"GEHomepageSuggestedEditsEnableTopics":true,"wgGETopicsMatchModeEnabled":false,"wgGEStructuredTaskRejectionReasonTextInputEnabled":false,"wgGELevelingUpEnabledForUser":false,"wgMinervaPermissions":{"watchable":true,"watch":false},"wgMinervaFeatures":{"beta":false,"donate":true,"mobileOptionsLink":true,"categories":false,"pageIssues":true,"talkAtTop":true,"historyInPageActions":false,"overflowSubmenu":false,"tabsOnSpecials":true,"personalMenu":false,"mainMenuExpanded":false,"echo":true, "nightMode":true},"wgMinervaDownloadNamespaces":[0]};RLSTATE={"ext.globalCssJs.user.styles":"ready","site.styles":"ready","user.styles":"ready","ext.globalCssJs.user":"ready","user":"ready","user.options":"loading","ext.cite.styles":"ready","skins.minerva.styles":"ready","skins.minerva.content.styles.images":"ready","mediawiki.hlist":"ready","skins.minerva.codex.styles":"ready","skins.minerva.icons":"ready","skins.minerva.amc.styles":"ready","ext.wikimediamessages.styles":"ready","mobile.init.styles":"ready","ext.relatedArticles.styles":"ready","wikibase.client.init":"ready","ext.wikimediaBadges":"ready"};RLPAGEMODULES=["ext.cite.ux-enhancements","mediawiki.page.media","ext.scribunto.logs","site","mediawiki.page.ready","skins.minerva.scripts","ext.centralNotice.geoIP","ext.centralNotice.startUp","ext.gadget.switcher","ext.urlShortener.toolbar","ext.centralauth.centralautologin","ext.popups","mobile.init","ext.echo.centralauth","ext.relatedArticles.readMore.bootstrap","ext.eventLogging" ,"ext.wikimediaEvents","ext.navigationTiming","ext.cx.eventlogging.campaigns","ext.cx.entrypoints.mffrequentlanguages","ext.cx.entrypoints.languagesearcher.init","mw.externalguidance.init","ext.checkUser.clientHints","ext.growthExperiments.SuggestedEditSession"];</script> <script>(RLQ=window.RLQ||[]).push(function(){mw.loader.impl(function(){return["user.options@12s5i",function($,jQuery,require,module){mw.user.tokens.set({"patrolToken":"+\\","watchToken":"+\\","csrfToken":"+\\"}); }];});});</script> <link rel="stylesheet" href="/w/load.php?lang=en&modules=ext.cite.styles%7Cext.relatedArticles.styles%7Cext.wikimediaBadges%7Cext.wikimediamessages.styles%7Cmediawiki.hlist%7Cmobile.init.styles%7Cskins.minerva.amc.styles%7Cskins.minerva.codex.styles%7Cskins.minerva.content.styles.images%7Cskins.minerva.icons%2Cstyles%7Cwikibase.client.init&only=styles&skin=minerva"> <script async="" src="/w/load.php?lang=en&modules=startup&only=scripts&raw=1&skin=minerva"></script> <meta name="ResourceLoaderDynamicStyles" content=""> <link rel="stylesheet" href="/w/load.php?lang=en&modules=site.styles&only=styles&skin=minerva"> <meta name="generator" content="MediaWiki 1.44.0-wmf.16"> <meta name="referrer" content="origin"> <meta name="referrer" content="origin-when-cross-origin"> <meta name="robots" content="max-image-preview:standard"> <meta name="format-detection" content="telephone=no"> <meta name="theme-color" content="#eaecf0"> <meta name="viewport" content="width=device-width, initial-scale=1.0, user-scalable=yes, minimum-scale=0.25, maximum-scale=5.0"> <meta property="og:title" content="Special education - Wikipedia"> <meta property="og:type" content="website"> <link rel="preconnect" href="//upload.wikimedia.org"> <link rel="manifest" href="/w/api.php?action=webapp-manifest"> <link rel="alternate" type="application/x-wiki" title="Edit this page" href="/w/index.php?title=Special_education&action=edit"> <link rel="apple-touch-icon" href="/static/apple-touch/wikipedia.png"> <link rel="icon" href="/static/favicon/wikipedia.ico"> <link rel="search" type="application/opensearchdescription+xml" href="/w/rest.php/v1/search" title="Wikipedia (en)"> <link rel="EditURI" type="application/rsd+xml" href="//en.wikipedia.org/w/api.php?action=rsd"> <link rel="canonical" href="https://en.wikipedia.org/wiki/Special_education"> <link rel="license" href="https://creativecommons.org/licenses/by-sa/4.0/deed.en"> <link rel="dns-prefetch" href="//meta.wikimedia.org" /> <link rel="dns-prefetch" href="login.wikimedia.org"> </head> <body class="mediawiki ltr sitedir-ltr mw-hide-empty-elt ns-0 ns-subject mw-editable page-Special_education rootpage-Special_education stable issues-group-B skin-minerva action-view skin--responsive mw-mf-amc-disabled mw-mf"><div id="mw-mf-viewport"> <div id="mw-mf-page-center"> <a class="mw-mf-page-center__mask" href="#"></a> <header class="header-container header-chrome"> <div class="minerva-header"> <nav class="navigation-drawer toggle-list view-border-box"> <input type="checkbox" id="main-menu-input" class="toggle-list__checkbox" role="button" aria-haspopup="true" aria-expanded="false" aria-labelledby="mw-mf-main-menu-button"> <label role="button" for="main-menu-input" id="mw-mf-main-menu-button" aria-hidden="true" data-event-name="ui.mainmenu" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet toggle-list__toggle"> </label> <div id="mw-mf-page-left" class="menu view-border-box"> <ul id="p-navigation" class="toggle-list__list"> <li class="toggle-list-item "> <a class="toggle-list-item__anchor menu__item--home" href="/wiki/Main_Page" data-mw="interface"> Home </a> </li> <li class="toggle-list-item "> <a class="toggle-list-item__anchor menu__item--random" href="/wiki/Special:Random" data-mw="interface"> Random </a> </li> <li class="toggle-list-item skin-minerva-list-item-jsonly"> <a class="toggle-list-item__anchor menu__item--nearby" href="/wiki/Special:Nearby" data-event-name="menu.nearby" data-mw="interface"> Nearby </a> </li> </ul> <ul id="p-personal" class="toggle-list__list"> <li class="toggle-list-item "> <a class="toggle-list-item__anchor mw-list-item menu__item--login" href="/w/index.php?title=Special:UserLogin&returnto=Special+education" data-event-name="menu.login" data-mw="interface"> Log in </a> </li> </ul> <ul id="pt-preferences" class="toggle-list__list"> <li class="toggle-list-item skin-minerva-list-item-jsonly"> <a class="toggle-list-item__anchor menu__item--settings" href="/w/index.php?title=Special:MobileOptions&returnto=Special+education" data-event-name="menu.settings" data-mw="interface"> Settings </a> </li> </ul> <ul id="p-donation" class="toggle-list__list"> <li class="toggle-list-item "> <a class="toggle-list-item__anchor menu__item--donate" href="https://donate.wikimedia.org/?wmf_source=donate&wmf_medium=sidebar&wmf_campaign=en.wikipedia.org&uselang=en&wmf_key=minerva" data-event-name="menu.donate" data-mw="interface"> Donate </a> </li> </ul> <ul class="hlist"> <li class="toggle-list-item "> <a class="toggle-list-item__anchor menu__item--about" href="/wiki/Wikipedia:About" data-mw="interface"> About Wikipedia </a> </li> <li class="toggle-list-item "> <a class="toggle-list-item__anchor menu__item--disclaimers" href="/wiki/Wikipedia:General_disclaimer" data-mw="interface"> Disclaimers </a> </li> </ul> </div> <label class="main-menu-mask" for="main-menu-input"></label> </nav> <div class="branding-box"> <a href="/wiki/Main_Page"> <img src="/static/images/mobile/copyright/wikipedia-wordmark-en.svg" alt="Wikipedia" width="120" height="18" style="width: 7.5em; height: 1.125em;"/> </a> </div> <form action="/w/index.php" method="get" class="minerva-search-form"> <div class="search-box"> <input type="hidden" name="title" value="Special:Search"/> <input class="search skin-minerva-search-trigger" id="searchInput" type="search" name="search" placeholder="Search Wikipedia" aria-label="Search Wikipedia" autocapitalize="sentences" title="Search Wikipedia [f]" accesskey="f"> </div> <button id="searchIcon" class="cdx-button cdx-button--size-large cdx-button--icon-only cdx-button--weight-quiet skin-minerva-search-trigger"> Search </button> </form> <nav class="minerva-user-navigation" aria-label="User navigation"> </nav> </div> </header> <main id="content" class="mw-body"> <div class="banner-container"> <div id="siteNotice"></div> </div> <div class="pre-content heading-holder"> <div class="page-heading"> <h1 id="firstHeading" class="firstHeading mw-first-heading">Special education</h1> <div class="tagline"></div> </div> <ul id="p-associated-pages" class="minerva__tab-container"> <li class="minerva__tab selected mw-list-item"> <a class="minerva__tab-text" href="/wiki/Special_education" rel="" data-event-name="tabs.main">Article</a> </li> <li class="minerva__tab mw-list-item"> <a class="minerva__tab-text" href="/wiki/Talk:Special_education" rel="discussion" data-event-name="tabs.talk">Talk</a> </li> </ul> <nav class="page-actions-menu"> <ul id="p-views" class="page-actions-menu__list"> <li id="language-selector" class="page-actions-menu__list-item"> <a role="button" href="#p-lang" data-mw="interface" data-event-name="menu.languages" title="Language" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet language-selector"> Language </a> </li> <li id="page-actions-watch" class="page-actions-menu__list-item"> <a role="button" id="ca-watch" href="/w/index.php?title=Special:UserLogin&returnto=Special+education" data-event-name="menu.watch" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet menu__item--page-actions-watch"> Watch </a> </li> <li id="page-actions-edit" class="page-actions-menu__list-item"> <a role="button" id="ca-edit" href="/w/index.php?title=Special_education&action=edit" data-event-name="menu.edit" data-mw="interface" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet edit-page menu__item--page-actions-edit"> Edit </a> </li> </ul> </nav>  <div id="mw-content-subtitle"></div> </div> <div id="bodyContent" class="content"> <div id="mw-content-text" class="mw-body-content"><script>function mfTempOpenSection(id){var block=document.getElementById("mf-section-"+id);block.className+=" open-block";block.previousSibling.className+=" open-block";}</script><div class="mw-content-ltr mw-parser-output" lang="en" dir="ltr"><section class="mf-section-0" id="mf-section-0"> <style data-mw-deduplicate="TemplateStyles:r1236090951">.mw-parser-output .hatnote{font-style:italic}.mw-parser-output div.hatnote{padding-left:1.6em;margin-bottom:0.5em}.mw-parser-output .hatnote i{font-style:normal}.mw-parser-output .hatnote+link+.hatnote{margin-top:-0.5em}@media print{body.ns-0 .mw-parser-output .hatnote{display:none!important}}</style><div role="note" class="hatnote navigation-not-searchable">For other uses, see <a href="/wiki/Special_education_(disambiguation)" class="mw-disambig" title="Special education (disambiguation)">Special education (disambiguation)</a>.</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">"SPED" redirects here. For other uses, see <a href="/wiki/Sped_(disambiguation)" class="mw-redirect mw-disambig" title="Sped (disambiguation)">Sped</a>.</div> <style data-mw-deduplicate="TemplateStyles:r1251242444">.mw-parser-output .ambox{border:1px solid #a2a9b1;border-left:10px solid #36c;background-color:#fbfbfb;box-sizing:border-box}.mw-parser-output .ambox+link+.ambox,.mw-parser-output .ambox+link+style+.ambox,.mw-parser-output .ambox+link+link+.ambox,.mw-parser-output .ambox+.mw-empty-elt+link+.ambox,.mw-parser-output .ambox+.mw-empty-elt+link+style+.ambox,.mw-parser-output .ambox+.mw-empty-elt+link+link+.ambox{margin-top:-1px}html body.mediawiki .mw-parser-output .ambox.mbox-small-left{margin:4px 1em 4px 0;overflow:hidden;width:238px;border-collapse:collapse;font-size:88%;line-height:1.25em}.mw-parser-output .ambox-speedy{border-left:10px solid #b32424;background-color:#fee7e6}.mw-parser-output .ambox-delete{border-left:10px solid #b32424}.mw-parser-output .ambox-content{border-left:10px solid #f28500}.mw-parser-output .ambox-style{border-left:10px solid #fc3}.mw-parser-output .ambox-move{border-left:10px solid #9932cc}.mw-parser-output .ambox-protection{border-left:10px solid #a2a9b1}.mw-parser-output .ambox .mbox-text{border:none;padding:0.25em 0.5em;width:100%}.mw-parser-output .ambox .mbox-image{border:none;padding:2px 0 2px 0.5em;text-align:center}.mw-parser-output .ambox .mbox-imageright{border:none;padding:2px 0.5em 2px 0;text-align:center}.mw-parser-output .ambox .mbox-empty-cell{border:none;padding:0;width:1px}.mw-parser-output .ambox .mbox-image-div{width:52px}@media(min-width:720px){.mw-parser-output .ambox{margin:0 10%}}@media print{body.ns-0 .mw-parser-output .ambox{display:none!important}}</style><style data-mw-deduplicate="TemplateStyles:r1248332772">.mw-parser-output .multiple-issues-text{width:95%;margin:0.2em 0}.mw-parser-output .multiple-issues-text>.mw-collapsible-content{margin-top:0.3em}.mw-parser-output .compact-ambox .ambox{border:none;border-collapse:collapse;background-color:transparent;margin:0 0 0 1.6em!important;padding:0!important;width:auto;display:block}body.mediawiki .mw-parser-output .compact-ambox .ambox.mbox-small-left{font-size:100%;width:auto;margin:0}.mw-parser-output .compact-ambox .ambox .mbox-text{padding:0!important;margin:0!important}.mw-parser-output .compact-ambox .ambox .mbox-text-span{display:list-item;line-height:1.5em;list-style-type:disc}body.skin-minerva .mw-parser-output .multiple-issues-text>.mw-collapsible-toggle,.mw-parser-output .compact-ambox .ambox .mbox-image,.mw-parser-output .compact-ambox .ambox .mbox-imageright,.mw-parser-output .compact-ambox .ambox .mbox-empty-cell,.mw-parser-output .compact-ambox .hide-when-compact{display:none}</style><table class="box-Multiple_issues plainlinks metadata ambox ambox-content ambox-multiple_issues compact-ambox" role="presentation"><tbody><tr><td class="mbox-text"><div class="mbox-text-span"><div class="multiple-issues-text mw-collapsible">This article has multiple issues. Please help <a href="/wiki/Special:EditPage/Special_education" title="Special:EditPage/Special education">improve it</a> or discuss these issues on the <a href="/wiki/Talk:Special_education" title="Talk:Special education">talk page</a>. (<a href="/wiki/Help:Maintenance_template_removal" title="Help:Maintenance template removal">Learn how and when to remove these messages</a>) <div class="mw-collapsible-content"> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1251242444"><table class="box-Globalize plainlinks metadata ambox ambox-content ambox-globalize" role="presentation"><tbody><tr><td class="mbox-text"><div class="mbox-text-span">The examples and perspective in this article may not represent a <a href="/wiki/Wikipedia:WikiProject_Countering_systemic_bias" title="Wikipedia:WikiProject Countering systemic bias">worldwide view</a> of the subject. You may <a class="external text" href="https://en.wikipedia.org/w/index.php?title=Special_education&action=edit">improve this article</a>, discuss the issue on the <a href="/wiki/Talk:Special_education" title="Talk:Special education">talk page</a>, or <a href="/wiki/Wikipedia:Article_wizard" title="Wikipedia:Article wizard">create a new article</a>, as appropriate. (June 2022) (<a href="/wiki/Help:Maintenance_template_removal" title="Help:Maintenance template removal">Learn how and when to remove this message</a>)</div></td></tr></tbody></table> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1251242444"><table class="box-More_citations_needed plainlinks metadata ambox ambox-content ambox-Refimprove" role="presentation"><tbody><tr><td class="mbox-text"><div class="mbox-text-span">This article needs additional citations for <a href="/wiki/Wikipedia:Verifiability" title="Wikipedia:Verifiability">verification</a>. Please help <a href="/wiki/Special:EditPage/Special_education" title="Special:EditPage/Special education">improve this article</a> by <a href="/wiki/Help:Referencing_for_beginners" title="Help:Referencing for beginners">adding citations to reliable sources</a>. Unsourced material may be challenged and removed. Find sources: <a rel="nofollow" class="external text" href="https://www.google.com/search?as_eq=wikipedia&q=%22Special+education%22">"Special education"</a> – <a rel="nofollow" class="external text" href="https://www.google.com/search?tbm=nws&q=%22Special+education%22+-wikipedia&tbs=ar:1">news</a> · <a rel="nofollow" class="external text" href="https://www.google.com/search?&q=%22Special+education%22&tbs=bkt:s&tbm=bks">newspapers</a> · <a rel="nofollow" class="external text" href="https://www.google.com/search?tbs=bks:1&q=%22Special+education%22+-wikipedia">books</a> · <a rel="nofollow" class="external text" href="https://scholar.google.com/scholar?q=%22Special+education%22">scholar</a> · <a rel="nofollow" class="external text" href="https://www.jstor.org/action/doBasicSearch?Query=%22Special+education%22&acc=on&wc=on">JSTOR</a> (May 2022) (<a href="/wiki/Help:Maintenance_template_removal" title="Help:Maintenance template removal">Learn how and when to remove this message</a>)</div></td></tr></tbody></table> </div> </div> (<a href="/wiki/Help:Maintenance_template_removal" title="Help:Maintenance template removal">Learn how and when to remove this message</a>)</div></td></tr></tbody></table> <style data-mw-deduplicate="TemplateStyles:r1129693374">.mw-parser-output .hlist dl,.mw-parser-output .hlist ol,.mw-parser-output .hlist ul{margin:0;padding:0}.mw-parser-output .hlist dd,.mw-parser-output .hlist dt,.mw-parser-output .hlist li{margin:0;display:inline}.mw-parser-output .hlist.inline,.mw-parser-output .hlist.inline dl,.mw-parser-output .hlist.inline ol,.mw-parser-output .hlist.inline ul,.mw-parser-output .hlist dl dl,.mw-parser-output .hlist dl ol,.mw-parser-output .hlist dl ul,.mw-parser-output .hlist ol dl,.mw-parser-output .hlist ol ol,.mw-parser-output .hlist ol ul,.mw-parser-output .hlist ul dl,.mw-parser-output .hlist ul ol,.mw-parser-output .hlist ul ul{display:inline}.mw-parser-output .hlist .mw-empty-li{display:none}.mw-parser-output .hlist dt::after{content:": "}.mw-parser-output .hlist dd::after,.mw-parser-output .hlist li::after{content:" · ";font-weight:bold}.mw-parser-output .hlist dd:last-child::after,.mw-parser-output .hlist dt:last-child::after,.mw-parser-output .hlist li:last-child::after{content:none}.mw-parser-output .hlist dd dd:first-child::before,.mw-parser-output .hlist dd dt:first-child::before,.mw-parser-output .hlist dd li:first-child::before,.mw-parser-output .hlist dt dd:first-child::before,.mw-parser-output .hlist dt dt:first-child::before,.mw-parser-output .hlist dt li:first-child::before,.mw-parser-output .hlist li dd:first-child::before,.mw-parser-output .hlist li dt:first-child::before,.mw-parser-output .hlist li li:first-child::before{content:" (";font-weight:normal}.mw-parser-output .hlist dd dd:last-child::after,.mw-parser-output .hlist dd dt:last-child::after,.mw-parser-output .hlist dd li:last-child::after,.mw-parser-output .hlist dt dd:last-child::after,.mw-parser-output .hlist dt dt:last-child::after,.mw-parser-output .hlist dt li:last-child::after,.mw-parser-output .hlist li dd:last-child::after,.mw-parser-output .hlist li dt:last-child::after,.mw-parser-output .hlist li li:last-child::after{content:")";font-weight:normal}.mw-parser-output .hlist ol{counter-reset:listitem}.mw-parser-output .hlist ol>li{counter-increment:listitem}.mw-parser-output .hlist ol>li::before{content:" "counter(listitem)"\a0 "}.mw-parser-output .hlist dd ol>li:first-child::before,.mw-parser-output .hlist dt ol>li:first-child::before,.mw-parser-output .hlist li ol>li:first-child::before{content:" ("counter(listitem)"\a0 "}</style><style data-mw-deduplicate="TemplateStyles:r1126788409">.mw-parser-output .plainlist ol,.mw-parser-output .plainlist ul{line-height:inherit;list-style:none;margin:0;padding:0}.mw-parser-output .plainlist ol li,.mw-parser-output .plainlist ul li{margin-bottom:0}</style><style data-mw-deduplicate="TemplateStyles:r1246091330">.mw-parser-output .sidebar{width:22em;float:right;clear:right;margin:0.5em 0 1em 1em;background:var(--background-color-neutral-subtle,#f8f9fa);border:1px solid var(--border-color-base,#a2a9b1);padding:0.2em;text-align:center;line-height:1.4em;font-size:88%;border-collapse:collapse;display:table}body.skin-minerva .mw-parser-output .sidebar{display:table!important;float:right!important;margin:0.5em 0 1em 1em!important}.mw-parser-output .sidebar-subgroup{width:100%;margin:0;border-spacing:0}.mw-parser-output .sidebar-left{float:left;clear:left;margin:0.5em 1em 1em 0}.mw-parser-output .sidebar-none{float:none;clear:both;margin:0.5em 1em 1em 0}.mw-parser-output .sidebar-outer-title{padding:0 0.4em 0.2em;font-size:125%;line-height:1.2em;font-weight:bold}.mw-parser-output .sidebar-top-image{padding:0.4em}.mw-parser-output .sidebar-top-caption,.mw-parser-output .sidebar-pretitle-with-top-image,.mw-parser-output .sidebar-caption{padding:0.2em 0.4em 0;line-height:1.2em}.mw-parser-output .sidebar-pretitle{padding:0.4em 0.4em 0;line-height:1.2em}.mw-parser-output .sidebar-title,.mw-parser-output .sidebar-title-with-pretitle{padding:0.2em 0.8em;font-size:145%;line-height:1.2em}.mw-parser-output .sidebar-title-with-pretitle{padding:0.1em 0.4em}.mw-parser-output .sidebar-image{padding:0.2em 0.4em 0.4em}.mw-parser-output .sidebar-heading{padding:0.1em 0.4em}.mw-parser-output .sidebar-content{padding:0 0.5em 0.4em}.mw-parser-output .sidebar-content-with-subgroup{padding:0.1em 0.4em 0.2em}.mw-parser-output .sidebar-above,.mw-parser-output .sidebar-below{padding:0.3em 0.8em;font-weight:bold}.mw-parser-output .sidebar-collapse .sidebar-above,.mw-parser-output .sidebar-collapse .sidebar-below{border-top:1px solid #aaa;border-bottom:1px solid #aaa}.mw-parser-output .sidebar-navbar{text-align:right;font-size:115%;padding:0 0.4em 0.4em}.mw-parser-output .sidebar-list-title{padding:0 0.4em;text-align:left;font-weight:bold;line-height:1.6em;font-size:105%}.mw-parser-output .sidebar-list-title-c{padding:0 0.4em;text-align:center;margin:0 3.3em}@media(max-width:640px){body.mediawiki .mw-parser-output .sidebar{width:100%!important;clear:both;float:none!important;margin-left:0!important;margin-right:0!important}}body.skin--responsive .mw-parser-output .sidebar a>img{max-width:none!important}@media screen{html.skin-theme-clientpref-night .mw-parser-output .sidebar:not(.notheme) .sidebar-list-title,html.skin-theme-clientpref-night .mw-parser-output .sidebar:not(.notheme) .sidebar-title-with-pretitle{background:transparent!important}html.skin-theme-clientpref-night .mw-parser-output .sidebar:not(.notheme) .sidebar-title-with-pretitle a{color:var(--color-progressive)!important}}@media screen and (prefers-color-scheme:dark){html.skin-theme-clientpref-os .mw-parser-output .sidebar:not(.notheme) .sidebar-list-title,html.skin-theme-clientpref-os .mw-parser-output .sidebar:not(.notheme) .sidebar-title-with-pretitle{background:transparent!important}html.skin-theme-clientpref-os .mw-parser-output .sidebar:not(.notheme) .sidebar-title-with-pretitle a{color:var(--color-progressive)!important}}@media print{body.ns-0 .mw-parser-output .sidebar{display:none!important}}</style><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"> Special education (also known as special-needs education, aided education, alternative provision, exceptional student education, special ed., SDC, and SPED) is the practice of educating students in a way that accommodates their <a href="/wiki/Individual_differences" class="mw-redirect" title="Individual differences">individual differences</a>, <a href="/wiki/Disability" title="Disability">disabilities</a>, and <a href="/wiki/Special_needs" title="Special needs">special needs</a>. This involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, and accessible settings. These interventions are designed to help individuals with special needs achieve a higher level of personal <a href="/wiki/Self-sustainability" title="Self-sustainability">self-sufficiency</a> and success in school and in their community, which may not be available if the student were only given access to a <a href="/wiki/Traditional_education" title="Traditional education">typical classroom education</a>. Special education aims to provide accommodated education for disabled students such as <a href="/wiki/Learning_disability" title="Learning disability">learning disabilities</a>, learning difficulties (such as <a href="/wiki/Dyslexia" title="Dyslexia">dyslexia</a>), <a href="/wiki/Communication_disorder" title="Communication disorder">communication disorders</a>, <a href="/wiki/Emotional_and_behavioral_disorders" title="Emotional and behavioral disorders">emotional and behavioral disorders</a>, <a href="/wiki/Physical_disabilities" class="mw-redirect" title="Physical disabilities">physical disabilities</a> (such as <a href="/wiki/Osteogenesis_imperfecta" title="Osteogenesis imperfecta">osteogenesis imperfecta</a>, <a href="/wiki/Down_syndrome" title="Down syndrome">down syndrome</a>, <a href="/wiki/Lissencephaly" title="Lissencephaly">lissencephaly</a>, <a href="/wiki/Sanfilippo_syndrome" title="Sanfilippo syndrome">Sanfilippo syndrome</a>, and <a href="/wiki/Muscular_dystrophy" title="Muscular dystrophy">muscular dystrophy</a>), <a href="/wiki/Developmental_disabilities" class="mw-redirect" title="Developmental disabilities">developmental disabilities</a> (such as <a href="/wiki/Autism_spectrum_disorder" class="mw-redirect" title="Autism spectrum disorder">autism spectrum disorder</a>, and <a href="/wiki/Intellectual_disability" title="Intellectual disability">intellectual disabilities</a>) and other disabilities.<a href="#cite_note-1">[1]</a> Disabled students are likely to benefit from additional educational services such as different approaches to teaching, the use of technology, a specifically adapted teaching area, a <a href="/wiki/Resource_room" title="Resource room">resource room</a>, or a separate classroom. Some scholars[<a href="/wiki/Wikipedia:Manual_of_Style/Words_to_watch#Unsupported_attributions" title="Wikipedia:Manual of Style/Words to watch">who?</a>] of education may categorize <a href="/wiki/Gifted_education" title="Gifted education">gifted education</a> under the umbrella of "special education", but this pedagogical approach is different from special education because of the students' capabilities. <a href="/wiki/Intellectual_giftedness" title="Intellectual giftedness">Intellectual giftedness</a> is a difference in learning and can also benefit from specialized teaching techniques or different educational programs, but the term "special education" is generally used to specifically indicate instruction of disabled students. Whereas special education is designed specifically for students with learning disabilities, <a href="/wiki/Remedial_education" title="Remedial education">remedial education</a> can be designed for any students, with or without special needs; the defining trait is simply that they have reached a point of unpreparedness, regardless of why. For example, if a person's education was disrupted, for example, by <a href="/wiki/Internally_displaced_person" title="Internally displaced person">internal displacement</a> during <a href="/wiki/Civil_disorder" title="Civil disorder">civil disorder</a> or a <a href="/wiki/War" title="War">war</a>. In most <a href="/wiki/Developed_country" title="Developed country">developed countries</a>, educators modify teaching methods and environments so that the maximum number of students are served in general education environments.<a href="#cite_note-2">[2]</a><a href="#cite_note-3">[3]</a><a href="#cite_note-4">[4]</a><a href="#cite_note-5">[5]</a><a href="#cite_note-6">[6]</a> Integration can reduce <a href="/wiki/Social_stigma" title="Social stigma">social stigmas</a> and improve <a href="/wiki/Academic_achievement" title="Academic achievement">academic achievement</a> for many students.<a href="#cite_note-7">[7]</a> The opposite of special education is <a href="/wiki/Curriculum" title="Curriculum">general education</a>, also known as mainstream education. General education is the standard <a href="/wiki/Curriculum" title="Curriculum">curriculum</a> presented without special teaching methods or supports. Sometimes special education classrooms and general special education classrooms mix. This is called an inclusive classroom. <div id="toc" class="toc" role="navigation" aria-labelledby="mw-toc-heading"><input type="checkbox" role="button" id="toctogglecheckbox" class="toctogglecheckbox" style="display:none"><div class="toctitle" lang="en" dir="ltr"><h2 id="mw-toc-heading">Contents</h2><label class="toctogglelabel" for="toctogglecheckbox"></label></div> <ul> <li class="toclevel-1 tocsection-1"><a href="#History">1 History</a></li> <li class="toclevel-1 tocsection-2"><a href="#Identifying_students_or_learners_with_special_needs">2 Identifying students or learners with special needs</a></li> <li class="toclevel-1 tocsection-3"><a href="#Individual_needs">3 Individual needs</a></li> <li class="toclevel-1 tocsection-4"><a href="#Methods_of_provision">4 Methods of provision</a> <ul> <li class="toclevel-2 tocsection-5"><a href="#Effective_instruction_for_disabled_students">4.1 Effective instruction for disabled students</a></li> <li class="toclevel-2 tocsection-6"><a href="#Special_schools">4.2 Special schools</a> <ul> <li class="toclevel-3 tocsection-7"><a href="#History_of_special_schools">4.2.1 History of special schools</a></li> </ul> </li> </ul> </li> <li class="toclevel-1 tocsection-8"><a href="#Instructional_strategies">5 Instructional strategies</a> <ul> <li class="toclevel-2 tocsection-9"><a href="#Accommodation">5.1 Accommodation</a></li> <li class="toclevel-2 tocsection-10"><a href="#Modification">5.2 Modification</a></li> <li class="toclevel-2 tocsection-11"><a href="#Non-academic_services">5.3 Non-academic services</a></li> </ul> </li> <li class="toclevel-1 tocsection-12"><a href="#Integrating_technology_in_special_education_classrooms">6 Integrating technology in special education classrooms</a> <ul> <li class="toclevel-2 tocsection-13"><a href="#Autism">6.1 Autism</a></li> <li class="toclevel-2 tocsection-14"><a href="#Down_syndrome">6.2 Down syndrome</a></li> </ul> </li> <li class="toclevel-1 tocsection-15"><a href="#Special_education_and_sports">7 Special education and sports</a> <ul> <li class="toclevel-2 tocsection-16"><a href="#Benefits">7.1 Benefits</a></li> <li class="toclevel-2 tocsection-17"><a href="#Types_of_sports">7.2 Types of sports</a></li> <li class="toclevel-2 tocsection-18"><a href="#Organizations_and_programs">7.3 Organizations and programs</a></li> </ul> </li> <li class="toclevel-1 tocsection-19"><a href="#Impact">8 Impact</a></li> <li class="toclevel-1 tocsection-20"><a href="#Criticism">9 Criticism</a> <ul> <li class="toclevel-2 tocsection-21"><a href="#Access_to_special_education">9.1 Access to special education</a></li> <li class="toclevel-2 tocsection-22"><a href="#Eligibility_criteria">9.2 Eligibility criteria</a></li> <li class="toclevel-2 tocsection-23"><a href="#Inclusion">9.3 Inclusion</a></li> <li class="toclevel-2 tocsection-24"><a href="#Watered-down">9.4 Watered-down</a></li> <li class="toclevel-2 tocsection-25"><a href="#At-risk_students">9.5 At-risk students</a></li> <li class="toclevel-2 tocsection-26"><a href="#Seclusion_and_restraint_practices">9.6 Seclusion and restraint practices</a></li> </ul> </li> <li class="toclevel-1 tocsection-27"><a href="#National_approaches">10 National approaches</a> <ul> <li class="toclevel-2 tocsection-28"><a href="#Africa">10.1 Africa</a> <ul> <li class="toclevel-3 tocsection-29"><a href="#Nigeria">10.1.1 Nigeria</a></li> <li class="toclevel-3 tocsection-30"><a href="#South_Africa">10.1.2 South Africa</a></li> </ul> </li> <li class="toclevel-2 tocsection-31"><a href="#Asia">10.2 Asia</a> <ul> <li class="toclevel-3 tocsection-32"><a href="#China">10.2.1 China</a></li> <li class="toclevel-3 tocsection-33"><a href="#Iran">10.2.2 Iran</a></li> <li class="toclevel-3 tocsection-34"><a href="#Japan">10.2.3 Japan</a></li> <li class="toclevel-3 tocsection-35"><a href="#Pakistan">10.2.4 Pakistan</a></li> <li class="toclevel-3 tocsection-36"><a href="#Singapore">10.2.5 Singapore</a></li> </ul> </li> <li class="toclevel-2 tocsection-37"><a href="#Australia">10.3 Australia</a></li> <li class="toclevel-2 tocsection-38"><a href="#Europe">10.4 Europe</a> <ul> <li class="toclevel-3 tocsection-39"><a href="#Bulgaria">10.4.1 Bulgaria</a></li> <li class="toclevel-3 tocsection-40"><a href="#Czech_Republic">10.4.2 Czech Republic</a></li> <li class="toclevel-3 tocsection-41"><a href="#Denmark">10.4.3 Denmark</a></li> <li class="toclevel-3 tocsection-42"><a href="#Finland">10.4.4 Finland</a></li> <li class="toclevel-3 tocsection-43"><a href="#France">10.4.5 France</a></li> <li class="toclevel-3 tocsection-44"><a href="#Germany">10.4.6 Germany</a></li> <li class="toclevel-3 tocsection-45"><a href="#Greece">10.4.7 Greece</a></li> <li class="toclevel-3 tocsection-46"><a href="#Hungary">10.4.8 Hungary</a></li> <li class="toclevel-3 tocsection-47"><a href="#Republic_of_Ireland">10.4.9 Republic of Ireland</a></li> <li class="toclevel-3 tocsection-48"><a href="#The_Netherlands">10.4.10 The Netherlands</a></li> <li class="toclevel-3 tocsection-49"><a href="#Norway">10.4.11 Norway</a></li> <li class="toclevel-3 tocsection-50"><a href="#Portugal">10.4.12 Portugal</a></li> <li class="toclevel-3 tocsection-51"><a href="#Slovenia">10.4.13 Slovenia</a></li> <li class="toclevel-3 tocsection-52"><a href="#Spain">10.4.14 Spain</a></li> <li class="toclevel-3 tocsection-53"><a href="#Sweden">10.4.15 Sweden</a></li> <li class="toclevel-3 tocsection-54"><a href="#Switzerland">10.4.16 Switzerland</a></li> <li class="toclevel-3 tocsection-55"><a href="#Turkey">10.4.17 Turkey</a></li> <li class="toclevel-3 tocsection-56"><a href="#United_Kingdom">10.4.18 United Kingdom</a></li> </ul> </li> <li class="toclevel-2 tocsection-57"><a href="#Latin_America">10.5 Latin America</a> <ul> <li class="toclevel-3 tocsection-58"><a href="#Colombia">10.5.1 Colombia</a></li> </ul> </li> <li class="toclevel-2 tocsection-59"><a href="#North_America">10.6 North America</a> <ul> <li class="toclevel-3 tocsection-60"><a href="#Canada">10.6.1 Canada</a></li> <li class="toclevel-3 tocsection-61"><a href="#United_States">10.6.2 United States</a></li> </ul> </li> </ul> </li> <li class="toclevel-1 tocsection-62"><a href="#See_also">11 See also</a></li> <li class="toclevel-1 tocsection-63"><a href="#References">12 References</a></li> <li class="toclevel-1 tocsection-64"><a href="#Sources">13 Sources</a></li> <li class="toclevel-1 tocsection-65"><a href="#Further_reading">14 Further reading</a></li> <li class="toclevel-1 tocsection-66"><a href="#External_links">15 External links</a></li> </ul> </div> </section><div class="mw-heading mw-heading2 section-heading" onclick="mfTempOpenSection(1)"><h2 id="History">History</h2> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=1" title="Edit section: History" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div><section class="mf-section-1 collapsible-block" id="mf-section-1"> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">See also: <a href="/wiki/Inclusion_(education)" title="Inclusion (education)">Inclusion (education)</a></div> In the past, most students with special needs have been excluded from school.<a href="#cite_note-8">[8]</a> On November 19, 1975, The Individuals with Disabilities Education Act (IDEA) was passed by President <a href="/wiki/Gerald_Ford" title="Gerald Ford">Gerald Ford</a>. The IDEA law provides free appropriate education with services to individuals with disabilities.<a href="#cite_note-9">[9]</a> Such exclusion still affects about 23 million disabled children worldwide, particularly in poor, rural areas of <a href="/wiki/Developing_country" title="Developing country">developing countries</a>.<a href="#cite_note-Hicks-10">[10]</a> National Special Needs Day is celebrated every <a href="/wiki/December_9th" class="mw-redirect" title="December 9th">December 9th</a> of the year. </section><div class="mw-heading mw-heading2 section-heading" onclick="mfTempOpenSection(2)"><h2 id="Identifying_students_or_learners_with_special_needs">Identifying students or learners with special needs</h2> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=2" title="Edit section: Identifying students or learners with special needs" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div><section class="mf-section-2 collapsible-block" id="mf-section-2"> Some children are easily identified as candidates for special needs due to their medical history. For example, they may have been diagnosed with a genetic condition that is associated with <a href="/wiki/Intellectual_disability" title="Intellectual disability">intellectual disability</a>, may have various forms of <a href="/wiki/Brain_damage" class="mw-redirect" title="Brain damage">brain damage</a>, may have a <a href="/wiki/Developmental_disorder" title="Developmental disorder">developmental disorder</a>, may have visual or hearing disabilities, or other disabilities. On the other hand, for students with less obvious disabilities, such as those who have <a href="/wiki/Borderline_intellectual_functioning" title="Borderline intellectual functioning">borderline intellectual disability</a> or specific learning difficulties (<a href="/wiki/Dyslexia" title="Dyslexia">dyslexia</a>, <a href="/wiki/Dyscalculia" title="Dyscalculia">dyscalculia</a>, etc.), two primary methods have been used for identifying them: the discrepancy model and the response to intervention model.<a href="#cite_note-11">[11]</a> The discrepancy model depends on the teacher noticing that the students' achievements are noticeably below what is expected, at which point the teacher may make the decision for the student to receive support from a special education specialist. Before doing so, the teacher must show documentation of low academic achievement. The <a href="/wiki/Response_to_intervention" class="mw-redirect" title="Response to intervention">response to intervention</a> model advocates earlier intervention. In the discrepancy model, a student receives special education services for a specific learning difficulty (SLD) if the student has at least normal intelligence and the student's academic achievement is below what is expected of a student with his or her <a href="/wiki/IQ" class="mw-redirect" title="IQ">IQ</a>. Although the discrepancy model has dominated the school system for many years, there has been substantial criticism of this approach (e.g., Aaron, 1995, Flanagan and Mascolo, 2005) among researchers. One reason for criticism is that diagnosing SLDs on the basis of the discrepancy between achievement and IQ does not predict the effectiveness of treatment. Low academic achievers who also have low IQ appear to benefit from treatment just as much as low academic achievers who have normal or high intelligence. The alternative approach, response to intervention, identifies children who are having difficulties in school in their first or second year after starting school. They then receive additional assistance such as participating in a <a href="/wiki/Reading_for_special_needs" title="Reading for special needs">reading remediation</a> program. The response of the children to this intervention then determines whether they are designated as having a learning disability. Those few who still have trouble may then receive designation and further assistance. Sternberg (1999) has argued that early remediation can greatly reduce the number of children meeting diagnostic criteria for learning disabilities. He has also suggested that the focus on learning disabilities and the provision of accommodations in school fails to acknowledge that people have a range of strengths and weaknesses and places undue emphasis on academics by insisting that students should be supported in this area and not in music or sports. </section><div class="mw-heading mw-heading2 section-heading" onclick="mfTempOpenSection(3)"><h2 id="Individual_needs">Individual needs</h2> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=3" title="Edit section: Individual needs" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div><section class="mf-section-3 collapsible-block" id="mf-section-3"> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Skolegutt.jpg" class="mw-file-description"><noscript><img alt="A boy wearing a jacket and a backpack" src="//upload.wikimedia.org/wikipedia/commons/thumb/6/6c/Skolegutt.jpg/220px-Skolegutt.jpg" decoding="async" width="220" height="336" class="mw-file-element" data-file-width="279" data-file-height="426"></noscript><span class="lazy-image-placeholder" style="width: 220px;height: 336px;" data-mw-src="//upload.wikimedia.org/wikipedia/commons/thumb/6/6c/Skolegutt.jpg/220px-Skolegutt.jpg" data-alt="A boy wearing a jacket and a backpack" data-width="220" data-height="336" data-srcset="//upload.wikimedia.org/wikipedia/commons/6/6c/Skolegutt.jpg 1.5x" data-class="mw-file-element"> </a><figcaption>A six-year-old boy in Norway with <a href="/wiki/Down_syndrome" title="Down syndrome">Down syndrome</a> is ready for his first day of school.</figcaption></figure> A special education program should be customized to address each student's needs. Special educators provide a continuum of services, in which students with various disabilities receive multiple degrees of support based on their individual needs. It is crucial for special education programs to be individualized so that they address the unique combination of needs in a given student.<a href="#cite_note-Goodman-12">[12]</a> In the United States, Canada, and the UK, educational professionals use a student's <a href="/wiki/Individualized_Education_Program" title="Individualized Education Program">Individualized Education Program</a> (IEP). Another name for a student's Individualized Education Plan is a student's <a href="/wiki/Individual_Learning_Plan" title="Individual Learning Plan">Individual Learning Plan</a> (ILP). "The IEP is meant to address each child's unique learning issues and include specific educational goals. It is a legally binding document [in the US]. The school must provide everything it promises in the IEP."<a href="#cite_note-13">[13]</a> In the US, for children who are not yet three years old, an <a href="/wiki/Individual_Family_Service_Plan" title="Individual Family Service Plan">Individual Family Service Plan</a> (IFSP) contains information on the child's present level of development in all areas; outcomes for the child and family; and services the child and family will receive to help them achieve the outcomes. In the United States, the <a href="/wiki/Individuals_with_Disabilities_Education_Act" title="Individuals with Disabilities Education Act">Individuals with Disabilities Education Act</a> (IDEA) is a federal law that requires every school system to provide a free and appropriate public education for every child, ages 3 to 22, regardless of how or how seriously that child may be disabled.<a href="#cite_note-:0-14">[14]</a> To ensure that this federal law is obeyed, the government requires every school system provide this type of education to each student in order to receive federal funding.<a href="#cite_note-:0-14">[14]</a> This changed a little in 2004 when the Individuals with Disabilities Education Act (IDEA) decided to update the law. After the law was updated into the Disabilities Education Improvement Act, the ability to identify special needs children and give them the appropriate education environment was improved.<a href="#cite_note-15">[15]</a> Students with all forms of special needs are assessed to determine their specific strengths and weaknesses.<a href="#cite_note-Goodman-12">[12]</a> The earlier these students with special needs are assessed, the faster they get the accommodations that they need, and the better it is for their education.[<a href="/wiki/Wikipedia:Citation_needed" title="Wikipedia:Citation needed">citation needed</a>] Placement, resources, and goals are determined on the basis of the student's needs. Accommodations and modifications to the regular program may include changes in the curriculum, supplementary aids or equipment, and the provision of specialized physical adaptations that allow students to participate in the educational environment as much as possible.<a href="#cite_note-16">[16]</a> Students may need this help to access subject matter, physically gain access to the school, or meet their emotional needs. For example, if the assessment determines that the student cannot write by hand because of a physical disability, then the school might provide a computer for typing assignments, or allow the student to answer questions verbally instead. If the school determines that the student is severely distracted by the normal activities in a large, busy classroom, then the student might be placed in a smaller classroom such as a separate classroom or <a href="/wiki/Resource_room" title="Resource room">resource room</a>. Parents of students with a learning disability must be aware of what type of disability their child has, so they can get access to accommodations such as speech therapy, occupational therapy and adaptive physical education. For example, if a student takes an academic test and it indicates that the student struggles with reading comprehension, parents can request speech and language support or classroom accommodations, such as extra time to complete reading and writing tasks.<a href="#cite_note-17">[17]</a> </section><div class="mw-heading mw-heading2 section-heading" onclick="mfTempOpenSection(4)"><h2 id="Methods_of_provision">Methods of provision</h2> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=4" title="Edit section: Methods of provision" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div><section class="mf-section-4 collapsible-block" id="mf-section-4"> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Special_Education_Process.jpg" class="mw-file-description"><noscript><img src="//upload.wikimedia.org/wikipedia/commons/thumb/0/0b/Special_Education_Process.jpg/220px-Special_Education_Process.jpg" decoding="async" width="220" height="114" class="mw-file-element" data-file-width="1283" data-file-height="665"></noscript><span class="lazy-image-placeholder" style="width: 220px;height: 114px;" data-mw-src="//upload.wikimedia.org/wikipedia/commons/thumb/0/0b/Special_Education_Process.jpg/220px-Special_Education_Process.jpg" data-width="220" data-height="114" data-srcset="//upload.wikimedia.org/wikipedia/commons/thumb/0/0b/Special_Education_Process.jpg/330px-Special_Education_Process.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/0/0b/Special_Education_Process.jpg/440px-Special_Education_Process.jpg 2x" data-class="mw-file-element"> </a><figcaption>Procedure that a person must follow in order to receive special education accommodations</figcaption></figure>In most <a href="/wiki/Developed_country" title="Developed country">developed countries</a>, schools use different approaches to providing special education services to students. These approaches can be broadly grouped into four categories, according to how much contact the student with special needs has with non-disabled students (using North American terminology): <ul><li><a href="/wiki/Inclusion_(education)" title="Inclusion (education)">Inclusion</a>: In this approach, students with special needs spend all, or most of the school day with students who do not have special needs. Due to the fact that inclusion can require substantial modification of the general curriculum, most schools use it only for selected students with mild to moderate special needs, which is accepted as a <a href="/wiki/Best_practice" title="Best practice">best practice</a>.<a href="#cite_note-18">[18]</a><a href="#cite_note-19">[19]</a> Specialized services may be provided inside or outside the regular classroom, depending on the type of service. Students may occasionally leave the regular classroom to attend smaller, more intensive instructional sessions in a separate classroom, resource room, or to receive other related services that might require specialised equipment or might be disruptive to the rest of the class, such as <a href="/wiki/Speech_and_language_therapy" class="mw-redirect" title="Speech and language therapy">speech and language therapy</a>, <a href="/wiki/Occupational_therapy" title="Occupational therapy">occupational therapy</a>, <a href="/wiki/Physical_therapy" title="Physical therapy">physical therapy</a>, <a href="/wiki/Rehabilitation_counseling" title="Rehabilitation counseling">rehabilitation counseling</a>. They might also leave the regular classroom for services that require privacy, such as counseling sessions with a <a href="/wiki/Social_worker" class="mw-redirect" title="Social worker">social worker</a>.<a href="#cite_note-Bowe-20">[20]</a></li> <li><a href="/wiki/Mainstreaming_(education)" title="Mainstreaming (education)">Mainstreaming</a> refers to the practice of educating students with special needs in classes with non-disabled students during specific time periods based on their skills. Students with special needs are segregated in separate classrooms exclusively for students with special needs for the rest of the school day.<a href="#cite_note-Teachers,_Schools,_and_Society-21">[21]</a><a href="#cite_note-Teachers,Schools,andSociety-22">[22]</a></li> <li>Segregation in a separate classroom or special school for students with special needs: In this model, students with special needs do not attend classes with non-disabled students. Segregated students may attend the same school where regular classes are provided, but spend all instructional time exclusively in a separate classroom for students with various disabilities. If their special class is located in an ordinary school, they may be provided opportunities for social integration outside the classroom, such as by eating meals with non-disabled students.<a href="#cite_note-23">[23]</a> Alternatively, these students may attend a <a href="/wiki/Special_school" class="mw-redirect" title="Special school">special school</a>.<a href="#cite_note-Teachers,_Schools,_and_Society-21">[21]</a> It may also occur when a student is in hospital, housebound, or detained by the criminal justice system. These students may receive one-on-one instruction or group instruction. Students who have been <a href="/wiki/Suspension_(punishment)" title="Suspension (punishment)">suspended</a> or <a href="/wiki/Expulsion_(academia)" class="mw-redirect" title="Expulsion (academia)">expelled</a> are not considered segregated in this sense.</li></ul> <ul><li><a href="/wiki/Co-teaching" title="Co-teaching">Co-teaching</a>: In this setting, disabled students are placed in a general education classroom to learn along with their disabled peers and non-disabled peers. A general education teacher and a special education teacher work as partners in instruction. Types of co-teaching include "one teaching/one helping" in which one teacher instructs while the other circulates around the class to evaluate and offer help, "parallel teaching" in which both teachers teach the same content to two groups of students of equal size, "station teaching" in which both teachers present differing content to different groups of students simultaneously and students rotate through each station, "alternative teaching" in which one teacher works with a smaller group or individual students while the other works with the rest of the class, and "team teaching" in which both teachers plan and teach a lesson together.<a href="#cite_note-24">[24]</a></li></ul> <div class="mw-heading mw-heading3"><h3 id="Effective_instruction_for_disabled_students">Effective instruction for disabled students</h3> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=5" title="Edit section: Effective instruction for disabled students" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> <ul><li>Goal-directed: Each child must have an Individualized Education Program (IEP) that distinguishes their particular needs. The child must get the services that are designed for them. These services will allow them to reach their annual goals which will be assessed at the end of each term along with short-term goals that will be assessed every few months.</li> <li>Research-based methods: A lot of research has been done regarding disabled students and the best way to teach them. Testing, IQs, interviews, the discrepancy model, etc. should all be used to determine where to place the child. Once that is determined, the next step is the best way for the child to learn. There are a number of different programs such as the <a href="/w/index.php?title=Wilson_Reading_Program&action=edit&redlink=1" class="new" title="Wilson Reading Program (page does not exist)">Wilson Reading Program</a> and <a href="/wiki/Direct_instruction" title="Direct instruction">Direct Instruction</a>.</li> <li>Guided by student performance: While the IEP goals may be assessed every few months to a year, constant informal assessments must take place. These assessments will guide instruction for the teacher. The teacher will be able to determine if the material is too difficult or too easy.<a href="#cite_note-Bos,_C._S._2005-25">[25]</a></li></ul> <div class="mw-heading mw-heading3"><h3 id="Special_schools">Special schools</h3> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=6" title="Edit section: Special schools" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:PS_721_Spec_Ed_jeh.JPG" class="mw-file-description"><noscript><img src="//upload.wikimedia.org/wikipedia/commons/thumb/3/38/PS_721_Spec_Ed_jeh.JPG/220px-PS_721_Spec_Ed_jeh.JPG" decoding="async" width="220" height="165" class="mw-file-element" data-file-width="3072" data-file-height="2304"></noscript><span class="lazy-image-placeholder" style="width: 220px;height: 165px;" data-mw-src="//upload.wikimedia.org/wikipedia/commons/thumb/3/38/PS_721_Spec_Ed_jeh.JPG/220px-PS_721_Spec_Ed_jeh.JPG" data-width="220" data-height="165" data-srcset="//upload.wikimedia.org/wikipedia/commons/thumb/3/38/PS_721_Spec_Ed_jeh.JPG/330px-PS_721_Spec_Ed_jeh.JPG 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/3/38/PS_721_Spec_Ed_jeh.JPG/440px-PS_721_Spec_Ed_jeh.JPG 2x" data-class="mw-file-element"> </a><figcaption>PS 721, a special school in <a href="/wiki/Brooklyn,_New_York" class="mw-redirect" title="Brooklyn, New York">Brooklyn</a>, New York exclusively for the education of students with special needs</figcaption></figure>A special school is a school catering for students who have special educational needs due to learning difficulties, physical disabilities, or behavioral problems. Special schools may be specifically designed, staffed and resourced to provide appropriate special education for children with additional needs. Students attending special schools generally do not attend any classes in mainstream schools. Special schools provide individualized education, addressing specific needs. Student to teacher ratios are kept low, often 6:1 or lower depending upon the needs of the children. Special schools will also have other facilities for children with special needs, such as soft play areas, <a href="/wiki/Sensory_room" title="Sensory room">sensory rooms</a>, or <a href="/wiki/Swimming_pool" title="Swimming pool">swimming pools</a>, which are necessary for treating students with certain conditions. In recent times, places available in special schools are declining as more children with special needs are educated in <a href="/wiki/Inclusion_(education)" title="Inclusion (education)">mainstream schools</a>. However, there will always be some children, whose learning needs cannot be appropriately met in a regular classroom setting and will require specialized education and resources to provide the level of support they require. An example of a disability that may require a student to attend a special school is intellectual disability. However, this practice is often frowned upon by school districts in the US in the light of the <a href="/wiki/Least_restrictive_environment" title="Least restrictive environment">least restrictive environment</a> as mandated in the <a href="/wiki/Individuals_with_Disabilities_Education_Act" title="Individuals with Disabilities Education Act">Individuals with Disabilities Education Act</a>.<a href="#cite_note-26">[26]</a> An alternative is a special unit or special classroom, also called a self-contained classroom, which is a separate classroom dedicated solely to the education of students with special needs within a larger school that also provides general education.<a href="#cite_note-27">[27]</a> This classroom is typically staffed by a specially trained teacher, who provides specific, individualized instruction to individuals and small groups of students with special needs. Separate classrooms, because they are located in a general education school, may have students who remain in the separate classroom full-time, or students who are <a href="/wiki/Mainstreaming_(education)" title="Mainstreaming (education)">mainstreamed</a> in certain general education classes. An alternative to the separate classroom full-time for a student would be a one-to-one aide in the general education setting. In the United States, a one-on-one aide for a student with a disability is called a <a href="/wiki/Paraprofessional_educator" title="Paraprofessional educator">paraprofessional</a>. In the United States a part-time alternative that is appropriate for some students is sometimes called a <a href="/wiki/Resource_room" title="Resource room">resource room</a>. Another alternative would be attending a separate classroom for a specific subject such as <a href="/wiki/Social_studies" title="Social studies">social studies</a>. <a href="/wiki/Seclusion_and_restraint_practices" class="mw-redirect" title="Seclusion and restraint practices">Seclusion</a> is the practice of involuntarily locking a student in an isolated room, utility closet or office alone without the ability to leave until school staff allows. The use of a <a href="/wiki/Padded_cell" title="Padded cell">seclusion room</a> is often misused as a form of punishment for disrespecting staff or leaving the classroom.<a href="#cite_note-28">[28]</a><a href="#cite_note-29">[29]</a><a href="#cite_note-30">[30]</a> <div class="mw-heading mw-heading4"><h4 id="History_of_special_schools">History of special schools</h4> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=7" title="Edit section: History of special schools" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> One of the first special schools in the world was the <a href="/wiki/Institut_National_des_Jeunes_Aveugles" title="Institut National des Jeunes Aveugles">Institut National des Jeunes Aveugles</a> in Paris, which was founded in 1784. It was the first school in the world to teach <a href="/wiki/Blindness" class="mw-redirect" title="Blindness">blind</a> students.<a href="#cite_note-31">[31]</a> The first school in U.K. for the Deaf was established 1760<a href="#cite_note-32">[32]</a><a href="#cite_note-33">[33]</a> in Edinburgh by <a href="/wiki/Thomas_Braidwood" title="Thomas Braidwood">Thomas Braidwood</a>, with education for <a href="/wiki/Blindness_and_education" title="Blindness and education">visually impaired</a> people beginning in the Edinburgh and Bristol in 1765. In the 19th century, people with disabilities and the inhumane conditions where they were supposedly housed and educated were addressed in the literature of <a href="/wiki/Charles_Dickens" title="Charles Dickens">Charles Dickens</a>. Dickens characterized people with severe disabilities as having the same, if not more, compassion and insight in <a href="/wiki/Bleak_House" title="Bleak House">Bleak House</a> and <a href="/wiki/Little_Dorrit" title="Little Dorrit">Little Dorrit</a>.<a href="#cite_note-34">[34]</a> Such attention to the downtrodden conditions of people with disabilities brought resulted in reforms in Europe including the re-evaluation of special schools. In the United States reform came more slowly. Throughout the mid half of the 20th century, special schools, termed institutions, were not only accepted, but encouraged. Disabled students were housed with people with <a href="/wiki/Mental_illness" class="mw-redirect" title="Mental illness">mental illnesses</a>, and they were not educated much, if at all.<a href="#cite_note-35">[35]</a> <a href="/wiki/Deinstitutionalization_in_the_United_States" title="Deinstitutionalization in the United States">Deinstitutionalization</a> proceeded in the US beginning in the 1970s following the exposes of the institutions, and it has taken sometime before the Education for All Handicapped Children's Act of 1974, to the Individuals with Disabilities Education Act (IDEA) and then Individuals with Disabilities Educational Improvement Act (IDEIA) have come into fruition.<a href="#cite_note-36">[36]</a> School integration was supported as early as the 1970s, and teacher preparation programs in higher education have carefully taught and instructed graduates on inclusion at the classroom, individual, school, and district levels for decades resulting in dual certification of "regular teachers". With the Amendments to the <a href="/w/index.php?title=Individuals_with_Disabilities_Education_Act_of_1997&action=edit&redlink=1" class="new" title="Individuals with Disabilities Education Act of 1997 (page does not exist)">Individuals with Disabilities Education Act of 1997</a>, school districts in the United States began to slowly integrate students with moderate and severe special needs into regular school systems. This changed the form and function of special education services in many school districts and special schools subsequently saw a steady decrease in enrollment as districts weighed the cost per student. It also posed general funding dilemmas to certain local schools and districts, changed how schools view assessments, and formally introduced the concept of <a href="/wiki/Inclusion_(education)" title="Inclusion (education)">inclusion</a> to many educators, students and parents.<a href="#cite_note-37">[37]</a> </section><div class="mw-heading mw-heading2 section-heading" onclick="mfTempOpenSection(5)"><h2 id="Instructional_strategies">Instructional strategies</h2> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=8" title="Edit section: Instructional strategies" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div><section class="mf-section-5 collapsible-block" id="mf-section-5"> The student can be taught in either a classroom or outside environment. Both environments can be interactive for the student to engage better with the subject.<a href="#cite_note-38">[38]</a> Different instructional techniques are used for some students with special educational needs. Instructional strategies are classified as being either accommodations or modifications. <div class="mw-heading mw-heading3"><h3 id="Accommodation">Accommodation</h3> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=9" title="Edit section: Accommodation" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> An accommodation is a reasonable adjustment to teaching practices so that the student learns the same material, but in a format that is more accessible to the student. Accommodations may be classified by whether they change the presentation, response, setting, or scheduling of lessons.<a href="#cite_note-Ofqual-39">[39]</a> For example, the school may accommodate a student with visual impairments by providing a <a href="/wiki/Large-print" title="Large-print">large-print</a> textbook. This is a presentation accommodation. <dl><dt>Examples of accommodations</dt></dl> <ul><li>Response accommodations:<a href="#cite_note-Ofqual-39">[39]</a> Typing homework assignments rather than hand-writing them (considered a modification if the subject is <a href="/wiki/Penmanship" title="Penmanship">learning to write by hand</a>). Having someone else write down answers given verbally.</li> <li>Presentation accommodations:<a href="#cite_note-Ofqual-39">[39]</a> Examples include listening to <a href="/wiki/Audiobook" title="Audiobook">audiobooks</a> rather than reading printed books. These may be used as substitutes for the text, or as supplements intended to improve the students' reading fluency and phonetic skills. Similar options include designating a person to read to the student, or providing <a href="/wiki/Text_to_speech" class="mw-redirect" title="Text to speech">text to speech</a> software. This is considered a modification if the purpose of the assignment is <a href="/wiki/Learning_to_read" class="mw-redirect" title="Learning to read">reading skills acquisition</a>. Other presentation accommodations may include designating a person to take notes during lectures or using a talking <a href="/wiki/Calculator" title="Calculator">calculator</a> rather than one with only a visual display.</li> <li>Setting accommodations:<a href="#cite_note-Ofqual-39">[39]</a> Taking a test in a quieter room. Moving the class to a room that is physically accessible, e.g., on the first floor of a building or near an <a href="/wiki/Elevator" title="Elevator">elevator</a>. Arranging seating assignments to benefit the student, e.g., by sitting at the front of the classroom.</li> <li>Scheduling accommodations:<a href="#cite_note-Ofqual-39">[39]</a> Students may be given rest breaks or extended time on tests (may be considered a modification, if speed is a factor in the test). Use a timer to help with time management. Students with a disability that can flare up unexpectedly may be allowed to turn in an assignment or take a test shortly after the episode has resolved.<a href="#cite_note-:3-40">[40]</a> This system, called flexible deadlines, treats an occasional, unexpected episode of illness or incapacity caused by a disability similar to an equivalent episode of an unexpected viral infection. These students or their families should inform the teachers of the problem and turn in the missed work soon after the student is well enough to return to school (typically, one to three days after the return to class).<a href="#cite_note-:3-40">[40]</a></li> <li>Students can be offered a flexible setting in which to take tests. These settings can be a new location to provide for minimal distractions.</li></ul> All developed countries permit or require some degree of accommodation for students with special needs, and special provisions are usually made in examinations which take place at the end of formal schooling.<a href="#cite_note-Ofqual-39">[39]</a> <div class="mw-heading mw-heading3"><h3 id="Modification">Modification</h3> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=10" title="Edit section: Modification" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> A modification changes or adapts the material to make it simpler.<a href="#cite_note-Jisc-41">[41]</a> Modifications may change what is learned, how difficult the material is, what level of mastery the student is expected to achieve, whether or how the student is assessed, or any other aspect of the curriculum.<a href="#cite_note-Code-42">[42]</a> For example, the school may modify a reading assignment for a student with reading difficulties by substituting a shorter, easier book. A student may receive both accommodations and modifications. <dl><dt>Examples of modifications</dt></dl> <ul><li>Skipping subjects: Students may be taught less information than typical students, skipping over material that the school deems inappropriate for the student's abilities or less important than other subjects. For example, students with poor fine motor skills may be taught to print <a href="/wiki/Block_letters" title="Block letters">block letters</a>, but not <a href="/wiki/Cursive" title="Cursive">cursive</a> handwriting.</li> <li>Simplified assignments: Students may read the same literature as their peers but have a simpler version, such as Shakespeare with both the original text and a modern paraphrase available.<a href="#cite_note-43">[43]</a></li> <li>Shorter assignments: Students may do shorter homework assignments or take shorter tests.</li> <li>Extra aids: If students have deficiencies in working memory, a list of vocabulary words, called a word bank, can be provided during tests, to reduce lack of recall and increase chances of comprehension. Students might use a calculator when other students do not.</li> <li>Extended time: Students with a slower processing speed may benefit from extended time for assignments and/or tests in order to have more time to comprehend questions, recall information, and synthesize knowledge.</li></ul> <div class="mw-heading mw-heading3"><h3 id="Non-academic_services">Non-academic services</h3> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=11" title="Edit section: Non-academic services" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> In addition to how the student is taught the academic curriculum, schools may provide non-academic services to the student. These are intended ultimately to increase the student's personal and academic abilities. Related services include developmental, corrective, and other supportive services as are required to assist a student with learning disabilities and includes <a href="/wiki/Speech_and_language_pathology" class="mw-redirect" title="Speech and language pathology">speech and language pathology</a>, <a href="/wiki/Audiology" title="Audiology">audiology</a>, psychological services, <a href="/wiki/Physical_therapy" title="Physical therapy">physical therapy</a>, <a href="/wiki/Occupational_therapy" title="Occupational therapy">occupational therapy</a>, counseling services, music therapy, including rehabilitation counseling, orientation and mobility services, medical services as defined by regulations, parent counseling and training, school health services, school social work, assistive technology, other appropriate developmental or corrective support services, appropriate access to recreation and other support services.<a href="#cite_note-Related_Services-44">[44]</a> In some countries, most related services are provided by the schools; in others, they are provided by the normal healthcare and social services systems. As an example, students who have poor <a href="/wiki/Inhibitory_control" title="Inhibitory control">impulse control</a>, behavioral challenges, or are autistic may learn self-management techniques, be kept closely on a comfortingly predictable schedule, or given extra cues to signal activities.<a href="#cite_note-45">[45]</a> A university field, termed severe disabilities, also is taught throughout the US university sector in schools of education. Advanced instruction is based upon community-referenced instruction, and alignment with transition to adulthood and progressive community practices.<a href="#cite_note-46">[46]</a> Rehabilitation counseling personnel are often association with <a href="/wiki/Supported_employment" title="Supported employment">supported employment</a> services, and typically with "transition to adulthood"<a href="#cite_note-47">[47]</a><a href="#cite_note-48">[48]</a> in which multi-decade recommendations for better coordination between the school and the community service sectors have been made at the federal and university levels. </section><div class="mw-heading mw-heading2 section-heading" onclick="mfTempOpenSection(6)"><h2 id="Integrating_technology_in_special_education_classrooms">Integrating technology in special education classrooms</h2> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=12" title="Edit section: Integrating technology in special education classrooms" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div><section class="mf-section-6 collapsible-block" id="mf-section-6"> <div class="mw-heading mw-heading3"><h3 id="Autism">Autism</h3> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=13" title="Edit section: Autism" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> <a href="/wiki/Autism_spectrum" class="mw-redirect" title="Autism spectrum">Autism</a>, or Autism Spectrum Disorder (ASD), refers to a range of conditions. These conditions involve challenges with social skills, repetitive behaviors, speech and nonverbal communication. They also involve unique strengths and differences. Autism is a disability that impairs the social interactions and communication skills of a person. People who are autistic tend to think and act differently from others. Many autistic children find themselves comfortable with a device in their hands.[<a href="/wiki/Wikipedia:Citation_needed" title="Wikipedia:Citation needed">citation needed</a>] For students with autism, there are apps called "visual scene displays" that are most helpful for children who are having difficulty with verbal skills, according to Jules Csillag, a speech–language pathologist who focuses on special ed tech. Apps such as SceneSpeak and Speech with Milo help autistic children develop storytelling skills with text-to-speech voice and interactive storybooks. Using apps like these in a classroom can improve autistic student's verbal skills.<a href="#cite_note-49">[49]</a> There are several controversies surrounding the diagnoses and <a href="/wiki/Causes_of_autism" title="Causes of autism">causes of autism</a>. It is now believed that there is no single cause of autism. Research seems to suggest that autism is normally the result of both genetic and environmental influences.<a href="#cite_note-50">[50]</a> <div class="mw-heading mw-heading3"><h3 id="Down_syndrome">Down syndrome</h3> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=14" title="Edit section: Down syndrome" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> If a student has <a href="/wiki/Down_syndrome" title="Down syndrome">Down syndrome</a>, <a href="/wiki/Assistive_technology" title="Assistive technology">assistive technology</a> can help with their learning experience. Author of Down Syndrome: A Promising Future, Together, Terry Hassold, who got his PhD in human genetics, explains that students with Down syndrome have delays with cognitive ability. Their brains have a late reaction when their neurological system sends a message for any task. Because of this late reaction, they tend to take longer to complete a task than an average student.<a href="#cite_note-51">[51]</a> Assistive technology is crucial in helping students with Down syndrome with their writing ability. Children with Down syndrome tend to have shorter fingers and a lowered thumb making their ability to write more difficult. Also, some of the usual wrist bones are not formed, making it difficult to hold objects. Slanted desks are one type of assisted technology that can aid in the successful ability to write. A three-ring binder can be used to create a slanted desk by turning the binder sideways. Also, students with Down syndrome often try to hold their pencils by anchoring them against the thumb rather than using the tip of their thumb. Shortened pencils or triangular-shaped pencils encourage students to hold them correctly. Using any of these assistive technologies can help students with Down syndrome during their educational process.<a href="#cite_note-52">[52]</a> </section><div class="mw-heading mw-heading2 section-heading" onclick="mfTempOpenSection(7)"><h2 id="Special_education_and_sports">Special education and sports</h2> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=15" title="Edit section: Special education and sports" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div><section class="mf-section-7 collapsible-block" id="mf-section-7"> <div class="mw-heading mw-heading3"><h3 id="Benefits">Benefits</h3> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=16" title="Edit section: Benefits" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> Many people with special needs are denied when they want to participate in a sport.<a href="#cite_note-53">[53]</a> In the U.S., the <a href="/wiki/Office_for_Civil_Rights" title="Office for Civil Rights">Office for Civil Rights</a> ensures students with disabilities always have opportunities to participate in extracurricular athletics equal to other students.<a href="#cite_note-54">[54]</a> Special education students can benefit from sports in many ways. For example, studies show it boosts self confidence and improves the participant's skills in relationship building and working as part of a team. <div class="mw-heading mw-heading3"><h3 id="Types_of_sports">Types of sports</h3> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=17" title="Edit section: Types of sports" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> Just about any sport can be altered for special education purposes.<a href="#cite_note-:05-55">[55]</a> Some of the popular sports are swimming, <a href="/wiki/Wheelchair_soccer" title="Wheelchair soccer">wheelchair soccer</a>, handball, gymnastics, and weightlifting.<a href="#cite_note-:05-55">[55]</a> <div class="mw-heading mw-heading3"><h3 id="Organizations_and_programs">Organizations and programs</h3> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=18" title="Edit section: Organizations and programs" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> Many competitive organizations are available for special needs student athletes. For example, the <a href="/wiki/Special_Olympics" title="Special Olympics">Special Olympics</a> is an annual, world-wide competition held for intellectually children that want to participate in sports.<a href="#cite_note-56">[56]</a> Other organizations include <a href="/wiki/Paralympic_Games" title="Paralympic Games">the Paralympic Games</a> and Unified Sports, the latter which pairs participants with and without intellectual disabilities on the same team.<a href="#cite_note-57">[57]</a><a href="#cite_note-58">[58]</a> Educational institutions can also promote <a href="/wiki/Adapted_physical_education" title="Adapted physical education">Adapted Physical Education</a>, which tailors sports for students with certain disabilities. Organizations like S.T.R.I.D.E. Adaptive Sports help educational institutions in providing opportunities for special education student athletes.<a href="#cite_note-59">[59]</a> Some of these sports might include <a href="/wiki/Wheelchair_basketball" title="Wheelchair basketball">wheelchair basketball</a> or <a href="/wiki/Sledge_hockey" title="Sledge hockey">sledge hockey</a>. Some sports even have their own organizations. For example, in baseball athletes can participate in the Miracle League or Little League Challenger Division. Another organization that soccer athletes can participate in US Youth Soccer TOPSoccer or Just for Kicks.<a href="#cite_note-60">[60]</a> Other sports which can be played or adapted include <a href="/wiki/Track_and_field" title="Track and field">track and field</a>, <a href="/wiki/Wheelchair_rugby" title="Wheelchair rugby">quad rugby</a>, tennis, bowling, and skiing.<a href="#cite_note-61">[61]</a> </section><div class="mw-heading mw-heading2 section-heading" onclick="mfTempOpenSection(8)"><h2 id="Impact">Impact</h2> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=19" title="Edit section: Impact" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div><section class="mf-section-8 collapsible-block" id="mf-section-8"> A 2021 study that examined the impact of a sharp reduction in the provision of special education services in Texas found that this policy change substantially reduced the high school completion rates and college enrollment rates of the students who were denied access to special education.<a href="#cite_note-62">[62]</a> </section><div class="mw-heading mw-heading2 section-heading" onclick="mfTempOpenSection(9)"><h2 id="Criticism">Criticism</h2> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=20" title="Edit section: Criticism" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div><section class="mf-section-9 collapsible-block" id="mf-section-9"> <div class="mw-heading mw-heading3"><h3 id="Access_to_special_education">Access to special education</h3> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=21" title="Edit section: Access to special education" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> Disabled children are often denied their right to education. The collection of data on children with disabilities is not straightforward, but data are vital to ensure that policies are in place to address the constraints these children face.<a href="#cite_note-UNESCO-63">[63]</a><a href="#cite_note-:1-64">[64]</a> By one estimate, 93 million children under age 14, or 5.1% of the world's children, were living with a 'moderate or severe disability' in 2004. According to the World Health Survey, in 14 of 15 low and middle income countries, disabled people of working age were about one-third less likely to have completed primary school. For example, in <a href="/wiki/Bangladesh" title="Bangladesh">Bangladesh</a>, 30% of people with disabilities had completed primary school, compared with 48% of those with no disabilities. The corresponding shares were 43% and 57% in <a href="/wiki/Zambia" title="Zambia">Zambia</a>; 56% and 72% in <a href="/wiki/Paraguay" title="Paraguay">Paraguay</a>.<a href="#cite_note-:1-64">[64]</a><a href="#cite_note-UNESCO-63">[63]</a> It has been shown that children with a higher risk of disability are far more likely to be denied a chance to go to school. In Bangladesh, Bhutan and Iraq, children with mental impairments were most likely to be denied this right. In Iraq, for instance, 10% of 6- to 9-year-olds with no risk of disability had never been to school in 2006, but 19% of those at risk of having a hearing impairment and 51% of those who were at higher risk of mental disability had never been to school. In Thailand, almost all 6- to 9-year-olds who had no disability had been to school in 2005–2006, and yet 34% of those with walking or moving impairments had never been to school.<a href="#cite_note-:1-64">[64]</a><a href="#cite_note-UNESCO-63">[63]</a> Disabled children require access to services that can support them throughout their time in school, such as more individual attention from instructors. According to the United Nations Centre for Human Rights, about 2% of children with disabilities have access to these services. Those without access to these services are excluded from education and unable to attend school. Due to the need of certain services and facilities, the estimated cost of providing education for a disabled child is 2.3 times higher than a child without disabilities.<a href="#cite_note-65">[65]</a> Given the poverty levels in a variety of developing countries, the education of children with disabilities does not become a priority.<a href="#cite_note-66">[66]</a> Children with physical disabilities are less likely to attend school in comparison with students who do not have a disability and children with an intellectual ability are even less likely than children with physical disabilities. In the Global South, 90% of children with some form of disability do not receive any form of structured education.<a href="#cite_note-67">[67]</a> While current initiatives toward inclusive education internationally have been implemented, such as the Education for All program, some countries in the Global South still challenge the lack of ability to provide children with disabilities access to education due to issues such as lack of resources and schools being overcrowded.<a href="#cite_note-68">[68]</a> One large issue are limited resources enabling individuals with special needs to receive an education in the developing world. As a consequence, 98 percent of children with <a href="/wiki/Disability_and_Poverty" class="mw-redirect" title="Disability and Poverty">special needs in developing countries</a> do not have access to education.<a href="#cite_note-69">[69]</a> Funding cuts can affect special education students who don't have access to proper equipment or education. The National Coalition for Personal Shortages did a survey and almost 100% of the teachers said that they are not able to give the proper rights to disabled children. Teachers are getting cut off from work due to the budget cuts.[<a href="/wiki/Wikipedia:Citation_needed" title="Wikipedia:Citation needed">citation needed</a>] There is a financial debate that covers the use and allotment of special education government funding. The three views on this topic are that too much money is already spent, not enough money is being spent, or that the money that is given is not spent properly. The argument for the first is that the amount of money spent on one special needs child is enough to cover a large group of general education students, and sometimes even causes several students to experience budget cuts on general programs to support one child. The evidence for special education not having enough money is the lack of teachers, burnt-out teachers and a limited variety of teaching tools for each student. The argument to spend the money differently states that there is a lot of money set aside, but that it is being wasted by spending too much time on paperwork, inefficient IEP meetings or spending money on things that do not actually benefit the child.<a href="#cite_note-70">[70]</a> <div class="mw-heading mw-heading3"><h3 id="Eligibility_criteria">Eligibility criteria</h3> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=22" title="Edit section: Eligibility criteria" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> Some parents, advocates, and students have concerns about the eligibility criteria and their application. In some cases, parents and students protest the students' placement into special education programs. For example, a student may be placed into the special education programs due to a mental health condition such as <a href="/wiki/Obsessive_compulsive_disorder" class="mw-redirect" title="Obsessive compulsive disorder">obsessive compulsive disorder</a>, <a href="/wiki/Major_depressive_disorder" title="Major depressive disorder">depression</a>, <a href="/wiki/Anxiety" title="Anxiety">anxiety</a>, <a href="/wiki/Panic_attack" title="Panic attack">panic attacks</a> or <a href="/wiki/ADHD" class="mw-redirect" title="ADHD">ADHD</a>, while the student and his parents believe that the condition is adequately managed through medication and outside therapy. In other cases, students whose parents believe they require the additional support of special education services are denied participation in the program based on the eligibility criteria.<a href="#cite_note-71">[71]</a> Whether it is useful and appropriate to attempt to educate the most severely disabled children, such as children who are in a <a href="/wiki/Persistent_vegetative_state" class="mw-redirect" title="Persistent vegetative state">persistent vegetative state</a>, is debated. While many severely disabled children can learn simple tasks, such as pushing a buzzer when they want attention, some children may be incapable of learning. Some parents and advocates say that these children would be better served by substituting improved physical care for any academic program.<a href="#cite_note-72">[72]</a> In other cases, they question whether teaching such non-academic subjects, such as pushing a buzzer, is properly the job of the school system, rather than the health care system.[<a href="/wiki/Wikipedia:Citation_needed" title="Wikipedia:Citation needed">citation needed</a>] <div class="mw-heading mw-heading3"><h3 id="Inclusion">Inclusion</h3> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=23" title="Edit section: Inclusion" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> The practice of <a href="/wiki/Inclusion_(education)" title="Inclusion (education)">inclusion</a> in mainstream classrooms has been criticized by advocates and some parents of children with special needs because some of these students require instructional methods that differ dramatically from typical classroom methods. Critics assert that it is not possible to deliver effectively two or more very different instructional methods in the same classroom. As a result, the educational progress of students who depend on different instructional methods to learn often fall even further behind their peers.<a href="#cite_note-Breckenridge-73">[73]</a> Parents of typically developing children sometimes fear that the special needs of a single "fully included" student will take critical levels of attention and energy away from the rest of the class and thereby impair the academic achievements of all students.<a href="#cite_note-Breckenridge-73">[73]</a> Linked to this, there is debate about the extent to which disabled students, whether in mainstream or special settings, should have a specific pedagogy, based on the scientific study of particular diagnostic categories, or whether general instructional techniques are relevant to all students including those with special needs.<a href="#cite_note-74">[74]</a><a href="#cite_note-75">[75]</a> <div class="mw-heading mw-heading3"><h3 id="Watered-down">Watered-down</h3> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=24" title="Edit section: Watered-down" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> Some special education classes such as separate classroom and <a href="/wiki/Resource_room" title="Resource room">resource room</a> have been criticized for a watered-down curriculum.<a href="#cite_note-76">[76]</a> <div class="mw-heading mw-heading3"><h3 id="At-risk_students">At-risk students</h3> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=25" title="Edit section: At-risk students" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> <a href="/wiki/At-risk_students" title="At-risk students">At-risk students</a> with educational needs that are not associated with a disability are often placed in classes with disabled students. Critics assert that placing at-risk students in the same classes as disabled students may impede the educational progress of disabled people.<a href="#cite_note-77">[77]</a> <div class="mw-heading mw-heading3"><h3 id="Seclusion_and_restraint_practices">Seclusion and restraint practices</h3> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=26" title="Edit section: Seclusion and restraint practices" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> The use of <a href="/wiki/Seclusion_and_restraint_practices" class="mw-redirect" title="Seclusion and restraint practices">seclusion and restraint practices</a> is a highly controversial practice in the special education system involving the <a href="/wiki/Physical_restraint" title="Physical restraint">physical restraint</a> of students or involuntarily locking students in <a href="/wiki/Padded_cell" title="Padded cell">seclusion rooms</a>.<a href="#cite_note-78">[78]</a><a href="#cite_note-79">[79]</a> </section><div class="mw-heading mw-heading2 section-heading" onclick="mfTempOpenSection(10)"><h2 id="National_approaches">National approaches</h2> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=27" title="Edit section: National approaches" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div><section class="mf-section-10 collapsible-block" id="mf-section-10"> <div class="mw-heading mw-heading3"><h3 id="Africa">Africa</h3> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=28" title="Edit section: Africa" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> <div class="mw-heading mw-heading4"><h4 id="Nigeria">Nigeria</h4> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=29" title="Edit section: Nigeria" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> The Federal Ministry of Education constituted a committee to develop exclusively the first broad -based National Policy on Special Needs Education (SNE) in Nigeria. The constitution of the drafting committee with the mandate to formulate a national policy on special-needs education<a href="#cite_note-80">[80]</a> gave birth to the National Situation Analysis Report. This implies that the status has changed to a national policy on special education in 2015 (an expanded version), thereby widening its scope and activities. <div class="mw-heading mw-heading4"><h4 id="South_Africa">South Africa</h4> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=30" title="Edit section: South Africa" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> White papers in 1995 and 2001 discuss special education in the country. Local schools are given some independent authority.<a href="#cite_note-Ofqual-39">[39]</a> Both modifications and accommodations are recommended, depending on the student's individual needs. <div class="mw-heading mw-heading3"><h3 id="Asia">Asia</h3> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=31" title="Edit section: Asia" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> <div class="mw-heading mw-heading4"><h4 id="China">China</h4> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=32" title="Edit section: China" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Special_education_in_China" title="Special education in China">Special education in China</a></div> China holds the largest system of education in the world and features a state run public school system under the order of the Ministry of Education.<a href="#cite_note-81">[81]</a> <div class="mw-heading mw-heading4"><h4 id="Iran">Iran</h4> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=33" title="Edit section: Iran" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> For special needs children Education bureau has a <a href="/w/index.php?title=Special_education_organization&action=edit&redlink=1" class="new" title="Special education organization (page does not exist)">special education organization</a> [<a href="https://fa.wikipedia.org/wiki/%D8%B3%D8%A7%D8%B2%D9%85%D8%A7%D9%86_%D8%A2%D9%85%D9%88%D8%B2%D8%B4_%D9%88_%D9%BE%D8%B1%D9%88%D8%B1%D8%B4_%DA%A9%D9%88%D8%AF%DA%A9%D8%A7%D9%86_%D8%A7%D8%B3%D8%AA%D8%AB%D9%86%D8%A7%D8%A6%DB%8C" class="extiw" title="fa:سازمان آموزش و پرورش کودکان استثنائی">fa</a>], <a href="/wiki/Behzisti" class="mw-redirect" title="Behzisti">Behzisti</a> helps operate some trainable rehabilitation and empowerment schools too.<a href="#cite_note-82">[82]</a> <div class="mw-heading mw-heading4"><h4 id="Japan">Japan</h4> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=34" title="Edit section: Japan" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Education_in_Japan" title="Education in Japan">Education in Japan</a></div> Japanese students with special needs are placed in one of four different school arrangements: <a href="/wiki/Special_school" class="mw-redirect" title="Special school">special schools</a>, special classrooms with another school, in resource rooms (which are called tsukyu), or in regular classrooms.<a href="#cite_note-Ofqual-39">[39]</a> Some local areas such as Koto Ward in Tokyo are expanding these tsukyu (or, as of 2019<a class="external text" href="https://en.wikipedia.org/w/index.php?title=Special_education&action=edit">[update]</a>, tsubasa classrooms) to cover all junior high schools within the next few years.<a href="#cite_note-83">[83]</a> Special schools are reserved for students with severe disabilities who cannot be accommodated in their local school.<a href="#cite_note-Ofqual-39">[39]</a> They do not use the same grading or marking systems as mainstream schools, but instead assess students according to their individualized plans.<a href="#cite_note-Ofqual-39">[39]</a> Special classes are similar, and may vary the national curriculum as the teachers see fit. Tsukyu are resource rooms that students with milder difficulties use part-time for specialized instruction individually in small groups. These students spend the rest of the day in the mainstream classroom. Some students with special needs are fully included in the mainstream classroom, with accommodations or modifications as needed.<a href="#cite_note-Ofqual-39">[39]</a> Depending on the local authority, state elementary schools may also hold a naka-yoshi (中よし, 'close friends') class group in addition to the six grades, where students who struggle to adapt to mainstream classrooms are gathered and given life skills as well as completing their studies at a more adaptable pace. This is different to tsukyu in that although all-school activities are regularly held together, the majority of time is spent as a class. Training of disabled students, particularly at the upper-secondary level, emphasizes vocational education to enable students to be as independent as possible within society. Vocational training varies considerably depending on the student's disability, but the options are limited for some. It is clear that the government is aware of the necessity of broadening the range of possibilities for these students. Advancement to higher education is also a goal of the government, and it struggles to have institutions of higher learning accept more disabled students. <div class="mw-heading mw-heading4"><h4 id="Pakistan">Pakistan</h4> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=35" title="Edit section: Pakistan" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1251242444"><table class="box-Unreferenced_section plainlinks metadata ambox ambox-content ambox-Unreferenced" role="presentation"><tbody><tr><td class="mbox-text"><div class="mbox-text-span">This section does not <a href="/wiki/Wikipedia:Citing_sources" title="Wikipedia:Citing sources">cite</a> any <a href="/wiki/Wikipedia:Verifiability" title="Wikipedia:Verifiability">sources</a>. Please help <a href="/wiki/Special:EditPage/Special_education" title="Special:EditPage/Special education">improve this section</a> by <a href="/wiki/Help:Referencing_for_beginners" title="Help:Referencing for beginners">adding citations to reliable sources</a>. Unsourced material may be challenged and <a href="/wiki/Wikipedia:Verifiability#Burden_of_evidence" title="Wikipedia:Verifiability">removed</a>. (October 2016) (<a href="/wiki/Help:Maintenance_template_removal" title="Help:Maintenance template removal">Learn how and when to remove this message</a>)</div></td></tr></tbody></table> After independence (1947), Pakistan had to face some serious challenges, due to which no proper emphasis was given to special education and even education. Among other reasons, lack of resources, financial as well as human, was the major one in this context. The need and importance of special education was felt in different educational policies of Pakistan in different times. At the first time, in its report, the Commission on National Education (1959) highlighted the importance of special education. After that the Education Policy (1972) and the National Policy and Implementation Programme (1979) gave some importance to this sector. The same was also reflected in different medium-term (five-year) plans. This was felt more seriously when the Directorate General of Special Education, Islamabad formulated a draft National Policy for Special Education in 1986 and revised it in 1988 to bring it in line with the emerging needs of the disabled population. After that a special education policy was launched in 1999. The Government of Pakistan has launched a new National Policy for Persons with Disabilities in 2002, which is dynamically being implemented. <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Further information: <a href="/wiki/List_of_special_education_institutions_in_Lahore" class="mw-redirect" title="List of special education institutions in Lahore">List of special education institutions in Lahore</a></div> <div class="mw-heading mw-heading4"><h4 id="Singapore">Singapore</h4> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=36" title="Edit section: Singapore" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> Special education is regulated centrally by the <a href="/wiki/Ministry_of_Education_(Singapore)" title="Ministry of Education (Singapore)">Singapore Ministry of Education</a>.<a href="#cite_note-Ofqual-39">[39]</a> Both special schools and integration into mainstream schools are options for students with special educational needs, but most disabled students are placed in special schools.<a href="#cite_note-Ofqual-39">[39]</a> Disabled students who want accommodations on national exams must provide appropriate documentation to prove that they are disabled.<a href="#cite_note-Ofqual-39">[39]</a> Accommodations, but not modifications (e.g., simpler questions) are normally approved if they are similar to the accommodations already being used in everyday schoolwork, with the goal of maintaining the exam's integrity while not having students unfairly disadvantaged by factors that are unrelated to what is being tested. The accommodations are listed on the Primary School Leaving Exam.<a href="#cite_note-Ofqual-39">[39]</a> <div class="mw-heading mw-heading3"><h3 id="Australia">Australia</h3> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=37" title="Edit section: Australia" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> Australian Association of Special Education Inc (AASE)'s position is informed by the Disability Standards for Education 2005 which require that disabled students are treated on the same basis as other students in regards to enrollment and participation in education.<a href="#cite_note-84">[84]</a> With respect to standardized tests, special consideration procedures are in place in all states for disabled students.<a href="#cite_note-Ofqual-39">[39]</a> Students must provide documentation. Not all desired forms of accommodations are available. For example, students who cannot read, even if the inability to read is due to a disability, cannot have the exam read to them, because the exam results should accurately show that the student is unable to read. Reports on matriculation exams do not mention whether the student received any accommodations in taking the test.<a href="#cite_note-Ofqual-39">[39]</a> <div class="mw-heading mw-heading3"><h3 id="Europe">Europe</h3> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=38" title="Edit section: Europe" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> Each country in Europe has its own special education support structures.<a href="#cite_note-85">[85]</a> Thirty-one European countries are covered by the <a href="/wiki/European_Agency_for_Special_Needs_and_Inclusive_Education" title="European Agency for Special Needs and Inclusive Education">European Agency for Special Needs and Inclusive Education</a>.<a href="#cite_note-86">[86]</a> <div class="mw-heading mw-heading4"><h4 id="Bulgaria">Bulgaria</h4> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=39" title="Edit section: Bulgaria" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Special_Education_Bulgaria" title="Special Education Bulgaria">Special Education Bulgaria</a></div> <div class="mw-heading mw-heading4"><h4 id="Czech_Republic">Czech Republic</h4> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=40" title="Edit section: Czech Republic" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> Schools must take students' special education needs into account when assessing their achievements.<a href="#cite_note-Ofqual-39">[39]</a> Disabled students are normally included in their neighborhood school, although may be placed in special schools. <div class="mw-heading mw-heading4"><h4 id="Denmark">Denmark</h4> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=41" title="Edit section: Denmark" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> In Denmark, 99% of students with specific learning difficulties such as dyslexia are educated alongside students without any learning challenges.<a href="#cite_note-87">[87]</a> <div class="mw-heading mw-heading4"><h4 id="Finland">Finland</h4> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=42" title="Edit section: Finland" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> Schools adapt the national guidelines to the needs of individual students. Students with special educational needs are given an individualized plan. They may be exempted from some parts of school examinations, such as students with hearing impairments not taking <a href="/wiki/Listening_comprehension" class="mw-redirect" title="Listening comprehension">listening comprehension</a> tests. If the student receives modifications to the school-leaving exams, this is noted on the certificate of achievement.<a href="#cite_note-Ofqual-39">[39]</a> If they are not following the national core curriculum, then they are tested according to the goals of their individual educational program.<a href="#cite_note-Ofqual-39">[39]</a> <div class="mw-heading mw-heading4"><h4 id="France">France</h4> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=43" title="Edit section: France" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> According to the 11 February 2005 Law, all children have the right to be enrolled in their neighborhood school,<a href="#cite_note-88">[88]</a> although children may be placed in medico-social institutions if their personalized plan calls for it.<a href="#cite_note-Ofqual-39">[39]</a> Each student's personalized school plan describes teaching methods, psychological, medical and paramedical services that the school will provide to the student. The different paths available for children with disabilities at school in France are:<a href="#cite_note-89">[89]</a> <ul><li>Mainstream school: either with a one-on-one or mutalized aid, and/or with material or technical support.</li> <li>ULIS (unités localisées pour l'inclusion scolaire à l'école): within mainstream schools, students are separated in a special class and given an adapted curriculum according to their specific needs.</li></ul> Outside of the school system, children may also attend different types of medico-social institutions run by private organizations or charities paid for by the healthcare system. These include: <ul><li>IME<a href="#cite_note-90">[90]</a> (<a href="/w/index.php?title=Instituts_m%C3%A9dico%C3%A9ducatifs&action=edit&redlink=1" class="new" title="Instituts médicoéducatifs (page does not exist)">instituts médicoéducatifs</a>) for intellectual disabilities and/or autism</li> <li>IEM<a href="#cite_note-91">[91]</a> (instituts d'éducation motrice) for motor disabilities without intellectual disability</li> <li>ITEP<a href="#cite_note-92">[92]</a> (instituts thérapeutiques éducatifs et pédagogiques) for disabilities that do not include intellectual disability</li> <li>UEMA (Unités d’Enseignement en Maternelle pour enfants Autistes) and UEEA (Unité d’Enseignement en Elémentaire Autisme) which are medico-social classrooms within mainstream schools for children with autism<a href="#cite_note-93">[93]</a> from ages 3–6 and 6–12 respectively.</li></ul> <div class="mw-heading mw-heading4"><h4 id="Germany">Germany</h4> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=44" title="Edit section: Germany" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:K%C3%B6titz_Rathaus.JPG" class="mw-file-description"><noscript><img src="//upload.wikimedia.org/wikipedia/commons/thumb/d/d7/K%C3%B6titz_Rathaus.JPG/220px-K%C3%B6titz_Rathaus.JPG" decoding="async" width="220" height="165" class="mw-file-element" data-file-width="2576" data-file-height="1932"></noscript><span class="lazy-image-placeholder" style="width: 220px;height: 165px;" data-mw-src="//upload.wikimedia.org/wikipedia/commons/thumb/d/d7/K%C3%B6titz_Rathaus.JPG/220px-K%C3%B6titz_Rathaus.JPG" data-width="220" data-height="165" data-srcset="//upload.wikimedia.org/wikipedia/commons/thumb/d/d7/K%C3%B6titz_Rathaus.JPG/330px-K%C3%B6titz_Rathaus.JPG 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/d/d7/K%C3%B6titz_Rathaus.JPG/440px-K%C3%B6titz_Rathaus.JPG 2x" data-class="mw-file-element"> </a><figcaption>A special school for children with special emotional needs in Kötitz, Germany</figcaption></figure> Most students with disabilities in Germany attend a <a href="/wiki/Special_school" class="mw-redirect" title="Special school">special school</a> that serves only children with special needs. These include: <ul><li>Förderschule für Lernbehinderte (special school for learning disabilities): for children who have challenges that impair learning</li> <li>Förderschule mit dem Förderschwerpunkt Geistige Entwicklung (school for cognitive development): for children with very severe learning challenges</li> <li>Förderschule Schwerpunkt emotionale und soziale Entwicklung (school for emotional and social development): for children who have special emotional needs</li> <li>Förderschule für Blinde (school for the blind): for blind children</li> <li>Förderschule für Sehbehinderte (school for the visually impaired): for children who are visually disabled</li> <li>Förderschule für Gehörlose (school for the deaf): for deaf children</li> <li>Förderschule für Schwerhörige (school for the hearing impaired): for children who are hearing impaired</li> <li>Förderschule für Körperbehinderte (school for children with physical disabilities): for children with physical disabilities</li> <li>Förderschule für Sprachbehinderte (school for children with language disorders): for children with language disorders</li> <li>Förderschule für Taubblinde (school for the deafblind): for children who are deafblind</li> <li>Schule für Kranke (school for ill children): for children who are too ill to attend school or are hospitalized for a longer period of time.</li> <li>Förderschule für schwer mehrfach Behinderte (school for children with severe and multiple disabilities): for children with severe and multiple disabilities who need very special care and attention. Sometimes these children are only susceptible for very basic emotional and sensory stimulation. Thus teachers at these school (as well as at schools for the deafblind) are highly specialized professionals.</li></ul> One in 21 German students attends a special school. Teachers at those schools are specially trained professionals who have specialized in special needs education while in university. Special schools often have a very favorable student-teacher ratio and facilities other schools do not have. Some special needs children in Germany do not attend a special school, but are educated in a mainstream school such as a <a href="/wiki/Hauptschule" title="Hauptschule">Hauptschule</a> or <a href="/wiki/Gesamtschule" class="mw-redirect" title="Gesamtschule">Gesamtschule</a> (comprehensive school). Students with special educational needs may be exempted from standardized tests or given modified tests.<a href="#cite_note-Ofqual-39">[39]</a> <div class="mw-heading mw-heading4"><h4 id="Greece">Greece</h4> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=45" title="Edit section: Greece" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> Greek students with special needs may attend either mainstream schools or special schools.<a href="#cite_note-Ofqual-39">[39]</a> Students whose disabilities have been certified may be exempted from some standardized tests or given alternative tests.<a href="#cite_note-Ofqual-39">[39]</a> Accommodations are responsive to students' needs; for example, students with visual impairments may take oral tests, and students with hearing impairments take written tests. Accommodations and modifications are noted on the certificate of achievement. <div class="mw-heading mw-heading4"><h4 id="Hungary">Hungary</h4> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=46" title="Edit section: Hungary" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> Special education is regulated centrally.<a href="#cite_note-Ofqual-39">[39]</a> According to the 1993 Act on Public Education, students with special educational needs may be exempted from standardized tests or given modified tests.<a href="#cite_note-Ofqual-39">[39]</a> They have a right to extra time, a choice of formats for the tests (e.g., oral rather than written), and any equipment that they normally use during the school day.<a href="#cite_note-Ofqual-39">[39]</a> As of 2006, disabled students received a significant bonus (eight points) on the university entrance examination, which has been criticized as unfair.<a href="#cite_note-Ofqual-39">[39]</a> <div class="mw-heading mw-heading4"><h4 id="Republic_of_Ireland">Republic of Ireland</h4> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=47" title="Edit section: Republic of Ireland" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> The <a href="/wiki/National_Council_for_Special_Education" class="mw-redirect" title="National Council for Special Education">National Council for Special Education</a> (NCSE) supports students with physical and intellectual disabilities. <div class="mw-heading mw-heading4"><h4 id="The_Netherlands">The Netherlands</h4> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=48" title="Edit section: The Netherlands" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> As a general rule, students with special educational needs are integrated into their regular, mainstream schools with appropriate support, under the "Going to School Together" policy (Weer Samen Naar School).<a href="#cite_note-Ofqual-39">[39]</a> Four types of disability-specific special schools exist. The national policy is moving towards "suitable education" (passend onderwijs), based on the individual's strengths and weaknesses.<a href="#cite_note-Ofqual-39">[39]</a> A strong emphasis is placed on the specific needs and positive capabilities of the individual, rather than on limitations.<a href="#cite_note-Ofqual-39">[39]</a> Disabilities are normally documented by experts.<a href="#cite_note-Ofqual-39">[39]</a> <div class="mw-heading mw-heading4"><h4 id="Norway">Norway</h4> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=49" title="Edit section: Norway" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> The National Support System for Special Needs Education (Statped) is managed by the <a href="/wiki/Norwegian_Directorate_for_Education_and_Training" title="Norwegian Directorate for Education and Training">Norwegian Directorate for Education and Training</a>. The general objective for Statped is to give guidance and support to those in charge of the education in municipalities and county administrations to ensure that children, young people and adults with major and special educational needs are secured well-advised educational and developmental provisions. The institutions affiliated with Statped offer a broad spectrum of services. Statped consists of 13 resource centres owned by the state, and four units for special education, where Statped buys services. These centres offer special educational guidance and support for local authorities and county administrations. <div class="mw-heading mw-heading4"><h4 id="Portugal">Portugal</h4> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=50" title="Edit section: Portugal" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> Disabled students have a "guaranteed right" to appropriate accommodations on assessments.<a href="#cite_note-Ofqual-39">[39]</a> Schools are generally considered autonomous. <div class="mw-heading mw-heading4"><h4 id="Slovenia">Slovenia</h4> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=51" title="Edit section: Slovenia" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> On national tests, the National Examination Center normally grants most requests for accommodations that are supported by the local school's examination committee. Legislation opposes the use of modifications that would be unfair to non-disabled students.<a href="#cite_note-Ofqual-39">[39]</a> <div class="mw-heading mw-heading4"><h4 id="Spain">Spain</h4> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=52" title="Edit section: Spain" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> Schools are required to provide services and resources to students with special educational needs so that they make progress and participate in school.<a href="#cite_note-Ofqual-39">[39]</a> If the local school is unable to provide appropriately for an individual student, then the student may be transferred to a special school.<a href="#cite_note-Ofqual-39">[39]</a> Spanish non-governmental organizations like <a href="/wiki/ONCE" title="ONCE">ONCE</a> have traditionally provided significant services to disabled students.<a href="#cite_note-Ofqual-39">[39]</a> <div class="mw-heading mw-heading4"><h4 id="Sweden">Sweden</h4> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=53" title="Edit section: Sweden" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> Local schools have significant autonomy, based on national guidelines. Schools are expected to help students meet the goals that are set for them.<a href="#cite_note-Ofqual-39">[39]</a> There are special schools (<a href="/wiki/Swedish_language" title="Swedish language">Swedish</a>: särskola) for students with low abilities to attend normal education. In 2012 and 2013, the media criticized how students with disabilities that are considered more mild, such as <a href="/wiki/Dyslexia" title="Dyslexia">dyslexia</a>, have been placed in special schools, saying that this may seriously hamper their chances on the labour market. <div class="mw-heading mw-heading4"><h4 id="Switzerland">Switzerland</h4> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=54" title="Edit section: Switzerland" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> Education is controlled by the 26 cantons, and so special education programs vary from place to place.<a href="#cite_note-Ofqual-39">[39]</a> However, integration is typical.<a href="#cite_note-Ofqual-39">[39]</a> Students are assessed according to their individual learning goals.<a href="#cite_note-Ofqual-39">[39]</a> <div class="mw-heading mw-heading4"><h4 id="Turkey">Turkey</h4> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=55" title="Edit section: Turkey" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> At a young age students who have special needs in Turkey are provided special education from <a href="/wiki/Ministry_of_National_Education_(Turkey)" title="Ministry of National Education (Turkey)">The Ministry of Education</a>, who are responsible in giving them the education that they need.<a href="#cite_note-:2-94">[94]</a> In order to get special education you are required certain things:<a href="#cite_note-:2-94">[94]</a> <ul><li>Residency certificate</li> <li>Written application by the parents to the school administration</li> <li>Personal development report of the child (if already registered)</li> <li>Child's health report from the hospital.</li></ul> All special-needs students receive an <a href="/wiki/Individualized_Education_Program" title="Individualized Education Program">Individualized Education Program</a> (BEP) that outlines how the school will meet the student's individual needs. The <a href="/w/index.php?title=%C3%96zel_E%C4%9Fitim_Kurumlar%C4%B1_Y%C3%B6netmeli%C4%9Fi&action=edit&redlink=1" class="new" title="Özel Eğitim Kurumları Yönetmeliği (page does not exist)">Özel Eğitim Kurumları Yönetmeliği</a> (ÖEKY) requires that students with special needs be provided with a <a href="/wiki/Free_Appropriate_Public_Education" title="Free Appropriate Public Education">Free Appropriate Public Education</a> in the <a href="/wiki/Least_Restrictive_Environment" class="mw-redirect" title="Least Restrictive Environment">Least Restrictive Environment</a> that is appropriate to the student's needs. Government-run schools provide special education in varying degrees from the least restrictive settings, such as full inclusion, to the most restrictive settings, such as segregation in a special school. The education offered by the school must be appropriate to the student's individual needs. Schools are not required to maximize the student's potential or to provide the best possible services. Unlike most of the developed world, American schools are also required to provide many medical services, such as <a href="/wiki/Speech_therapy" class="mw-redirect" title="Speech therapy">speech therapy</a>, if the student needs these services. According to the Department of Education, approximately 10 percent of all school-aged children currently receive some type of special education services. As with most countries in the world, students who are poor, ethnic minorities, or do not speak the dominant language fluently are disproportionately identified as needing special education services. Poor people and refugees are more likely to have limited resources and to employ inexperienced teachers that do not cope well with student behavior problems, "thereby increasing the number of students they referred to special education." Teacher efficacy, tolerance, gender, and years of experience and special education referrals. <div class="mw-heading mw-heading4"><h4 id="United_Kingdom">United Kingdom</h4> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=56" title="Edit section: United Kingdom" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Special_education_in_the_United_Kingdom" title="Special education in the United Kingdom">Special education in the United Kingdom</a></div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Further information: <a href="/wiki/Special_education_in_England" class="mw-redirect" title="Special education in England">Special education in England</a> and <a href="/wiki/Special_education_in_Scotland" class="mw-redirect" title="Special education in Scotland">Special education in Scotland</a></div> In England and Wales, the acronym SEN (for <a href="/wiki/Special_Educational_Needs" class="mw-redirect" title="Special Educational Needs">Special Educational Needs</a>) denotes the condition of having special educational needs, the services which provide the support and the programmes and staff which implement the education.<a href="#cite_note-95">[95]</a> In England SEN PPS refers to the Special Educational Needs Parent Partnership Service. SENAS is the special educational needs assessment service, which is part of the Local Authority. SENCO refers to a special educational needs coordinator, who usually works with schools and the children within schools who have special educational needs. The Special Educational Needs Parent Partnership Services help parents with the planning and delivery of their child's educational provision. The Department for Education oversees special education in England. Most students have an individual educational plan, but students may have a group plan in addition to, or instead of, an individual plan. Group plans are used when a group of students all have similar goals.<a href="#cite_note-96">[96]</a> In Scotland the <a href="/wiki/Additional_Support_Needs_Act" class="mw-redirect" title="Additional Support Needs Act">Additional Support Needs Act</a> places an obligation on education authorities to meet the needs of all students in consultation with other agencies and parents. In Scotland the term Special Educational Needs (SEN), and its variants are not official terminology although the very recent implementation of the <a href="/wiki/Education_(Additional_Support_for_Learning)_(Scotland)_Act_2004" title="Education (Additional Support for Learning) (Scotland) Act 2004">Additional Support for Learning Act</a> means that both SEN and ASN (Additional Support Needs) are used interchangeably in current common practice. <div class="mw-heading mw-heading3"><h3 id="Latin_America">Latin America</h3> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=57" title="Edit section: Latin America" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> Before 1978, little action was taken to educate disabled children in Colombia. Children would be left home without much interaction with the outside world. In 1985, special education was researched across the country and education programs were created. After 1990, disabled people were given access to public school classes.[<a href="/wiki/Wikipedia:Citation_needed" title="Wikipedia:Citation needed">citation needed</a>] Awareness and recognition of this group's educational rights led to an increase in advocacy for accessibility for disabled children. While there have been improvements, development of special education programs and special education policy is still slow.<a href="#cite_note-97">[97]</a> <div class="mw-heading mw-heading4"><h4 id="Colombia">Colombia</h4> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=58" title="Edit section: Colombia" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> Statistics from the National Administrative Department of Statistics (DANE) state that there are 2,624,898 disabled people who reside in <a href="/wiki/Colombia" title="Colombia">Colombia</a>, representing 6.3% of the country's population.<a href="#cite_note-98">[98]</a> According to 2010 research 90% of disabled students in Colombia did not attend a mainstream school, and only 26% of them are able to attend school at all.<a href="#cite_note-:04-99">[99]</a> The history of special education in Colombia can be categorized into three time periods: the period of neglect, the period of diagnosis and planning, and the emergence of special education. The period of planning ran from the years 1978 to the year 1990. The Ministry of Colombia in 1995 implemented a national plan for the development of special education called Plan Nacional para el Desarrollo de la Educación Especial. The purposes of the plan were to create a national diagnosis of special education and to initiate programs for individuals with disabilities. In 1994, the Ministry of education put the first law into action to introduce special classes in public schools that include disabled students, called Law 115.<a href="#cite_note-100">[100]</a> In 2011, Colombia entered into the Convention of Rights of Persons with Disabilities,<a href="#cite_note-101">[101]</a> an agreement among the United Nations Education Scientific and Culture Organization<a href="#cite_note-102">[102]</a> (<a href="/wiki/UNESCO" title="UNESCO">UNESCO</a>) to protect people living with disabilities.<a href="#cite_note-:04-99">[99]</a> The most recent development of special education in Colombia was Article 11 of Law 1618, which was passed in 2013. The law states that "the Ministry of Education will define the policy and regulate the scheme of education for persons with special educational needs, promoting educational access and quality under a system based on inclusion in the educational services". The Colombian government has also made financial strides into special education, investing over $12.3 million in 2015.<a href="#cite_note-:04-99">[99]</a> <div class="mw-heading mw-heading3"><h3 id="North_America">North America</h3> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=59" title="Edit section: North America" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> In North America, special education is commonly abbreviated as special ed, SpecEd, SPED, or SpEd in a professional context. <div class="mw-heading mw-heading4"><h4 id="Canada">Canada</h4> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=60" title="Edit section: Canada" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> Education in Canada is the responsibility of the individual provinces and territories.<a href="#cite_note-Ofqual-39">[39]</a> As such, rules vary somewhat from place to place. However, inclusion is the dominant model. For major exams, Canadian schools commonly use accommodations, such as specially printed examinations for visually impaired students, when assessing the achievements of students with special needs.<a href="#cite_note-Ofqual-39">[39]</a> In other instances, disabled students may receive alternative assessments or modifications that simplify tests, or they may be exempted from the tests entirely.<a href="#cite_note-Ofqual-39">[39]</a> <div class="mw-heading mw-heading4"><h4 id="United_States">United States</h4> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=61" title="Edit section: United States" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Special_education_in_the_United_States" title="Special education in the United States">Special education in the United States</a></div> All special-needs students receive an <a href="/wiki/Individualized_Education_Program" title="Individualized Education Program">Individualized Education Program</a> (IEP) that outlines how the school will meet the student's individual needs. The <a href="/wiki/Individuals_with_Disabilities_Education_Act" title="Individuals with Disabilities Education Act">Individuals with Disabilities Education Act</a> (IDEA) requires that students with special needs be provided with a <a href="/wiki/Free_Appropriate_Public_Education" title="Free Appropriate Public Education">Free Appropriate Public Education</a> in the <a href="/wiki/Least_Restrictive_Environment" class="mw-redirect" title="Least Restrictive Environment">Least Restrictive Environment</a> that is appropriate to the student's needs. <a href="/wiki/State_school" title="State school">Government-run schools</a> provide special education in varying degrees from the least restrictive settings, such as full inclusion, to the most restrictive settings, such as receiving special education services at home or hospital.<a href="#cite_note-Teachers,_Schools,_and_Society-21">[21]</a>: 48, 49, 108, G–12 The education offered by the school must be appropriate to the student's individual needs. Schools are not required to maximize the student's potential or to provide the best possible services. Unlike most of the developed world, American schools are also required to provide many medical services, such as speech therapy, if the student needs these services. According to the <a href="/wiki/United_States_Department_of_Education" title="United States Department of Education">Department of Education</a>, approximately 6 million children (roughly 10 percent of all school-aged children) currently receive some type of special education services.<a href="#cite_note-103">[103]</a> As with most countries in the world, students who are poor, ethnic minorities, or do not speak the dominant language fluently are <a href="/wiki/Disproportionality_in_special_education" title="Disproportionality in special education">disproportionately</a> identified as needing special education services.<a href="#cite_note-Blanchett-104">[104]</a> Poor, black and Latino urban schools are more likely to have limited resources and to employ inexperienced teachers that do not cope well with student behavior problems, "thereby increasing the number of students they referred to special education."<a href="#cite_note-105">[105]</a> During the 1960s, in some part due to the <a href="/wiki/Civil_rights_movement" title="Civil rights movement">civil rights movement</a>, some researchers began to study the disparity of education amongst people with disabilities.<a href="#cite_note-106">[106]</a> The landmark <a href="/wiki/Brown_v._Board_of_Education" title="Brown v. Board of Education">Brown v. Board of Education</a> decision, which declared unconstitutional the "<a href="/wiki/Separate_but_equal" title="Separate but equal">separate but equal</a>" arrangements in public schools for students of different races, paved the way for <a href="/wiki/Pennsylvania_Association_for_Retarded_Citizens_v._Commonwealth_of_Pennsylvania" title="Pennsylvania Association for Retarded Citizens v. Commonwealth of Pennsylvania">PARC v. Commonwealth of Pennsylvania</a> and <a href="/wiki/Mills_vs._Board_of_Education_of_District_of_Columbia" class="mw-redirect" title="Mills vs. Board of Education of District of Columbia">Mills vs. Board of Education of District of Columbia</a>, which challenged the segregation of students with special needs. Courts ruled that unnecessary and inappropriate segregation of disabled students was unconstitutional.<a href="#cite_note-Blanchett-104">[104]</a> Congress responded to these court rulings with the federal <a href="/wiki/Education_for_All_Handicapped_Children_Act" title="Education for All Handicapped Children Act">Education for All Handicapped Children Act</a> in 1975 (since renamed the Individuals with Disabilities Education Act (IDEA)). This law required schools to provide services to students previously denied access to an appropriate education. In US government-run schools, the dominant model is <a href="/wiki/Inclusion_(education)" title="Inclusion (education)">inclusion</a>. In the United States, three out of five students with academic learning challenges spend the overwhelming majority of their time in the regular classroom.<a href="#cite_note-107">[107]</a> </section><div class="mw-heading mw-heading2 section-heading" onclick="mfTempOpenSection(11)"><h2 id="See_also">See also</h2> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=62" title="Edit section: See also" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div><section class="mf-section-11 collapsible-block" id="mf-section-11"> <ul><li><a href="/wiki/Abuse_in_special_education" title="Abuse in special education">Abuse of special education students</a></li> <li><a href="/wiki/Adapted_physical_education" title="Adapted physical education">Adapted physical education</a></li> <li><a href="/wiki/Padded_cell" title="Padded cell">Padded cell</a></li> <li><a href="/wiki/Disability_and_poverty" title="Disability and poverty">Disability and poverty</a></li> <li><a href="/wiki/Disability_studies" title="Disability studies">Disability studies</a></li> <li><a href="/wiki/Disadvantaged" title="Disadvantaged">Disadvantaged</a></li> <li><a href="/wiki/Early_childhood_intervention" title="Early childhood intervention">Early childhood intervention</a></li> <li><a href="/wiki/Educational_inequality#Special_education" title="Educational inequality">Educational inequality#Special education</a></li> <li><a href="/wiki/Learning_environment" title="Learning environment">Learning environment</a></li> <li><a href="/wiki/Learning_space" title="Learning space">Learning space</a></li> <li><a href="/wiki/Mainstreaming_in_education" class="mw-redirect" title="Mainstreaming in education">Mainstreaming in education</a></li> <li><a href="/wiki/Post_Secondary_Transition_for_High_School_Students_with_Disabilities" title="Post Secondary Transition for High School Students with Disabilities">Post Secondary Transition for High School Students with Disabilities</a></li> <li><a href="/wiki/Reasonable_accommodation" title="Reasonable accommodation">Reasonable accommodation</a></li> <li><a href="/wiki/Response_to_intervention" class="mw-redirect" title="Response to intervention">Response to intervention</a></li> <li><a href="/wiki/Special_Assistance_Program_(Australian_education)" title="Special Assistance Program (Australian education)">Special Assistance Program (Australian education)</a></li> <li><a href="/wiki/Special_needs" title="Special needs">Special needs</a></li> <li><a href="/wiki/Supported_employment" title="Supported employment">Supported employment</a> services</li> <li><a href="/wiki/Tracking_(education)" title="Tracking (education)">Tracking (education)</a></li> <li><a href="/wiki/Vocational_rehabilitation" title="Vocational rehabilitation">Vocational rehabilitation</a></li> <li><a href="/wiki/Washington_County_Closed-Circuit_Educational_Television_Project" title="Washington County Closed-Circuit Educational Television Project">Washington County Closed-Circuit Educational Television Project</a></li></ul> </section><div class="mw-heading mw-heading2 section-heading" onclick="mfTempOpenSection(12)"><h2 id="References">References</h2> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=63" title="Edit section: References" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div><section class="mf-section-12 collapsible-block" id="mf-section-12"> <style data-mw-deduplicate="TemplateStyles:r1239543626">.mw-parser-output .reflist{margin-bottom:0.5em;list-style-type:decimal}@media screen{.mw-parser-output .reflist{font-size:90%}}.mw-parser-output .reflist .references{font-size:100%;margin-bottom:0;list-style-type:inherit}.mw-parser-output .reflist-columns-2{column-width:30em}.mw-parser-output .reflist-columns-3{column-width:25em}.mw-parser-output .reflist-columns{margin-top:0.3em}.mw-parser-output .reflist-columns ol{margin-top:0}.mw-parser-output .reflist-columns li{page-break-inside:avoid;break-inside:avoid-column}.mw-parser-output .reflist-upper-alpha{list-style-type:upper-alpha}.mw-parser-output .reflist-upper-roman{list-style-type:upper-roman}.mw-parser-output .reflist-lower-alpha{list-style-type:lower-alpha}.mw-parser-output .reflist-lower-greek{list-style-type:lower-greek}.mw-parser-output .reflist-lower-roman{list-style-type:lower-roman}</style><div class="reflist"> <div class="mw-references-wrap mw-references-columns"><ol class="references"> <li id="cite_note-1"><a href="#cite_ref-1">^</a> <a rel="nofollow" class="external text" href="http://www.minedu.govt.nz/educationSectors/SpecialEducation/AboutSpecialEducation/WhatIsSpecialEducation/WhatIsSpecialEducation.aspx">What is special education?</a> <a rel="nofollow" class="external text" href="https://web.archive.org/web/20090512043236/http://www.minedu.govt.nz/educationSectors/SpecialEducation/AboutSpecialEducation/WhatIsSpecialEducation/WhatIsSpecialEducation.aspx">Archived</a> 12 May 2009 at the <a href="/wiki/Wayback_Machine" title="Wayback Machine">Wayback Machine</a> from New Zealand's Ministry of Education </li> <li id="cite_note-2"><a href="#cite_ref-2">^</a> National Council on Disability. (1994). Inclusionary education for students with special needs: Keeping the promise. Washington, D.C.: Author. </li> <li id="cite_note-3"><a href="#cite_ref-3">^</a> <style data-mw-deduplicate="TemplateStyles:r1238218222">.mw-parser-output cite.citation{font-style:inherit;word-wrap:break-word}.mw-parser-output .citation q{quotes:"\"""\"""'""'"}.mw-parser-output .citation:target{background-color:rgba(0,127,255,0.133)}.mw-parser-output .id-lock-free.id-lock-free a{background:url("//upload.wikimedia.org/wikipedia/commons/6/65/Lock-green.svg")right 0.1em center/9px no-repeat}.mw-parser-output .id-lock-limited.id-lock-limited a,.mw-parser-output .id-lock-registration.id-lock-registration a{background:url("//upload.wikimedia.org/wikipedia/commons/d/d6/Lock-gray-alt-2.svg")right 0.1em center/9px no-repeat}.mw-parser-output .id-lock-subscription.id-lock-subscription a{background:url("//upload.wikimedia.org/wikipedia/commons/a/aa/Lock-red-alt-2.svg")right 0.1em center/9px no-repeat}.mw-parser-output .cs1-ws-icon a{background:url("//upload.wikimedia.org/wikipedia/commons/4/4c/Wikisource-logo.svg")right 0.1em center/12px no-repeat}body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-free a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-limited a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-registration a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-subscription a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .cs1-ws-icon a{background-size:contain;padding:0 1em 0 0}.mw-parser-output .cs1-code{color:inherit;background:inherit;border:none;padding:inherit}.mw-parser-output .cs1-hidden-error{display:none;color:var(--color-error,#d33)}.mw-parser-output .cs1-visible-error{color:var(--color-error,#d33)}.mw-parser-output .cs1-maint{display:none;color:#085;margin-left:0.3em}.mw-parser-output .cs1-kern-left{padding-left:0.2em}.mw-parser-output .cs1-kern-right{padding-right:0.2em}.mw-parser-output .citation .mw-selflink{font-weight:inherit}@media screen{.mw-parser-output .cs1-format{font-size:95%}html.skin-theme-clientpref-night .mw-parser-output .cs1-maint{color:#18911f}}@media screen and (prefers-color-scheme:dark){html.skin-theme-clientpref-os .mw-parser-output .cs1-maint{color:#18911f}}</style><cite id="CITEREFSwanMorgan1993" class="citation book cs1">Swan, William W.; Morgan, Janet L (1993). "The Local Interagency Coordinating Council". <a rel="nofollow" class="external text" href="https://archive.org/details/collaboratingfor0000swan">Collaborating for Comprehensive Services for Young Children and Their Families</a>. Baltimore: Paul H. Brookes Pub. Co. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-1-55766-103-6" title="Special:BookSources/978-1-55766-103-6"><bdi>978-1-55766-103-6</bdi></a>. <a href="/wiki/OCLC_(identifier)" class="mw-redirect" title="OCLC (identifier)">OCLC</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/oclc/25628688">25628688</a>. <a href="/wiki/OL_(identifier)" class="mw-redirect" title="OL (identifier)">OL</a> <a rel="nofollow" class="external text" href="https://openlibrary.org/works/OL4285012W">4285012W</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=bookitem&rft.atitle=The+Local+Interagency+Coordinating+Council&rft.btitle=Collaborating+for+Comprehensive+Services+for+Young+Children+and+Their+Families&rft.place=Baltimore&rft.pub=Paul+H.+Brookes+Pub.+Co.&rft.date=1993&rft_id=info%3Aoclcnum%2F25628688&rft_id=https%3A%2F%2Fopenlibrary.org%2Fworks%2FOL4285012W%23id-name%3DOL&rft.isbn=978-1-55766-103-6&rft.aulast=Swan&rft.aufirst=William+W.&rft.au=Morgan%2C+Janet+L&rft_id=https%3A%2F%2Farchive.org%2Fdetails%2Fcollaboratingfor0000swan&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-4"><a href="#cite_ref-4">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFBeverly_RainforthYork-Barr,_Jennifer1997" class="citation book cs1">Beverly Rainforth; York-Barr, Jennifer (1997). Collaborative Teams for Students With Severe Disabilities: Integrating Therapy and Educational Services. Brookes Publishing Company. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-1-55766-291-0" title="Special:BookSources/978-1-55766-291-0"><bdi>978-1-55766-291-0</bdi></a>. <a href="/wiki/OCLC_(identifier)" class="mw-redirect" title="OCLC (identifier)">OCLC</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/oclc/25025287">25025287</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Collaborative+Teams+for+Students+With+Severe+Disabilities%3A+Integrating+Therapy+and+Educational+Services&rft.pub=Brookes+Publishing+Company&rft.date=1997&rft_id=info%3Aoclcnum%2F25025287&rft.isbn=978-1-55766-291-0&rft.au=Beverly+Rainforth&rft.au=York-Barr%2C+Jennifer&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-5"><a href="#cite_ref-5">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFStainback,_Susan_BrayStainback,_William_C.1996" class="citation book cs1">Stainback, Susan Bray; Stainback, William C. (1996). <a rel="nofollow" class="external text" href="https://archive.org/details/unset0000unse_z4i1">Support Networks for Inclusive Schooling: Interdependent Integrated Education</a>. Paul H Brookes Pub Co. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-1-55766-041-1" title="Special:BookSources/978-1-55766-041-1"><bdi>978-1-55766-041-1</bdi></a>. <a href="/wiki/OCLC_(identifier)" class="mw-redirect" title="OCLC (identifier)">OCLC</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/oclc/300624925">300624925</a>. <a href="/wiki/OL_(identifier)" class="mw-redirect" title="OL (identifier)">OL</a> <a rel="nofollow" class="external text" href="https://openlibrary.org/books/OL2219710M">2219710M</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Support+Networks+for+Inclusive+Schooling%3A+Interdependent+Integrated+Education&rft.pub=Paul+H+Brookes+Pub+Co&rft.date=1996&rft_id=info%3Aoclcnum%2F300624925&rft_id=https%3A%2F%2Fopenlibrary.org%2Fbooks%2FOL2219710M%23id-name%3DOL&rft.isbn=978-1-55766-041-1&rft.au=Stainback%2C+Susan+Bray&rft.au=Stainback%2C+William+C.&rft_id=https%3A%2F%2Farchive.org%2Fdetails%2Funset0000unse_z4i1&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-6"><a href="#cite_ref-6">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFGaylord-Ross,_Robert1989" class="citation book cs1">Gaylord-Ross, Robert (1989). Integration strategies for students with handicaps. Baltimore: P.H. Brookes. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-1-55766-010-7" title="Special:BookSources/978-1-55766-010-7"><bdi>978-1-55766-010-7</bdi></a>. <a href="/wiki/OCLC_(identifier)" class="mw-redirect" title="OCLC (identifier)">OCLC</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/oclc/19130181">19130181</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Integration+strategies+for+students+with+handicaps&rft.place=Baltimore&rft.pub=P.H.+Brookes&rft.date=1989&rft_id=info%3Aoclcnum%2F19130181&rft.isbn=978-1-55766-010-7&rft.au=Gaylord-Ross%2C+Robert&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-7"><a href="#cite_ref-7">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFGartner,_AlanDorothy_Kerzner_Lipsky1997" class="citation book cs1">Gartner, Alan; Dorothy Kerzner Lipsky (1997). <a rel="nofollow" class="external text" href="https://archive.org/details/inclusionschoolr0000lips">Inclusion and School Reform: Transforming America's Classrooms</a>. Brookes Publishing Company. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-1-55766-273-6" title="Special:BookSources/978-1-55766-273-6"><bdi>978-1-55766-273-6</bdi></a>. <a href="/wiki/OCLC_(identifier)" class="mw-redirect" title="OCLC (identifier)">OCLC</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/oclc/35848926">35848926</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Inclusion+and+School+Reform%3A+Transforming+America%27s+Classrooms&rft.pub=Brookes+Publishing+Company&rft.date=1997&rft_id=info%3Aoclcnum%2F35848926&rft.isbn=978-1-55766-273-6&rft.au=Gartner%2C+Alan&rft.au=Dorothy+Kerzner+Lipsky&rft_id=https%3A%2F%2Farchive.org%2Fdetails%2Finclusionschoolr0000lips&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-8"><a href="#cite_ref-8">^</a> Wolffe, Jerry. (20 December 2010) <a rel="nofollow" class="external text" href="https://archive.today/20130105014730/http://www.theoaklandpress.com/articles/2010/12/20/news/doc4d0fc3a6b0867472513928.txt?viewmode=fullstory">What the law requires for disabled students</a> The Oakland Press. </li> <li id="cite_note-9"><a href="#cite_ref-9">^</a> <a rel="nofollow" class="external text" href="https://sites.ed.gov/idea/about-idea/">About IDEA</a> </li> <li id="cite_note-Hicks-10"><a href="#cite_ref-Hicks_10-0">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFHicks2011" class="citation news cs1">Hicks, Bill (18 November 2011). <a rel="nofollow" class="external text" href="https://www.bbc.co.uk/news/business-15183284">"Disabled children excluded from education"</a>. <a href="/wiki/BBC_Online" title="BBC Online">BBC Online</a>. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20120614085926/http://www.bbc.co.uk/news/business-15183284">Archived</a> from the original on 14 June 2012. Retrieved 13 June 2012.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=BBC+Online&rft.atitle=Disabled+children+excluded+from+education&rft.date=2011-11-18&rft.aulast=Hicks&rft.aufirst=Bill&rft_id=https%3A%2F%2Fwww.bbc.co.uk%2Fnews%2Fbusiness-15183284&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-11"><a href="#cite_ref-11">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFHayesDombrowskiShefcykBulat2018" class="citation book cs1">Hayes, Anne M.; Dombrowski, Eileen; Shefcyk, Allison; Bulat, Jennae (2018). <a rel="nofollow" class="external text" href="http://www.ncbi.nlm.nih.gov/books/NBK545498/">Learning Disabilities Screening and Evaluation Guide for Low- and Middle-Income Countries</a>. RTI Press Occasional Papers. Research Triangle Park (NC): RTI Press. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.3768%2Frtipress.2018.op.0052.1804">10.3768/rtipress.2018.op.0052.1804</a>. <a href="/wiki/PMID_(identifier)" class="mw-redirect" title="PMID (identifier)">PMID</a> <a rel="nofollow" class="external text" href="https://pubmed.ncbi.nlm.nih.gov/31449375">31449375</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Learning+Disabilities+Screening+and+Evaluation+Guide+for+Low-+and+Middle-Income+Countries&rft.place=Research+Triangle+Park+%28NC%29&rft.series=RTI+Press+Occasional+Papers&rft.pub=RTI+Press&rft.date=2018&rft_id=info%3Adoi%2F10.3768%2Frtipress.2018.op.0052.1804&rft_id=info%3Apmid%2F31449375&rft.aulast=Hayes&rft.aufirst=Anne+M.&rft.au=Dombrowski%2C+Eileen&rft.au=Shefcyk%2C+Allison&rft.au=Bulat%2C+Jennae&rft_id=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fbooks%2FNBK545498%2F&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-Goodman-12">^ <a href="#cite_ref-Goodman_12-0">a</a> <a href="#cite_ref-Goodman_12-1">b</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFGoodman,_Libby1990" class="citation book cs1">Goodman, Libby (1990). Time and learning in the special education classroom. Albany, New York: State University of New York Press. p. 122. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-0-7914-0371-6" title="Special:BookSources/978-0-7914-0371-6"><bdi>978-0-7914-0371-6</bdi></a>. <a href="/wiki/OCLC_(identifier)" class="mw-redirect" title="OCLC (identifier)">OCLC</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/oclc/20635959">20635959</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Time+and+learning+in+the+special+education+classroom&rft.place=Albany%2C+New+York&rft.pages=122&rft.pub=State+University+of+New+York+Press&rft.date=1990&rft_id=info%3Aoclcnum%2F20635959&rft.isbn=978-0-7914-0371-6&rft.au=Goodman%2C+Libby&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-13"><a href="#cite_ref-13">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.understood.org/en/school-learning/special-services/ieps/understanding-individualized-education-programs">"Understanding Individualized Education Programs"</a>. Understood.org. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20160323015320/https://www.understood.org/en/school-learning/special-services/ieps/understanding-individualized-education-programs">Archived</a> from the original on 23 March 2016. Retrieved 29 March 2016.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=Understood.org&rft.atitle=Understanding+Individualized+Education+Programs&rft_id=https%3A%2F%2Fwww.understood.org%2Fen%2Fschool-learning%2Fspecial-services%2Fieps%2Funderstanding-individualized-education-programs&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-:0-14">^ <a href="#cite_ref-:0_14-0">a</a> <a href="#cite_ref-:0_14-1">b</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFHallahan2012" class="citation book cs1">Hallahan, Daniel (2012). Exceptional Learners. Boston: Pearson Education. pp. 16–19. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-0-13-703370-6" title="Special:BookSources/978-0-13-703370-6"><bdi>978-0-13-703370-6</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Exceptional+Learners&rft.place=Boston&rft.pages=%3Cspan+class%3D%22nowrap%22%3E16-%3C%2Fspan%3E19&rft.pub=Pearson+Education&rft.date=2012&rft.isbn=978-0-13-703370-6&rft.aulast=Hallahan&rft.aufirst=Daniel&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-15"><a href="#cite_ref-15">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.schoolthemes.org/special-education-articles">"Special Education Articles, Current Issues In Special Education"</a>. 5 September 2019. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20210119183011/https://www.schoolthemes.org/special-education-articles">Archived</a> from the original on 19 January 2021. Retrieved 15 February 2021.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=unknown&rft.btitle=Special+Education+Articles%2C+Current+Issues+In+Special+Education&rft.date=2019-09-05&rft_id=https%3A%2F%2Fwww.schoolthemes.org%2Fspecial-education-articles&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-16"><a href="#cite_ref-16">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://web.archive.org/web/20110107145830/http://www.weac.org/Issues_Advocacy/Resource_Pages_On_Issues_One/Special_Education/special_education_inclusion.aspx">"Special Education Inclusion | Special Education | Resource Pages on Issues | Issues & Advocacy | WEAC | Special Education | Resource Pages on Issues | Issues & Advocacy | Wisconsin Education Association Council"</a>. Archived from <a rel="nofollow" class="external text" href="http://www.weac.org/Issues_Advocacy/Resource_Pages_On_Issues_one/Special_Education/special_education_inclusion.aspx">the original</a> on 7 January 2011. Retrieved 26 June 2010.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=unknown&rft.btitle=Special+Education+Inclusion+%26%23124%3B+Special+Education+%26%23124%3B+Resource+Pages+on+Issues+%26%23124%3B+Issues+%26+Advocacy+%26%23124%3B+WEAC+%26%23124%3B+Special+Education+%26%23124%3B+Resource+Pages+on+Issues+%26%23124%3B+Issues+%26+Advocacy+%26%23124%3B+Wisconsin+Education+Association+Council&rft_id=http%3A%2F%2Fwww.weac.org%2FIssues_Advocacy%2FResource_Pages_On_Issues_one%2FSpecial_Education%2Fspecial_education_inclusion.aspx&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-17"><a href="#cite_ref-17">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="http://www.specialeducationguide.com/pre-k-12/what-is-special-education/the-special-education-process-explained/">"The Special Education Process Explained"</a>. Special Education Guide. 2013. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20160323161910/http://www.specialeducationguide.com/pre-k-12/what-is-special-education/the-special-education-process-explained/">Archived</a> from the original on 23 March 2016. Retrieved 22 March 2016.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=Special+Education+Guide&rft.atitle=The+Special+Education+Process+Explained&rft.date=2013&rft_id=http%3A%2F%2Fwww.specialeducationguide.com%2Fpre-k-12%2Fwhat-is-special-education%2Fthe-special-education-process-explained%2F&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-18"><a href="#cite_ref-18">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFSmith_P2007" class="citation journal cs1">Smith P (October 2007). O'Brien, John (ed.). "Have we made any progress? Including students with intellectual disabilities in regular education classrooms". Intellect Dev Disabil. 45 (5): 297–309. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1352%2F0047-6765%282007%2945%5B297%3AHWMAPI%5D2.0.CO%3B2">10.1352/0047-6765(2007)45[297:HWMAPI]2.0.CO;2</a>. <a href="/wiki/PMID_(identifier)" class="mw-redirect" title="PMID (identifier)">PMID</a> <a rel="nofollow" class="external text" href="https://pubmed.ncbi.nlm.nih.gov/17887907">17887907</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Intellect+Dev+Disabil&rft.atitle=Have+we+made+any+progress%3F+Including+students+with+intellectual+disabilities+in+regular+education+classrooms&rft.volume=45&rft.issue=5&rft.pages=%3Cspan+class%3D%22nowrap%22%3E297-%3C%2Fspan%3E309&rft.date=2007-10&rft_id=info%3Adoi%2F10.1352%2F0047-6765%282007%2945%5B297%3AHWMAPI%5D2.0.CO%3B2&rft_id=info%3Apmid%2F17887907&rft.au=Smith+P&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-19"><a href="#cite_ref-19">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFAffleckMadgeAdamsLowenbraun1988" class="citation journal cs1">Affleck, James Q.; Madge, Sally; Adams, Abby; Lowenbraun, Sheila (1 January 1988). "Integrated Classroom versus Resource Model: Academic Viability and Effectiveness". Exceptional Children. 54 (4): 339–348. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1177%2F001440298805400408">10.1177/001440298805400408</a>. <a href="/wiki/PMID_(identifier)" class="mw-redirect" title="PMID (identifier)">PMID</a> <a rel="nofollow" class="external text" href="https://pubmed.ncbi.nlm.nih.gov/3342820">3342820</a>. <a href="/wiki/S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:9784042">9784042</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Exceptional+Children&rft.atitle=Integrated+Classroom+versus+Resource+Model%3A+Academic+Viability+and+Effectiveness&rft.volume=54&rft.issue=4&rft.pages=%3Cspan+class%3D%22nowrap%22%3E339-%3C%2Fspan%3E348&rft.date=1988-01-01&rft_id=https%3A%2F%2Fapi.semanticscholar.org%2FCorpusID%3A9784042%23id-name%3DS2CID&rft_id=info%3Apmid%2F3342820&rft_id=info%3Adoi%2F10.1177%2F001440298805400408&rft.aulast=Affleck&rft.aufirst=James+Q.&rft.au=Madge%2C+Sally&rft.au=Adams%2C+Abby&rft.au=Lowenbraun%2C+Sheila&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-Bowe-20"><a href="#cite_ref-Bowe_20-0">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFBowe,_Frank2004" class="citation book cs1">Bowe, Frank (2004). <a rel="nofollow" class="external text" href="https://archive.org/details/inclusiveclassro00anne">Making Inclusion Work</a>. Upper Saddle River, N.J: Prentice Hall. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-0-13-017603-5" title="Special:BookSources/978-0-13-017603-5"><bdi>978-0-13-017603-5</bdi></a>. <a href="/wiki/OCLC_(identifier)" class="mw-redirect" title="OCLC (identifier)">OCLC</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/oclc/54374653">54374653</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Making+Inclusion+Work&rft.place=Upper+Saddle+River%2C+N.J&rft.pub=Prentice+Hall&rft.date=2004&rft_id=info%3Aoclcnum%2F54374653&rft.isbn=978-0-13-017603-5&rft.au=Bowe%2C+Frank&rft_id=https%3A%2F%2Farchive.org%2Fdetails%2Finclusiveclassro00anne&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-Teachers,_Schools,_and_Society-21">^ <a href="#cite_ref-Teachers,_Schools,_and_Society_21-0">a</a> <a href="#cite_ref-Teachers,_Schools,_and_Society_21-1">b</a> <a href="#cite_ref-Teachers,_Schools,_and_Society_21-2">c</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFKaren_ZittlemanSadker,_David_Miller2006" class="citation book cs1">Karen Zittleman; Sadker, David Miller (2006). Teachers, Schools and Society: A Brief Introduction to Education with Bind-in Online Learning Center Card with free Student Reader CD-ROM. McGraw-Hill Humanities/Social Sciences/Languages. pp. 48, 49, 108, G–12. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-0-07-323007-8" title="Special:BookSources/978-0-07-323007-8"><bdi>978-0-07-323007-8</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Teachers%2C+Schools+and+Society%3A+A+Brief+Introduction+to+Education+with+Bind-in+Online+Learning+Center+Card+with+free+Student+Reader+CD-ROM&rft.pages=48%2C+49%2C+108%2C+G-12&rft.pub=McGraw-Hill+Humanities%2FSocial+Sciences%2FLanguages&rft.date=2006&rft.isbn=978-0-07-323007-8&rft.au=Karen+Zittleman&rft.au=Sadker%2C+David+Miller&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-Teachers,Schools,andSociety-22"><a href="#cite_ref-Teachers,Schools,andSociety_22-0">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFKaren_Zittleman;_Sadker,_David_Miller2009" class="citation book cs1">Karen Zittleman; Sadker, David Miller (2009). Teachers, Schools and Society: A Brief Introduction to Education with Bind-in Online Learning Center Card with free Student Reader CD-ROM. McGraw-Hill Humanities/Social Sciences/Languages. p. 49. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-0-07-323007-8" title="Special:BookSources/978-0-07-323007-8"><bdi>978-0-07-323007-8</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Teachers%2C+Schools+and+Society%3A+A+Brief+Introduction+to+Education+with+Bind-in+Online+Learning+Center+Card+with+free+Student+Reader+CD-ROM&rft.pages=49&rft.pub=McGraw-Hill+Humanities%2FSocial+Sciences%2FLanguages&rft.date=2009&rft.isbn=978-0-07-323007-8&rft.au=Karen+Zittleman%3B+Sadker%2C+David+Miller&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"><code class="cs1-code">{{<a href="/wiki/Template:Cite_book" title="Template:Cite book">cite book</a>}}</code>: CS1 maint: multiple names: authors list (<a href="/wiki/Category:CS1_maint:_multiple_names:_authors_list" title="Category:CS1 maint: multiple names: authors list">link</a>) </li> <li id="cite_note-23"><a href="#cite_ref-23">^</a> <a rel="nofollow" class="external text" href="http://www.educationengland.org.uk/documents/warnock/warnock07.html">Warnock Report</a> <a rel="nofollow" class="external text" href="https://web.archive.org/web/20130111230317/http://www.educationengland.org.uk/documents/warnock/warnock07.html">Archived</a> 11 January 2013 at the <a href="/wiki/Wayback_Machine" title="Wayback Machine">Wayback Machine</a> (1978). "Report of the Committee of Enquiry into the Education of Handicapped Children and Young People", London. </li> <li id="cite_note-24"><a href="#cite_ref-24">^</a> "Chapter 2, Collaboration and Teaming". EXCEPTIONAL CHILDREN: an Introduction to Special Education, by WILLIAM L. HEWARD, PEARSON, 2017. </li> <li id="cite_note-Bos,_C._S._2005-25"><a href="#cite_ref-Bos,_C._S._2005_25-0">^</a> Bos, C. S. & Vaughn, S. (2005). Strategies for teaching students with learning and behavior problems. (6th ed.). Upper Saddle River, NJ: Pearson. </li> <li id="cite_note-26"><a href="#cite_ref-26">^</a> Turnbull, Ron (2002). "Exceptional Lives: Special Education in Today's Schools (3rd ed.) Merrill Prentice Hall. New Jersey. </li> <li id="cite_note-27"><a href="#cite_ref-27">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFSpencer2013" class="citation cs2">Spencer, Trina D. (2013), <a rel="nofollow" class="external text" href="https://doi.org/10.1007/978-1-4419-1698-3_84">"Self-contained Classroom"</a>, in Volkmar, Fred R. (ed.), Encyclopedia of Autism Spectrum Disorders, New York, NY: Springer, pp. 2721–2722, <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1007%2F978-1-4419-1698-3_84">10.1007/978-1-4419-1698-3_84</a>, <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-1-4419-1698-3" title="Special:BookSources/978-1-4419-1698-3"><bdi>978-1-4419-1698-3</bdi></a>, retrieved 13 February 2022</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=bookitem&rft.atitle=Self-contained+Classroom&rft.btitle=Encyclopedia+of+Autism+Spectrum+Disorders&rft.place=New+York%2C+NY&rft.pages=%3Cspan+class%3D%22nowrap%22%3E2721-%3C%2Fspan%3E2722&rft.pub=Springer&rft.date=2013&rft_id=info%3Adoi%2F10.1007%2F978-1-4419-1698-3_84&rft.isbn=978-1-4419-1698-3&rft.aulast=Spencer&rft.aufirst=Trina+D.&rft_id=https%3A%2F%2Fdoi.org%2F10.1007%2F978-1-4419-1698-3_84&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-28"><a href="#cite_ref-28">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://graphics.chicagotribune.com/illinois-seclusion/index.html">"graphics.chicagotribune.com"</a>. 24 January 2020.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=unknown&rft.btitle=graphics.chicagotribune.com&rft.date=2020-01-24&rft_id=https%3A%2F%2Fgraphics.chicagotribune.com%2Fillinois-seclusion%2Findex.html&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-29"><a href="#cite_ref-29">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.justice.gov/crt/what-seclusion">"www.justice.gov"</a>. 23 August 2022.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=unknown&rft.btitle=www.justice.gov&rft.date=2022-08-23&rft_id=https%3A%2F%2Fwww.justice.gov%2Fcrt%2Fwhat-seclusion&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-30"><a href="#cite_ref-30">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.cbc.ca/news/canada/edmonton/the-use-of-seclusion-rooms-on-the-rise-in-alberta-after-covid-19-forced-students-into-remote-learning-1.6775792">"www.cbc.ca"</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=unknown&rft.btitle=www.cbc.ca&rft_id=https%3A%2F%2Fwww.cbc.ca%2Fnews%2Fcanada%2Fedmonton%2Fthe-use-of-seclusion-rooms-on-the-rise-in-alberta-after-covid-19-forced-students-into-remote-learning-1.6775792&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-31"><a href="#cite_ref-31">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://web.archive.org/web/20110720233247/http://www.inja.fr/inja/htmgen/SimHTMLGen.asp?FORM=0&STYLE=2&URL=%2Fpages-infos%2Fpages%2Finformations_generales%2Fpresentation_de_l_inja%2Fhistoire-inja%2Fhistoirinja_sommaire.xhtml&CSS=1">"History of the INJA"</a>. Archived from <a rel="nofollow" class="external text" href="http://www.inja.fr/inja/htmgen/SimHTMLGen.asp?FORM=0&STYLE=2&URL=/pages-infos/pages/informations_generales/presentation_de_l_inja/histoire-inja/histoirinja_sommaire.xhtml&CSS=1">the original</a> on 20 July 2011.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=unknown&rft.btitle=History+of+the+INJA&rft_id=http%3A%2F%2Fwww.inja.fr%2Finja%2Fhtmgen%2FSimHTMLGen.asp%3FFORM%3D0%26STYLE%3D2%26URL%3D%2Fpages-infos%2Fpages%2Finformations_generales%2Fpresentation_de_l_inja%2Fhistoire-inja%2Fhistoirinja_sommaire.xhtml%26CSS%3D1&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-32"><a href="#cite_ref-32">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="http://www.bris.ac.uk/Depts/DeafStudiesTeaching/deafed/Session%202A.htm">"Session 2A"</a>. Bris.ac.uk. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20130922054758/http://www.bris.ac.uk/Depts/DeafStudiesTeaching/deafed/Session%202A.htm">Archived</a> from the original on 22 September 2013. Retrieved 1 November 2016.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=unknown&rft.btitle=Session+2A&rft.pub=Bris.ac.uk&rft_id=http%3A%2F%2Fwww.bris.ac.uk%2FDepts%2FDeafStudiesTeaching%2Fdeafed%2FSession%25202A.htm&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-33"><a href="#cite_ref-33">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://web.archive.org/web/20130922095519/http://www.connerprairie.org/Learn-And-Do/Indiana-History/America-1800-1860/Education-Of-The-Deaf.aspx">"Education-Of-The-Deaf"</a>. Archived from <a rel="nofollow" class="external text" href="http://www.connerprairie.org/Learn-And-Do/Indiana-History/America-1800-1860/Education-Of-The-Deaf.aspx">the original</a> on 22 September 2013. Retrieved 21 September 2013.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=unknown&rft.btitle=Education-Of-The-Deaf&rft_id=http%3A%2F%2Fwww.connerprairie.org%2FLearn-And-Do%2FIndiana-History%2FAmerica-1800-1860%2FEducation-Of-The-Deaf.aspx&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-34"><a href="#cite_ref-34">^</a> The history of special education: From isolation to integration. MA Winzer </li> <li id="cite_note-35"><a href="#cite_ref-35">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFMcCuen1997" class="citation journal cs1">McCuen, Scott (February 1997). "Inventing the Feeble Mind: A History of Mental Retardation in the United States". Journal of Health Politics, Policy and Law. 22 (1): 254–257. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1215%2F03616878-22-1-254">10.1215/03616878-22-1-254</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Journal+of+Health+Politics%2C+Policy+and+Law&rft.atitle=Inventing+the+Feeble+Mind%3A+A+History+of+Mental+Retardation+in+the+United+States&rft.volume=22&rft.issue=1&rft.pages=%3Cspan+class%3D%22nowrap%22%3E254-%3C%2Fspan%3E257&rft.date=1997-02&rft_id=info%3Adoi%2F10.1215%2F03616878-22-1-254&rft.aulast=McCuen&rft.aufirst=Scott&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-36"><a href="#cite_ref-36">^</a> Turnbull, H. R., Beegle, R. & Stowe, M.J. (2007). Public policy and developmental disabilities: A 35-year retrospective and a 5-year prospective on the core concepts in disability. In: S. Odom, R.H. Horner, M.E. Snell, & J. Blacher, Handbook on Developmental Disabilities, 15-34. London: Guilford Press. </li> <li id="cite_note-37"><a href="#cite_ref-37">^</a> Jorgensen, C.M. (1998). Restructuring high school for all students: Taking inclusion to the next level. Baltimore: Paul H. Brooks Publishing co. </li> <li id="cite_note-38"><a href="#cite_ref-38">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFReisbergWolf1988" class="citation journal cs1">Reisberg, Lenny; Wolf, Ron (November 1988). "Instructional Strategies for Special Education Consultants". Remedial and Special Education. 9 (6): 29–40. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1177%2F074193258800900608">10.1177/074193258800900608</a>. <a href="/wiki/S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:146457211">146457211</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Remedial+and+Special+Education&rft.atitle=Instructional+Strategies+for+Special+Education+Consultants&rft.volume=9&rft.issue=6&rft.pages=%3Cspan+class%3D%22nowrap%22%3E29-%3C%2Fspan%3E40&rft.date=1988-11&rft_id=info%3Adoi%2F10.1177%2F074193258800900608&rft_id=https%3A%2F%2Fapi.semanticscholar.org%2FCorpusID%3A146457211%23id-name%3DS2CID&rft.aulast=Reisberg&rft.aufirst=Lenny&rft.au=Wolf%2C+Ron&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-Ofqual-39">^ <a href="#cite_ref-Ofqual_39-0">a</a> <a href="#cite_ref-Ofqual_39-1">b</a> <a href="#cite_ref-Ofqual_39-2">c</a> <a href="#cite_ref-Ofqual_39-3">d</a> <a href="#cite_ref-Ofqual_39-4">e</a> <a href="#cite_ref-Ofqual_39-5">f</a> <a href="#cite_ref-Ofqual_39-6">g</a> <a href="#cite_ref-Ofqual_39-7">h</a> <a href="#cite_ref-Ofqual_39-8">i</a> <a href="#cite_ref-Ofqual_39-9">j</a> <a href="#cite_ref-Ofqual_39-10">k</a> <a href="#cite_ref-Ofqual_39-11">l</a> <a href="#cite_ref-Ofqual_39-12">m</a> <a href="#cite_ref-Ofqual_39-13">n</a> <a href="#cite_ref-Ofqual_39-14">o</a> <a href="#cite_ref-Ofqual_39-15">p</a> <a href="#cite_ref-Ofqual_39-16">q</a> <a href="#cite_ref-Ofqual_39-17">r</a> <a href="#cite_ref-Ofqual_39-18">s</a> <a href="#cite_ref-Ofqual_39-19">t</a> <a href="#cite_ref-Ofqual_39-20">u</a> <a href="#cite_ref-Ofqual_39-21">v</a> <a href="#cite_ref-Ofqual_39-22">w</a> <a href="#cite_ref-Ofqual_39-23">x</a> <a href="#cite_ref-Ofqual_39-24">y</a> <a href="#cite_ref-Ofqual_39-25">z</a> <a href="#cite_ref-Ofqual_39-26">aa</a> <a href="#cite_ref-Ofqual_39-27">ab</a> <a href="#cite_ref-Ofqual_39-28">ac</a> <a href="#cite_ref-Ofqual_39-29">ad</a> <a href="#cite_ref-Ofqual_39-30">ae</a> <a href="#cite_ref-Ofqual_39-31">af</a> <a href="#cite_ref-Ofqual_39-32">ag</a> <a href="#cite_ref-Ofqual_39-33">ah</a> <a href="#cite_ref-Ofqual_39-34">ai</a> <a href="#cite_ref-Ofqual_39-35">aj</a> <a href="#cite_ref-Ofqual_39-36">ak</a> <a href="#cite_ref-Ofqual_39-37">al</a> <a href="#cite_ref-Ofqual_39-38">am</a> <a href="#cite_ref-Ofqual_39-39">an</a> <a href="#cite_ref-Ofqual_39-40">ao</a> <a href="#cite_ref-Ofqual_39-41">ap</a> <a href="#cite_ref-Ofqual_39-42">aq</a> <a href="#cite_ref-Ofqual_39-43">ar</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFPepper,_David2007" class="citation report cs1">Pepper, David (25 September 2007). <a rel="nofollow" class="external text" href="https://web.archive.org/web/20110815121455/http://education.staffordshire.gov.uk/NR/rdonlyres/6C2C3FF2-43F1-40A4-AB6F-77E4CC4602F6/22865/SENCOResourceCentreCompletedocument2.pdf">Assessment for disabled students: an international comparison</a> (PDF) (Report). UK: <a href="/wiki/Ofqual" title="Ofqual">Ofqual</a>'s Qualifications and Curriculum Authority, Regulation & Standards Division. Archived from <a rel="nofollow" class="external text" href="http://www.ofqual.gov.uk/files/Assessment_disabled_international_briefing.pdf">the original</a> (PDF) on 15 August 2011.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=report&rft.btitle=Assessment+for+disabled+students%3A+an+international+comparison&rft.place=UK&rft.pub=Ofqual%27s+Qualifications+and+Curriculum+Authority%2C+Regulation+%26+Standards+Division&rft.date=2007-09-25&rft.au=Pepper%2C+David&rft_id=http%3A%2F%2Fwww.ofqual.gov.uk%2Ffiles%2FAssessment_disabled_international_briefing.pdf&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-:3-40">^ <a href="#cite_ref-:3_40-0">a</a> <a href="#cite_ref-:3_40-1">b</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFSchuman2022" class="citation web cs1">Schuman, Rebecca (28 November 2022). <a rel="nofollow" class="external text" href="https://slate.com/technology/2022/11/flexible-deadlines-accommodations-students-disabilities-college.html">"The Student Accommodation Problem No Professor Wants to Talk About"</a>. Slate Magazine. Retrieved 1 December 2022.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=Slate+Magazine&rft.atitle=The+Student+Accommodation+Problem+No+Professor+Wants+to+Talk+About&rft.date=2022-11-28&rft.aulast=Schuman&rft.aufirst=Rebecca&rft_id=https%3A%2F%2Fslate.com%2Ftechnology%2F2022%2F11%2Fflexible-deadlines-accommodations-students-disabilities-college.html&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-Jisc-41"><a href="#cite_ref-Jisc_41-0">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFBusuttil-Reynaud,_GavinJohn_Winkley" class="citation report cs1">Busuttil-Reynaud, Gavin & John Winkley. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20120916015305/http://www.jisc.ac.uk/uploaded_documents/eAssess-Glossary-Extended-v1-01.pdf">e-Assessment Glossary (Extended)</a> (PDF) (Report). UK: <a href="/wiki/Joint_Information_Systems_Committee" class="mw-redirect" title="Joint Information Systems Committee">Joint Information Systems Committee</a> and <a href="/wiki/Ofqual" title="Ofqual">Ofqual</a>'s Qualifications and Curriculum Authority. Archived from <a rel="nofollow" class="external text" href="http://www.jisc.ac.uk/uploaded_documents/eAssess-Glossary-Extended-v1-01.pdf">the original</a> (PDF) on 16 September 2012.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=report&rft.btitle=e-Assessment+Glossary+%28Extended%29&rft.place=UK&rft.pub=Joint+Information+Systems+Committee+and+Ofqual%27s+Qualifications+and+Curriculum+Authority&rft.au=Busuttil-Reynaud%2C+Gavin&rft.au=John+Winkley&rft_id=http%3A%2F%2Fwww.jisc.ac.uk%2Fuploaded_documents%2FeAssess-Glossary-Extended-v1-01.pdf&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-Code-42"><a href="#cite_ref-Code_42-0">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation book cs1"><a rel="nofollow" class="external text" href="https://archive.today/20121223140016/http://publications.education.gov.uk/default.aspx?PageFunction=productdetails&PageMode=publications&ProductId=DfES+0581+2001">Special Educational Needs Code of Practice</a>. UK: Department for Education and Skills. November 2001. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-1-84185-529-5" title="Special:BookSources/978-1-84185-529-5"><bdi>978-1-84185-529-5</bdi></a>. DfES/581/2001. Archived from <a rel="nofollow" class="external text" href="http://publications.education.gov.uk/default.aspx?PageFunction=productdetails&PageMode=publications&ProductId=DfES+0581+2001">the original</a> on 23 December 2012.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Special+Educational+Needs+Code+of+Practice&rft.place=UK&rft.pub=Department+for+Education+and+Skills&rft.date=2001-11&rft.isbn=978-1-84185-529-5&rft_id=http%3A%2F%2Fpublications.education.gov.uk%2Fdefault.aspx%3FPageFunction%3Dproductdetails%26PageMode%3Dpublications%26ProductId%3DDfES%2B0581%2B2001&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-43"><a href="#cite_ref-43">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFThorson1995" class="citation journal cs1">Thorson, Sue (1 November 1995). "Macbeth in the Resource Room: Students with Learning Disabilities Study Shakespeare". Journal of Learning Disabilities. 28 (9): 575–581. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1177%2F002221949502800907">10.1177/002221949502800907</a>. <a href="/wiki/PMID_(identifier)" class="mw-redirect" title="PMID (identifier)">PMID</a> <a rel="nofollow" class="external text" href="https://pubmed.ncbi.nlm.nih.gov/8530900">8530900</a>. <a href="/wiki/S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:31134468">31134468</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Journal+of+Learning+Disabilities&rft.atitle=Macbeth+in+the+Resource+Room%3A+Students+with+Learning+Disabilities+Study+Shakespeare&rft.volume=28&rft.issue=9&rft.pages=%3Cspan+class%3D%22nowrap%22%3E575-%3C%2Fspan%3E581&rft.date=1995-11-01&rft_id=https%3A%2F%2Fapi.semanticscholar.org%2FCorpusID%3A31134468%23id-name%3DS2CID&rft_id=info%3Apmid%2F8530900&rft_id=info%3Adoi%2F10.1177%2F002221949502800907&rft.aulast=Thorson&rft.aufirst=Sue&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-Related_Services-44"><a href="#cite_ref-Related_Services_44-0">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://web.archive.org/web/20081005061926/http://www.nichcy.org/EducateChildren/IEP/Pages/RelatedServices.aspx">"Related Services"</a>. National Dissemination Center for Children with Disabilities. Archived from <a rel="nofollow" class="external text" href="http://www.nichcy.org/educatechildren/iep/pages/relatedservices.aspx">the original</a> on 5 October 2008.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=unknown&rft.btitle=Related+Services&rft.pub=National+Dissemination+Center+for+Children+with+Disabilities&rft_id=http%3A%2F%2Fwww.nichcy.org%2Feducatechildren%2Fiep%2Fpages%2Frelatedservices.aspx&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-45"><a href="#cite_ref-45">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFSimpson,_Richard_L.Sonja_R._de_Boer2009" class="citation book cs1">Simpson, Richard L.; Sonja R. de Boer (2009). Successful inclusion for students with autism: creating a complete, effective ASD inclusion program. San Francisco: Jossey-Bass. pp. 38–42. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-0-470-23080-0" title="Special:BookSources/978-0-470-23080-0"><bdi>978-0-470-23080-0</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Successful+inclusion+for+students+with+autism%3A+creating+a+complete%2C+effective+ASD+inclusion+program&rft.place=San+Francisco&rft.pages=%3Cspan+class%3D%22nowrap%22%3E38-%3C%2Fspan%3E42&rft.pub=Jossey-Bass&rft.date=2009&rft.isbn=978-0-470-23080-0&rft.au=Simpson%2C+Richard+L.&rft.au=Sonja+R.+de+Boer&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-46"><a href="#cite_ref-46">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFSnell,_M.E.Brown,_F.2011" class="citation book cs1">Snell, M.E.; Brown, F. (2011). Instruction of Students with Severe Disabilities (7th ed.). Pearson.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Instruction+of+Students+with+Severe+Disabilities&rft.edition=7th&rft.pub=Pearson&rft.date=2011&rft.au=Snell%2C+M.E.&rft.au=Brown%2C+F.&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-47"><a href="#cite_ref-47">^</a> Rusch, F.R., DeStefano, L., Chadsey-Rusch, J., Phelps, L.A., & Szymanski, E. (1992). Transition from School to Adult Life: Models, Linkages and Policies. Sycamore, IL:Sycamore Press. </li> <li id="cite_note-48"><a href="#cite_ref-48">^</a> Ferguson, D. & Ferguson, P. (1987/2011). The promise of adulthood. In: M. Snell & F. Brown, Instruction of Students with Severe Disabilities. Madrid: Pearson. </li> <li id="cite_note-49"><a href="#cite_ref-49">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation news cs1"><a rel="nofollow" class="external text" href="http://www.huffingtonpost.com/2015/04/20/teaching-technology-autism_n_6865030.html">"The Technology That's Giving Students With Autism a Greater Voice"</a>. Huffington Post. 20 April 2015. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20161216165617/http://www.huffingtonpost.com/2015/04/20/teaching-technology-autism_n_6865030.html">Archived</a> from the original on 16 December 2016. Retrieved 28 April 2017.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Huffington+Post&rft.atitle=The+Technology+That%27s+Giving+Students+With+Autism+a+Greater+Voice&rft.date=2015-04-20&rft_id=http%3A%2F%2Fwww.huffingtonpost.com%2F2015%2F04%2F20%2Fteaching-technology-autism_n_6865030.html&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-50"><a href="#cite_ref-50">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFKarimiKamaliMousaviKarahmadi2017" class="citation journal cs1">Karimi, Padideh; Kamali, Elahe; Mousavi, Seyyed Mohammad; Karahmadi, Mojgan (16 February 2017). <a rel="nofollow" class="external text" href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5377970">"Environmental factors influencing the risk of autism"</a>. Journal of Research in Medical Sciences. 22: 27. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.4103%2F1735-1995.200272">10.4103/1735-1995.200272</a>. <a href="/wiki/ISSN_(identifier)" class="mw-redirect" title="ISSN (identifier)">ISSN</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/issn/1735-1995">1735-1995</a>. <a href="/wiki/PMC_(identifier)" class="mw-redirect" title="PMC (identifier)">PMC</a> <a rel="nofollow" class="external text" href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5377970">5377970</a>. <a href="/wiki/PMID_(identifier)" class="mw-redirect" title="PMID (identifier)">PMID</a> <a rel="nofollow" class="external text" href="https://pubmed.ncbi.nlm.nih.gov/28413424">28413424</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Journal+of+Research+in+Medical+Sciences&rft.atitle=Environmental+factors+influencing+the+risk+of+autism&rft.volume=22&rft.pages=27&rft.date=2017-02-16&rft_id=https%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fpmc%2Farticles%2FPMC5377970%23id-name%3DPMC&rft.issn=1735-1995&rft_id=info%3Apmid%2F28413424&rft_id=info%3Adoi%2F10.4103%2F1735-1995.200272&rft.aulast=Karimi&rft.aufirst=Padideh&rft.au=Kamali%2C+Elahe&rft.au=Mousavi%2C+Seyyed+Mohammad&rft.au=Karahmadi%2C+Mojgan&rft_id=https%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fpmc%2Farticles%2FPMC5377970&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-51"><a href="#cite_ref-51">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFHassoldPatterson1999" class="citation book cs1">Hassold, Terry J.; Patterson, David (1999). <a rel="nofollow" class="external text" href="https://books.google.com/books?id=wuh9OlwsWaQC">Down Syndrome: A Promising Future, Together</a>. Wiley. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/9780471296867" title="Special:BookSources/9780471296867"><bdi>9780471296867</bdi></a>. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20210814082759/https://books.google.com/books?id=wuh9OlwsWaQC">Archived</a> from the original on 14 August 2021. Retrieved 29 May 2020.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Down+Syndrome%3A+A+Promising+Future%2C+Together&rft.pub=Wiley&rft.date=1999&rft.isbn=9780471296867&rft.aulast=Hassold&rft.aufirst=Terry+J.&rft.au=Patterson%2C+David&rft_id=https%3A%2F%2Fbooks.google.com%2Fbooks%3Fid%3Dwuh9OlwsWaQC&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-52"><a href="#cite_ref-52">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="http://downsyndromepossibilities.blogspot.com/p/assisstive-technology.html">"Down Syndrome: Assisstive Technology"</a>. Down Syndrome. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20170112093703/http://downsyndromepossibilities.blogspot.com/p/assisstive-technology.html">Archived</a> from the original on 12 January 2017. Retrieved 8 May 2017.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=Down+Syndrome&rft.atitle=Down+Syndrome%3A+Assisstive+Technology&rft_id=http%3A%2F%2Fdownsyndromepossibilities.blogspot.com%2Fp%2Fassisstive-technology.html&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-53"><a href="#cite_ref-53">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFDuncan2013" class="citation web cs1">Duncan, Arne (25 January 2013). <a rel="nofollow" class="external text" href="https://blog.ed.gov/2013/01/we-must-provide-equal-opportunity-in-sports-to-students-with-disabilities/">"We Must Provide Equal Opportunity in Sports to Students with Disabilities"</a>. ED.gov Blog. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20200920115332/https://blog.ed.gov/2013/01/we-must-provide-equal-opportunity-in-sports-to-students-with-disabilities/">Archived</a> from the original on 20 September 2020. Retrieved 27 April 2020.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=ED.gov+Blog&rft.atitle=We+Must+Provide+Equal+Opportunity+in+Sports+to+Students+with+Disabilities&rft.date=2013-01-25&rft.aulast=Duncan&rft.aufirst=Arne&rft_id=https%3A%2F%2Fblog.ed.gov%2F2013%2F01%2Fwe-must-provide-equal-opportunity-in-sports-to-students-with-disabilities%2F&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-54"><a href="#cite_ref-54">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFRegister2017" class="citation web cs1">Register, John (31 January 2017). <a rel="nofollow" class="external text" href="https://nfhs.org/articles/overcoming-the-barriers-of-participation-for-students-with-disabilities/">"Overcoming the Barriers of Participation for Students with Disabilities"</a>. NFHS. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20210226165616/https://nfhs.org/articles/overcoming-the-barriers-of-participation-for-students-with-disabilities/">Archived</a> from the original on 26 February 2021. Retrieved 27 April 2020.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=NFHS&rft.atitle=Overcoming+the+Barriers+of+Participation+for+Students+with+Disabilities&rft.date=2017-01-31&rft.aulast=Register&rft.aufirst=John&rft_id=https%3A%2F%2Fnfhs.org%2Farticles%2Fovercoming-the-barriers-of-participation-for-students-with-disabilities%2F&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-:05-55">^ <a href="#cite_ref-:05_55-0">a</a> <a href="#cite_ref-:05_55-1">b</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.urmc.rochester.edu/encyclopedia/content.aspx?contenttypeid=160&contentid=20">"Sports and Children with Special Needs - Health Encyclopedia - University of Rochester Medical Center"</a>. www.urmc.rochester.edu. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20200921103445/https://www.urmc.rochester.edu/encyclopedia/content.aspx?contenttypeid=160&contentid=20">Archived</a> from the original on 21 September 2020. Retrieved 15 April 2020.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=www.urmc.rochester.edu&rft.atitle=Sports+and+Children+with+Special+Needs+-+Health+Encyclopedia+-+University+of+Rochester+Medical+Center&rft_id=https%3A%2F%2Fwww.urmc.rochester.edu%2Fencyclopedia%2Fcontent.aspx%3Fcontenttypeid%3D160%26contentid%3D20&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-56"><a href="#cite_ref-56">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.specialolympics.org/about">"About"</a>. SpecialOlympics.org. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20200413065627/https://www.specialolympics.org/about">Archived</a> from the original on 13 April 2020. Retrieved 27 April 2020.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=SpecialOlympics.org&rft.atitle=About&rft_id=https%3A%2F%2Fwww.specialolympics.org%2Fabout&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-57"><a href="#cite_ref-57">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.paralympic.org/">"International Paralympic Committee | IPC | International Paralympic Committee"</a>. www.paralympic.org. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20190826034437/https://www.paralympic.org/">Archived</a> from the original on 26 August 2019. Retrieved 27 April 2020.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=www.paralympic.org&rft.atitle=International+Paralympic+Committee+%7C+IPC+%7C+International+Paralympic+Committee&rft_id=https%3A%2F%2Fwww.paralympic.org%2F&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-58"><a href="#cite_ref-58">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.specialolympics.org/our-work/sports/unified-sports">"Unified Sports"</a>. SpecialOlympics.org. 3 August 2018. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20200519034447/https://www.specialolympics.org/our-work/sports/unified-sports">Archived</a> from the original on 19 May 2020. Retrieved 27 April 2020.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=SpecialOlympics.org&rft.atitle=Unified+Sports&rft.date=2018-08-03&rft_id=https%3A%2F%2Fwww.specialolympics.org%2Four-work%2Fsports%2Funified-sports&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-59"><a href="#cite_ref-59">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.stride.org/sports/partners-in-education/">"Partners in Education | STRIDE Adaptive Sports"</a>. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20200810002052/https://www.stride.org/sports/partners-in-education/">Archived</a> from the original on 10 August 2020. Retrieved 27 April 2020.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=unknown&rft.btitle=Partners+in+Education+%7C+STRIDE+Adaptive+Sports&rft_id=https%3A%2F%2Fwww.stride.org%2Fsports%2Fpartners-in-education%2F&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-60"><a href="#cite_ref-60">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="http://educatedsportsparent.com/youth-programs-athletes-disabilities/">"Youth Programs for Athletes with Disabilities"</a>. Educated Sports Parent. 12 May 2014. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20200214212333/http://educatedsportsparent.com/youth-programs-athletes-disabilities/">Archived</a> from the original on 14 February 2020. Retrieved 27 April 2020.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=Educated+Sports+Parent&rft.atitle=Youth+Programs+for+Athletes+with+Disabilities&rft.date=2014-05-12&rft_id=http%3A%2F%2Feducatedsportsparent.com%2Fyouth-programs-athletes-disabilities%2F&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-61"><a href="#cite_ref-61">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="http://educatedsportsparent.com/youth-programs-athletes-disabilities/">"Youth Programs for Athletes with Disabilities"</a>. Educated Sports Parent. 12 May 2014. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20200214212333/http://educatedsportsparent.com/youth-programs-athletes-disabilities/">Archived</a> from the original on 14 February 2020. Retrieved 20 April 2020.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=Educated+Sports+Parent&rft.atitle=Youth+Programs+for+Athletes+with+Disabilities&rft.date=2014-05-12&rft_id=http%3A%2F%2Feducatedsportsparent.com%2Fyouth-programs-athletes-disabilities%2F&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-62"><a href="#cite_ref-62">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFBallisHeath2021" class="citation journal cs1">Ballis, Briana; Heath, Katelyn (2021). <a rel="nofollow" class="external text" href="https://doi.org/10.1257%2Fpol.20190603">"The Long-Run Impacts of Special Education"</a>. American Economic Journal: Economic Policy. 13 (4): 72–111. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1257%2Fpol.20190603">10.1257/pol.20190603</a>. <a href="/wiki/ISSN_(identifier)" class="mw-redirect" title="ISSN (identifier)">ISSN</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/issn/1945-7731">1945-7731</a>. <a href="/wiki/S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:208161853">208161853</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=American+Economic+Journal%3A+Economic+Policy&rft.atitle=The+Long-Run+Impacts+of+Special+Education&rft.volume=13&rft.issue=4&rft.pages=%3Cspan+class%3D%22nowrap%22%3E72-%3C%2Fspan%3E111&rft.date=2021&rft_id=https%3A%2F%2Fapi.semanticscholar.org%2FCorpusID%3A208161853%23id-name%3DS2CID&rft.issn=1945-7731&rft_id=info%3Adoi%2F10.1257%2Fpol.20190603&rft.aulast=Ballis&rft.aufirst=Briana&rft.au=Heath%2C+Katelyn&rft_id=https%3A%2F%2Fdoi.org%2F10.1257%252Fpol.20190603&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-UNESCO-63">^ <a href="#cite_ref-UNESCO_63-0">a</a> <a href="#cite_ref-UNESCO_63-1">b</a> <a href="#cite_ref-UNESCO_63-2">c</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation book cs1"><a rel="nofollow" class="external text" href="http://unesdoc.unesco.org/images/0023/002325/232555e.pdf">Rethinking Education: Towards a global common good?</a> (PDF). UNESCO. 2015. pp. 44, Box 6. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-92-3-100088-1" title="Special:BookSources/978-92-3-100088-1"><bdi>978-92-3-100088-1</bdi></a>. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20181113020635/http://unesdoc.unesco.org/images/0023/002325/232555e.pdf">Archived</a> (PDF) from the original on 13 November 2018. Retrieved 16 March 2017.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Rethinking+Education%3A+Towards+a+global+common+good%3F&rft.pages=44%2C+Box+6&rft.pub=UNESCO&rft.date=2015&rft.isbn=978-92-3-100088-1&rft_id=http%3A%2F%2Funesdoc.unesco.org%2Fimages%2F0023%2F002325%2F232555e.pdf&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-:1-64">^ <a href="#cite_ref-:1_64-0">a</a> <a href="#cite_ref-:1_64-1">b</a> <a href="#cite_ref-:1_64-2">c</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFUNESCO2014" class="citation journal cs1">UNESCO (2014). "Teaching and Learning: Achieving quality for all". EFA Global Monitoring Report 2013-2014.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=EFA+Global+Monitoring+Report+2013-2014&rft.atitle=Teaching+and+Learning%3A+Achieving+quality+for+all&rft.date=2014&rft.au=UNESCO&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-65"><a href="#cite_ref-65">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFElewekeRodda2002" class="citation journal cs1">Eleweke, C. Jonah; Rodda, Michael (April 2002). "The challenge of enhancing inclusive education in developing countries". International Journal of Inclusive Education. 6 (2): 113–126. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1080%2F13603110110067190">10.1080/13603110110067190</a>. <a href="/wiki/S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:143900215">143900215</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=International+Journal+of+Inclusive+Education&rft.atitle=The+challenge+of+enhancing+inclusive+education+in+developing+countries&rft.volume=6&rft.issue=2&rft.pages=%3Cspan+class%3D%22nowrap%22%3E113-%3C%2Fspan%3E126&rft.date=2002-04&rft_id=info%3Adoi%2F10.1080%2F13603110110067190&rft_id=https%3A%2F%2Fapi.semanticscholar.org%2FCorpusID%3A143900215%23id-name%3DS2CID&rft.aulast=Eleweke&rft.aufirst=C.+Jonah&rft.au=Rodda%2C+Michael&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-66"><a href="#cite_ref-66">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFArtilesHallahan1995" class="citation book cs1">Artiles, Alfredo J.; Hallahan, Daniel P. (1995). Special Education in Latin America: Experiences and Issues. Greenwood Publishing Group. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-0-275-94667-8" title="Special:BookSources/978-0-275-94667-8"><bdi>978-0-275-94667-8</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Special+Education+in+Latin+America%3A+Experiences+and+Issues&rft.pub=Greenwood+Publishing+Group&rft.date=1995&rft.isbn=978-0-275-94667-8&rft.aulast=Artiles&rft.aufirst=Alfredo+J.&rft.au=Hallahan%2C+Daniel+P.&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988">[<a href="/wiki/Wikipedia:Citing_sources" title="Wikipedia:Citing sources">page needed</a>] </li> <li id="cite_note-67"><a href="#cite_ref-67">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFParnesCameronChristieCockburn2009" class="citation journal cs1">Parnes, Penny; Cameron, Debra; Christie, Nancy; Cockburn, Lynn; Hashemi, Goli; Yoshida, Karen (January 2009). "Disability in low-income countries: Issues and implications". Disability and Rehabilitation. 31 (14): 1170–1180. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1080%2F09638280902773778">10.1080/09638280902773778</a>. <a href="/wiki/PMID_(identifier)" class="mw-redirect" title="PMID (identifier)">PMID</a> <a rel="nofollow" class="external text" href="https://pubmed.ncbi.nlm.nih.gov/19802932">19802932</a>. <a href="/wiki/S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:7228964">7228964</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Disability+and+Rehabilitation&rft.atitle=Disability+in+low-income+countries%3A+Issues+and+implications&rft.volume=31&rft.issue=14&rft.pages=%3Cspan+class%3D%22nowrap%22%3E1170-%3C%2Fspan%3E1180&rft.date=2009-01&rft_id=https%3A%2F%2Fapi.semanticscholar.org%2FCorpusID%3A7228964%23id-name%3DS2CID&rft_id=info%3Apmid%2F19802932&rft_id=info%3Adoi%2F10.1080%2F09638280902773778&rft.aulast=Parnes&rft.aufirst=Penny&rft.au=Cameron%2C+Debra&rft.au=Christie%2C+Nancy&rft.au=Cockburn%2C+Lynn&rft.au=Hashemi%2C+Goli&rft.au=Yoshida%2C+Karen&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-68"><a href="#cite_ref-68">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFMilesSingal2010" class="citation journal cs1">Miles, Susie; Singal, Nidhi (February 2010). "The Education for All and inclusive education debate: conflict, contradiction or opportunity?". International Journal of Inclusive Education. 14 (1): 1–15. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1080%2F13603110802265125">10.1080/13603110802265125</a>. <a href="/wiki/S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:54853076">54853076</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=International+Journal+of+Inclusive+Education&rft.atitle=The+Education+for+All+and+inclusive+education+debate%3A+conflict%2C+contradiction+or+opportunity%3F&rft.volume=14&rft.issue=1&rft.pages=%3Cspan+class%3D%22nowrap%22%3E1-%3C%2Fspan%3E15&rft.date=2010-02&rft_id=info%3Adoi%2F10.1080%2F13603110802265125&rft_id=https%3A%2F%2Fapi.semanticscholar.org%2FCorpusID%3A54853076%23id-name%3DS2CID&rft.aulast=Miles&rft.aufirst=Susie&rft.au=Singal%2C+Nidhi&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-69"><a href="#cite_ref-69">^</a> UNESCO. (1995). Review of the present situation in special education. Webaccessed: <a rel="nofollow" class="external free" href="http://www.unesco.org/pv_obj_cache/pv_obj_id_C133AD0AF05E62AC54C2DE8EE1C026DABFAF3000/filename/281_79.pdf">http://www.unesco.org/pv_obj_cache/pv_obj_id_C133AD0AF05E62AC54C2DE8EE1C026DABFAF3000/filename/281_79.pdf</a>[<a href="/wiki/Wikipedia:Link_rot" title="Wikipedia:Link rot">permanent dead link</a>‍] </li> <li id="cite_note-70"><a href="#cite_ref-70">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation book cs1">Funding Special Education. Nineteenth Annual Yearbook of the American Education Finance Association. Corwin Press, Inc. 30 November 1998. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/9780803966246" title="Special:BookSources/9780803966246"><bdi>9780803966246</bdi></a>. <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><a href="/wiki/ERIC_(identifier)" class="mw-redirect" title="ERIC (identifier)">ERIC</a> <a rel="nofollow" class="external text" href="https://eric.ed.gov/?id=ED427399">ED427399</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Funding+Special+Education.+Nineteenth+Annual+Yearbook+of+the+American+Education+Finance+Association&rft.pub=Corwin+Press%2C+Inc&rft.date=1998-11-30&rft.isbn=9780803966246&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-71"><a href="#cite_ref-71">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFVanDerHeydenWittNaquin2003" class="citation journal cs1">VanDerHeyden, Amanda M.; Witt, Joseph C.; Naquin, Gale (1 June 2003). "Development and Validation of a Process for Screening Referrals to Special Education". School Psychology Review. 32 (2): 204–227. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1080%2F02796015.2003.12086194">10.1080/02796015.2003.12086194</a>. <a href="/wiki/S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:143195148">143195148</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=School+Psychology+Review&rft.atitle=Development+and+Validation+of+a+Process+for+Screening+Referrals+to+Special+Education&rft.volume=32&rft.issue=2&rft.pages=%3Cspan+class%3D%22nowrap%22%3E204-%3C%2Fspan%3E227&rft.date=2003-06-01&rft_id=info%3Adoi%2F10.1080%2F02796015.2003.12086194&rft_id=https%3A%2F%2Fapi.semanticscholar.org%2FCorpusID%3A143195148%23id-name%3DS2CID&rft.aulast=VanDerHeyden&rft.aufirst=Amanda+M.&rft.au=Witt%2C+Joseph+C.&rft.au=Naquin%2C+Gale&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-72"><a href="#cite_ref-72">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFOtterman,_Sharon2010" class="citation news cs1">Otterman, Sharon (19 June 2010). <a rel="nofollow" class="external text" href="https://www.nytimes.com/2010/06/20/education/20donovan.html">"A Struggle to Educate the Severely Disabled"</a>. The New York Times. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20170701090057/http://www.nytimes.com/2010/06/20/education/20donovan.html">Archived</a> from the original on 1 July 2017. Retrieved 25 February 2017.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=The+New+York+Times&rft.atitle=A+Struggle+to+Educate+the+Severely+Disabled&rft.date=2010-06-19&rft.au=Otterman%2C+Sharon&rft_id=https%3A%2F%2Fwww.nytimes.com%2F2010%2F06%2F20%2Feducation%2F20donovan.html&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-Breckenridge-73">^ <a href="#cite_ref-Breckenridge_73-0">a</a> <a href="#cite_ref-Breckenridge_73-1">b</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFBreckenridge2001" class="citation journal cs1">Breckenridge, C. A. (1 October 2001). <a rel="nofollow" class="external text" href="https://doi.org/10.1215%2F08992363-13-3-349">"The Critical Limits of Embodiment: Disability's Criticism"</a>. Public Culture. 13 (3): 349–358. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1215%2F08992363-13-3-349">10.1215/08992363-13-3-349</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Public+Culture&rft.atitle=The+Critical+Limits+of+Embodiment%3A+Disability%27s+Criticism&rft.volume=13&rft.issue=3&rft.pages=%3Cspan+class%3D%22nowrap%22%3E349-%3C%2Fspan%3E358&rft.date=2001-10-01&rft_id=info%3Adoi%2F10.1215%2F08992363-13-3-349&rft.aulast=Breckenridge&rft.aufirst=C.+A.&rft_id=https%3A%2F%2Fdoi.org%2F10.1215%252F08992363-13-3-349&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-74"><a href="#cite_ref-74">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFLewsNorwich2005" class="citation book cs1">Lews, Ann; Norwich, Brahm (2005). Special Teaching for Special Children?. Milton Keynes, UK: Open University Press. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-0335214051" title="Special:BookSources/978-0335214051"><bdi>978-0335214051</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Special+Teaching+for+Special+Children%3F&rft.place=Milton+Keynes%2C+UK&rft.pub=Open+University+Press&rft.date=2005&rft.isbn=978-0335214051&rft.aulast=Lews&rft.aufirst=Ann&rft.au=Norwich%2C+Brahm&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-75"><a href="#cite_ref-75">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFMintz2014" class="citation book cs1">Mintz, Joseph (2014). <a rel="nofollow" class="external text" href="http://routledge-ny.com/books/details/9780415822961/">Professional Uncertainty, Knowledge and Relationship in the Classroom: A Psycho-social Perspective</a>. London: Routledge. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/9780415822961" title="Special:BookSources/9780415822961"><bdi>9780415822961</bdi></a>. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20150225170405/http://routledge-ny.com/books/details/9780415822961/">Archived</a> from the original on 25 February 2015. Retrieved 25 February 2015.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Professional+Uncertainty%2C+Knowledge+and+Relationship+in+the+Classroom%3A+A+Psycho-social+Perspective&rft.place=London&rft.pub=Routledge&rft.date=2014&rft.isbn=9780415822961&rft.aulast=Mintz&rft.aufirst=Joseph&rft_id=http%3A%2F%2Froutledge-ny.com%2Fbooks%2Fdetails%2F9780415822961%2F&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-76"><a href="#cite_ref-76">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFEllis2002" class="citation web cs1">Ellis, Edwin (2002). <a rel="nofollow" class="external text" href="http://www.ldonline.org/article/Watering_Up_the_Curriculum_for_Adolescents_with_Learning_Disabilities,_Part_I:_Goals_of_the_Knowledge_Dimension">"Watering Up the Curriculum for Adolescents with Learning Disabilities, Part I: Goals of the Knowledge Dimension"</a>. WETA. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20090911075230/http://www.ldonline.org/article/Watering_Up_the_Curriculum_for_Adolescents_with_Learning_Disabilities,_Part_I:_Goals_of_the_Knowledge_Dimension">Archived</a> from the original on 11 September 2009. Retrieved 21 April 2010.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=unknown&rft.btitle=Watering+Up+the+Curriculum+for+Adolescents+with+Learning+Disabilities%2C+Part+I%3A+Goals+of+the+Knowledge+Dimension&rft.pub=WETA&rft.date=2002&rft.aulast=Ellis&rft.aufirst=Edwin&rft_id=http%3A%2F%2Fwww.ldonline.org%2Farticle%2FWatering_Up_the_Curriculum_for_Adolescents_with_Learning_Disabilities%2C_Part_I%3A_Goals_of_the_Knowledge_Dimension&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-77"><a href="#cite_ref-77">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFGreenwood1991" class="citation journal cs1">Greenwood, Charles R. (May 1991). "Longitudinal Analysis of Time, Engagement, and Achievement in At-Risk versus Non-Risk Students". Exceptional Children. 57 (6): 521–535. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1177%2F001440299105700606">10.1177/001440299105700606</a>. <a href="/wiki/PMID_(identifier)" class="mw-redirect" title="PMID (identifier)">PMID</a> <a rel="nofollow" class="external text" href="https://pubmed.ncbi.nlm.nih.gov/2070811">2070811</a>. <a href="/wiki/S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:44340071">44340071</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Exceptional+Children&rft.atitle=Longitudinal+Analysis+of+Time%2C+Engagement%2C+and+Achievement+in+At-Risk+versus+Non-Risk+Students&rft.volume=57&rft.issue=6&rft.pages=%3Cspan+class%3D%22nowrap%22%3E521-%3C%2Fspan%3E535&rft.date=1991-05&rft_id=https%3A%2F%2Fapi.semanticscholar.org%2FCorpusID%3A44340071%23id-name%3DS2CID&rft_id=info%3Apmid%2F2070811&rft_id=info%3Adoi%2F10.1177%2F001440299105700606&rft.aulast=Greenwood&rft.aufirst=Charles+R.&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-78"><a href="#cite_ref-78">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.dhcs.ca.gov/provgovpart/Pages/Seclusion-and-Restraint-Definitions.aspx">"www.dhcs.ca.gov"</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=unknown&rft.btitle=www.dhcs.ca.gov&rft_id=https%3A%2F%2Fwww.dhcs.ca.gov%2Fprovgovpart%2FPages%2FSeclusion-and-Restraint-Definitions.aspx&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-79"><a href="#cite_ref-79">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.npr.org/2019/06/15/729955321/how-some-schools-restrain-or-seclude-students-a-look-at-a-controversial-practice">"www.npr.org"</a>. <a href="/wiki/NPR" title="NPR">NPR</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=NPR&rft.atitle=www.npr.org&rft_id=https%3A%2F%2Fwww.npr.org%2F2019%2F06%2F15%2F729955321%2Fhow-some-schools-restrain-or-seclude-students-a-look-at-a-controversial-practice&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-80"><a href="#cite_ref-80">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="http://www.iiep.unesco.org/en/publications-en">"Publications"</a>. IIEP-UNESCO. 26 August 2019. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20210321191456/http://www.iiep.unesco.org/en/publications-en">Archived</a> from the original on 21 March 2021. Retrieved 21 March 2021.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=IIEP-UNESCO&rft.atitle=Publications&rft.date=2019-08-26&rft_id=http%3A%2F%2Fwww.iiep.unesco.org%2Fen%2Fpublications-en&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-81"><a href="#cite_ref-81">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="http://www.chinaeducenter.com/en/cedu.php">"China Education Center Ltd"</a>. www.chinaeducator.com. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20161026125814/http://www.chinaeducenter.com/en/cedu.php">Archived</a> from the original on 26 October 2016. Retrieved 26 October 2016.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=www.chinaeducator.com&rft.atitle=China+Education+Center+Ltd.&rft_id=http%3A%2F%2Fwww.chinaeducenter.com%2Fen%2Fcedu.php&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-82"><a href="#cite_ref-82">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.irna.ir/news/85170208/%D8%A7%D9%84%D8%A8%D8%B1%D8%B2-%D8%AF%D8%A7%D9%86%D8%B4-%D8%A2%D9%85%D9%88%D8%B2-%D9%86%D8%A7%D8%B4%D9%86%D9%88%D8%A7-%D9%88-%DA%A9%D9%85-%D8%B4%D9%86%D9%88%D8%A7%DB%8C-%D8%A8%D8%AF%D9%88%D9%86-%D8%B3%D9%85%D8%B9%DA%A9-%D9%86%D8%AF%D8%A7%D8%B1%D8%AF">"البرز دانش آموز ناشنوا و کم شنوای بدون سمعک ندارد"</a>. 15 July 2023.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=unknown&rft.btitle=%D8%A7%D9%84%D8%A8%D8%B1%D8%B2+%D8%AF%D8%A7%D9%86%D8%B4+%D8%A2%D9%85%D9%88%D8%B2+%D9%86%D8%A7%D8%B4%D9%86%D9%88%D8%A7+%D9%88+%DA%A9%D9%85+%D8%B4%D9%86%D9%88%D8%A7%DB%8C+%D8%A8%D8%AF%D9%88%D9%86+%D8%B3%D9%85%D8%B9%DA%A9+%D9%86%D8%AF%D8%A7%D8%B1%D8%AF&rft.date=2023-07-15&rft_id=https%3A%2F%2Fwww.irna.ir%2Fnews%2F85170208%2F%25D8%25A7%25D9%2584%25D8%25A8%25D8%25B1%25D8%25B2-%25D8%25AF%25D8%25A7%25D9%2586%25D8%25B4-%25D8%25A2%25D9%2585%25D9%2588%25D8%25B2-%25D9%2586%25D8%25A7%25D8%25B4%25D9%2586%25D9%2588%25D8%25A7-%25D9%2588-%25DA%25A9%25D9%2585-%25D8%25B4%25D9%2586%25D9%2588%25D8%25A7%25DB%258C-%25D8%25A8%25D8%25AF%25D9%2588%25D9%2586-%25D8%25B3%25D9%2585%25D8%25B9%25DA%25A9-%25D9%2586%25D8%25AF%25D8%25A7%25D8%25B1%25D8%25AF&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-83"><a href="#cite_ref-83">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.city.koto.lg.jp/582102/kodomo/gakko/jigyo/tokubetsu/96126.html">"Tokubetsu Shien Kyoiku"</a>. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20210416013730/https://www.city.koto.lg.jp/582102/kodomo/gakko/jigyo/tokubetsu/96126.html">Archived</a> from the original on 16 April 2021. Retrieved 22 November 2019.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=unknown&rft.btitle=Tokubetsu+Shien+Kyoiku&rft_id=https%3A%2F%2Fwww.city.koto.lg.jp%2F582102%2Fkodomo%2Fgakko%2Fjigyo%2Ftokubetsu%2F96126.html&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-84"><a href="#cite_ref-84">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://web.archive.org/web/20100917070530/http://ag.gov.au/www/agd/agd.nsf/Page/Humanrightsandanti-discrimination_DisabilityStandardsforEducation">"Disability standards for education"</a>. Archived from <a rel="nofollow" class="external text" href="http://www.ag.gov.au/www/agd/agd.nsf/page/humanrightsandanti-discrimination_disabilitystandardsforeducation">the original</a> on 17 September 2010.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=unknown&rft.btitle=Disability+standards+for+education&rft_id=http%3A%2F%2Fwww.ag.gov.au%2Fwww%2Fagd%2Fagd.nsf%2Fpage%2Fhumanrightsandanti-discrimination_disabilitystandardsforeducation&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-85"><a href="#cite_ref-85">^</a> On the system of special education in the former Soviet Union, see Barbara A. Anderson, Brian D. Silver, and Victoria A. Velkoff, "Education of the Handicapped in the USSR: Exploration of the Statistical Picture", <a href="/wiki/Europe-Asia_Studies" title="Europe-Asia Studies">Europe-Asia Studies</a>, Vol. 39, No. 3 (1987): 468-488. </li> <li id="cite_note-86"><a href="#cite_ref-86">^</a> Country information: <a rel="nofollow" class="external free" href="https://www.european-agency.org/country-information">http://www.european-agency.org/country-information</a> <a rel="nofollow" class="external text" href="https://web.archive.org/web/20140113203620/http://www.european-agency.org/country-information">Archived</a> 13 January 2014 at the <a href="/wiki/Wayback_Machine" title="Wayback Machine">Wayback Machine</a> </li> <li id="cite_note-87"><a href="#cite_ref-87">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFRobert_Holland2002" class="citation journal cs1">Robert Holland (1 June 2002). <a rel="nofollow" class="external text" href="https://archive.today/20120804021936/http://www.heartland.org/full/9291/Vouchers_Help_the_Learning_Disabled.html">"Vouchers Help the Learning Disabled"</a>. School Reform News. Archived from <a rel="nofollow" class="external text" href="http://www.heartland.org/full/9291/Vouchers_Help_the_Learning_Disabled.html">the original</a> on 4 August 2012.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=School+Reform+News&rft.atitle=Vouchers+Help+the+Learning+Disabled&rft.date=2002-06-01&rft.au=Robert+Holland&rft_id=http%3A%2F%2Fwww.heartland.org%2Ffull%2F9291%2FVouchers_Help_the_Learning_Disabled.html&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-88"><a href="#cite_ref-88">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1 cs1-prop-foreign-lang-source"><a rel="nofollow" class="external text" href="https://www.education.gouv.fr/la-scolarisation-des-eleves-en-situation-de-handicap-1022">"La scolarisation des élèves en situation de handicap"</a>. Ministère de l'Education Nationale et de la Jeunesse (in French). Retrieved 7 June 2023.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=Minist%C3%A8re+de+l%27Education+Nationale+et+de+la+Jeunesse&rft.atitle=La+scolarisation+des+%C3%A9l%C3%A8ves+en+situation+de+handicap&rft_id=https%3A%2F%2Fwww.education.gouv.fr%2Fla-scolarisation-des-eleves-en-situation-de-handicap-1022&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-89"><a href="#cite_ref-89">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1 cs1-prop-foreign-lang-source"><a rel="nofollow" class="external text" href="https://www.education.gouv.fr/organisation-de-l-ecole-12311">"Organisation de l'école"</a>. Ministère de l'Education Nationale et de la Jeunesse (in French). Retrieved 7 June 2023.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=Minist%C3%A8re+de+l%27Education+Nationale+et+de+la+Jeunesse&rft.atitle=Organisation+de+l%27%C3%A9cole&rft_id=https%3A%2F%2Fwww.education.gouv.fr%2Forganisation-de-l-ecole-12311&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-90"><a href="#cite_ref-90">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://annuaire.action-sociale.org/etablissements/jeunes-handicapes/institut-medico-educatif--i-m-e---183.html">"Institut médico-éducatif (IME) : Tous les établissements de type Institut médico-éducatif (IME)"</a>. annuaire.action-sociale.org. Retrieved 7 June 2023.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=annuaire.action-sociale.org&rft.atitle=Institut+m%C3%A9dico-%C3%A9ducatif+%28IME%29+%3A+Tous+les+%C3%A9tablissements+de+type+Institut+m%C3%A9dico-%C3%A9ducatif+%28IME%29&rft_id=https%3A%2F%2Fannuaire.action-sociale.org%2Fetablissements%2Fjeunes-handicapes%2Finstitut-medico-educatif--i-m-e---183.html&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-91"><a href="#cite_ref-91">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://annuaire.action-sociale.org/etablissements/jeunes-handicapes/etablissement-pour-deficient-moteur-192.html">"Institut d'Education Motrice (IEM) : Tous les établissements de type Institut d'Education Motrice (IEM)"</a>. annuaire.action-sociale.org. Retrieved 7 June 2023.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=annuaire.action-sociale.org&rft.atitle=Institut+d%27Education+Motrice+%28IEM%29+%3A+Tous+les+%C3%A9tablissements+de+type+Institut+d%27Education+Motrice+%28IEM%29&rft_id=https%3A%2F%2Fannuaire.action-sociale.org%2Fetablissements%2Fjeunes-handicapes%2Fetablissement-pour-deficient-moteur-192.html&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-92"><a href="#cite_ref-92">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.mdph13.fr/demarches/Pages/ITEP.aspx#:~:text=Un%20Institut%20Th%C3%A9rapeutique%20%C3%89ducatif%20et,souffrant%20d%27un%20handicap%20intellectuel.">"Les Instituts Thérapeutiques Éducatifs et Pédagogiques : les ITEP"</a>. www.mdph13.fr. Retrieved 7 June 2023.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=www.mdph13.fr&rft.atitle=Les+Instituts+Th%C3%A9rapeutiques+%C3%89ducatifs+et+P%C3%A9dagogiques+%3A+les+ITEP&rft_id=https%3A%2F%2Fwww.mdph13.fr%2Fdemarches%2FPages%2FITEP.aspx%23%3A~%3Atext%3DUn%2520Institut%2520Th%25C3%25A9rapeutique%2520%25C3%2589ducatif%2520et%2Csouffrant%2520d%2527un%2520handicap%2520intellectuel.&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-93"><a href="#cite_ref-93">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1 cs1-prop-foreign-lang-source"><a rel="nofollow" class="external text" href="https://www.enfant-different.org/scolarite/unites-denseignement-maternelle-elementaire-autisme">"Les unités d'enseignement Autisme"</a>. Enfant Différent | enfance & handicap informations & ressources (in French). 9 May 2022. Retrieved 7 June 2023.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=Enfant+Diff%C3%A9rent+%7C+enfance+%26+handicap+informations+%26+ressources&rft.atitle=Les+unit%C3%A9s+d%27enseignement+Autisme&rft.date=2022-05-09&rft_id=https%3A%2F%2Fwww.enfant-different.org%2Fscolarite%2Funites-denseignement-maternelle-elementaire-autisme&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-:2-94">^ <a href="#cite_ref-:2_94-0">a</a> <a href="#cite_ref-:2_94-1">b</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation news cs1"><a rel="nofollow" class="external text" href="https://web.archive.org/web/20170417154851/https://www.angloinfo.com/how-to/turkey/family/schooling-education/special-needs-education">"Special Needs Education in Turkey - Turkey - Angloinfo"</a>. Angloinfo. Archived from <a rel="nofollow" class="external text" href="https://www.angloinfo.com/how-to/turkey/family/schooling-education/special-needs-education">the original</a> on 17 April 2017. Retrieved 17 April 2017.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Angloinfo&rft.atitle=Special+Needs+Education+in+Turkey+-+Turkey+-+Angloinfo&rft_id=https%3A%2F%2Fwww.angloinfo.com%2Fhow-to%2Fturkey%2Ffamily%2Fschooling-education%2Fspecial-needs-education&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-95"><a href="#cite_ref-95">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://web.archive.org/web/20100306171514/http://www.teachernet.gov.uk/wholeschool/sen/">"Special education needs, Special needs education"</a>. Archived from <a rel="nofollow" class="external text" href="http://www.teachernet.gov.uk/wholeschool/sen/">the original</a> on 6 March 2010.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=unknown&rft.btitle=Special+education+needs%2C+Special+needs+education&rft_id=http%3A%2F%2Fwww.teachernet.gov.uk%2Fwholeschool%2Fsen%2F&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-96"><a href="#cite_ref-96">^</a> <a rel="nofollow" class="external text" href="https://web.archive.org/web/20110815121455/http://education.staffordshire.gov.uk/NR/rdonlyres/6C2C3FF2-43F1-40A4-AB6F-77E4CC4602F6/22865/SENCOResourceCentreCompletedocument2.pdf">Management of Inclusion</a>. The SENCO Resource Centre, part 3. </li> <li id="cite_note-97"><a href="#cite_ref-97">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFBinesLei2011" class="citation journal cs1">Bines, Hazel; Lei, Philippa (September 2011). "Disability and education: The longest road to inclusion". International Journal of Educational Development. 31 (5): 419–424. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1016%2Fj.ijedudev.2011.04.009">10.1016/j.ijedudev.2011.04.009</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=International+Journal+of+Educational+Development&rft.atitle=Disability+and+education%3A+The+longest+road+to+inclusion&rft.volume=31&rft.issue=5&rft.pages=%3Cspan+class%3D%22nowrap%22%3E419-%3C%2Fspan%3E424&rft.date=2011-09&rft_id=info%3Adoi%2F10.1016%2Fj.ijedudev.2011.04.009&rft.aulast=Bines&rft.aufirst=Hazel&rft.au=Lei%2C+Philippa&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-98"><a href="#cite_ref-98">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFOchoa2017" class="citation journal cs1">Ochoa, D (2017). <a rel="nofollow" class="external text" href="https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/7548">"An Exploration of Inclusive Education Policies Aimed at Students with Disabilities vs. the Panorama of EFL Scenarios in Colombia"</a>. Enletawa Journal. 9 (2). <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.19053%2F2011835X.7548">10.19053/2011835X.7548</a>. <a href="/wiki/S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:158381037">158381037</a>. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20200903160603/https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/7548">Archived</a> from the original on 3 September 2020. Retrieved 25 October 2018.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Enletawa+Journal&rft.atitle=An+Exploration+of+Inclusive+Education+Policies+Aimed+at+Students+with+Disabilities+vs.+the+Panorama+of+EFL+Scenarios+in+Colombia&rft.volume=9&rft.issue=2&rft.date=2017&rft_id=info%3Adoi%2F10.19053%2F2011835X.7548&rft_id=https%3A%2F%2Fapi.semanticscholar.org%2FCorpusID%3A158381037%23id-name%3DS2CID&rft.aulast=Ochoa&rft.aufirst=D&rft_id=https%3A%2F%2Frevistas.uptc.edu.co%2Findex.php%2Fenletawa_journal%2Farticle%2Fview%2F7548&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-:04-99">^ <a href="#cite_ref-:04_99-0">a</a> <a href="#cite_ref-:04_99-1">b</a> <a href="#cite_ref-:04_99-2">c</a> Correa-Montoya, Lucas and Castro-Martínez, Marta Catalina. (2016). Disability and Social inclusion in Colombia. Saldarria- ga-Concha Foundation Alternative Report to the Committee on the Rights of Persons with Disabilities. Saldarriaga-Concha Foun- dation Press. Bogotá D.C., Colombia. 160p. </li> <li id="cite_note-100"><a href="#cite_ref-100">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFCuadros2005" class="citation journal cs1">Cuadros, Jose Hermann (May 2005). "The Status of Disability in Colombia and the Importance of Parental Perceptions on the Development of Special Education". TEACHING Exceptional Children Plus. 1 (5). <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><a href="/wiki/ERIC_(identifier)" class="mw-redirect" title="ERIC (identifier)">ERIC</a> <a rel="nofollow" class="external text" href="https://eric.ed.gov/?id=EJ966524">EJ966524</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=TEACHING+Exceptional+Children+Plus&rft.atitle=The+Status+of+Disability+in+Colombia+and+the+Importance+of+Parental+Perceptions+on+the+Development+of+Special+Education&rft.volume=1&rft.issue=5&rft.date=2005-05&rft.aulast=Cuadros&rft.aufirst=Jose+Hermann&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-101"><a href="#cite_ref-101">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFKamenopoulou2018" class="citation journal cs1">Kamenopoulou, Leda (2018). <a rel="nofollow" class="external text" href="https://disabilityglobalsouth.files.wordpress.com/2018/02/dgs-05-01-01.pdf">"Inclusive Education in the global South? A Colombian perspective: 'When you look towards the past, you see children with disabilities, and if you look towards the future, what you see is diverse learners.'"</a> (PDF). DGS Journal. 1: 22. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20181025190214/https://disabilityglobalsouth.files.wordpress.com/2018/02/dgs-05-01-01.pdf">Archived</a> (PDF) from the original on 25 October 2018. Retrieved 25 October 2018 – via www.dsgjournal.org.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=DGS+Journal&rft.atitle=Inclusive+Education+in+the+global+South%3F+A+Colombian+perspective%3A+%27When+you+look+towards+the+past%2C+you+see+children+with+disabilities%2C+and+if+you+look+towards+the+future%2C+what+you+see+is+diverse+learners.%27&rft.volume=1&rft.pages=22&rft.date=2018&rft.aulast=Kamenopoulou&rft.aufirst=Leda&rft_id=https%3A%2F%2Fdisabilityglobalsouth.files.wordpress.com%2F2018%2F02%2Fdgs-05-01-01.pdf&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-102"><a href="#cite_ref-102">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://en.unesco.org/countries/colombia">"Colombia"</a>. UNESCO. 4 November 2014. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20181025190202/https://en.unesco.org/countries/colombia">Archived</a> from the original on 25 October 2018. Retrieved 25 October 2018.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=UNESCO&rft.atitle=Colombia&rft.date=2014-11-04&rft_id=https%3A%2F%2Fen.unesco.org%2Fcountries%2Fcolombia&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-103"><a href="#cite_ref-103">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFPriscilla_Pardini2002" class="citation journal cs1">Priscilla Pardini (2002). <a rel="nofollow" class="external text" href="https://web.archive.org/web/20161118123322/http://www.rethinkingschools.org/restrict.asp?path=archive%2F16_03%2FHist163.shtml">"The History of Special Education"</a>. Rethinking Schools. 16 (3). Archived from <a rel="nofollow" class="external text" href="http://www.rethinkingschools.org/restrict.asp?path=archive/16_03/Hist163.shtml">the original</a> on 18 November 2016. Retrieved 23 April 2021.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Rethinking+Schools&rft.atitle=The+History+of+Special+Education&rft.volume=16&rft.issue=3&rft.date=2002&rft.au=Priscilla+Pardini&rft_id=http%3A%2F%2Fwww.rethinkingschools.org%2Frestrict.asp%3Fpath%3Darchive%2F16_03%2FHist163.shtml&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-Blanchett-104">^ <a href="#cite_ref-Blanchett_104-0">a</a> <a href="#cite_ref-Blanchett_104-1">b</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFBlanchett2009" class="citation journal cs1">Blanchett, Wanda J. (1 July 2009). "A Retrospective Examination of Urban Education: From Brown to the Resegregation of African Americans in Special Education—It Is Time to 'Go for Broke'". Urban Education. 44 (4): 370–388. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1177%2F0042085909338688">10.1177/0042085909338688</a>. <a href="/wiki/S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:145413725">145413725</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Urban+Education&rft.atitle=A+Retrospective+Examination+of+Urban+Education%3A+From+Brown+to+the+Resegregation+of+African+Americans+in+Special+Education%E2%80%94It+Is+Time+to+%27Go+for+Broke%27&rft.volume=44&rft.issue=4&rft.pages=%3Cspan+class%3D%22nowrap%22%3E370-%3C%2Fspan%3E388&rft.date=2009-07-01&rft_id=info%3Adoi%2F10.1177%2F0042085909338688&rft_id=https%3A%2F%2Fapi.semanticscholar.org%2FCorpusID%3A145413725%23id-name%3DS2CID&rft.aulast=Blanchett&rft.aufirst=Wanda+J.&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-105"><a href="#cite_ref-105">^</a> Tejeda-Delgado, M. (2009). Teacher efficacy, tolerance, gender, and years of experience and special education referrals. International Journal of Special Education, 24(1), 112–119. </li> <li id="cite_note-106"><a href="#cite_ref-106">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFLadson-Billings,_Gloria1994" class="citation book cs1">Ladson-Billings, Gloria (1994). <a rel="nofollow" class="external text" href="https://archive.org/details/dreamkeeperssucc00lads">The dreamkeepers: successful teachers of African American children</a>. San Francisco: Jossey-Bass Publishers. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-1-55542-668-2" title="Special:BookSources/978-1-55542-668-2"><bdi>978-1-55542-668-2</bdi></a>. <a href="/wiki/OCLC_(identifier)" class="mw-redirect" title="OCLC (identifier)">OCLC</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/oclc/30072651">30072651</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=The+dreamkeepers%3A+successful+teachers+of+African+American+children&rft.place=San+Francisco&rft.pub=Jossey-Bass+Publishers&rft.date=1994&rft_id=info%3Aoclcnum%2F30072651&rft.isbn=978-1-55542-668-2&rft.au=Ladson-Billings%2C+Gloria&rft_id=https%3A%2F%2Farchive.org%2Fdetails%2Fdreamkeeperssucc00lads&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"> </li> <li id="cite_note-107"><a href="#cite_ref-107">^</a> Cortiella, C. (2009). <a rel="nofollow" class="external text" href="http://www.ncld.org/stateofld">The State of Learning Disabilities.</a> <a rel="nofollow" class="external text" href="https://web.archive.org/web/20090706072327/http://www.ncld.org/stateofld">Archived</a> 6 July 2009 at the <a href="/wiki/Wayback_Machine" title="Wayback Machine">Wayback Machine</a> New York, NY: National Center for Learning Disabilities. </li> </ol></div></div> </section><div class="mw-heading mw-heading2 section-heading" onclick="mfTempOpenSection(13)"><h2 id="Sources">Sources</h2> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=64" title="Edit section: Sources" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div><section class="mf-section-13 collapsible-block" id="mf-section-13"> <a href="/wiki/File:Definition_of_Free_Cultural_Works_logo_notext.svg" class="mw-file-description"><noscript><img src="//upload.wikimedia.org/wikipedia/commons/thumb/7/78/Definition_of_Free_Cultural_Works_logo_notext.svg/12px-Definition_of_Free_Cultural_Works_logo_notext.svg.png" decoding="async" width="12" height="12" class="mw-file-element" data-file-width="219" data-file-height="218"></noscript><span class="lazy-image-placeholder" style="width: 12px;height: 12px;" data-mw-src="//upload.wikimedia.org/wikipedia/commons/thumb/7/78/Definition_of_Free_Cultural_Works_logo_notext.svg/12px-Definition_of_Free_Cultural_Works_logo_notext.svg.png" data-width="12" data-height="12" data-srcset="//upload.wikimedia.org/wikipedia/commons/thumb/7/78/Definition_of_Free_Cultural_Works_logo_notext.svg/18px-Definition_of_Free_Cultural_Works_logo_notext.svg.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/7/78/Definition_of_Free_Cultural_Works_logo_notext.svg/24px-Definition_of_Free_Cultural_Works_logo_notext.svg.png 2x" data-class="mw-file-element"> </a> This article incorporates text from a <a href="/wiki/Free_content" title="Free content">free content</a> work. Licensed under CC-BY-SA IGO 3.0 (<a rel="nofollow" class="external text" href="http://www.unesco.org/ulis/cgi-bin/ulis.pl?catno=232555&set=00581C72C5_2_460&gp=1&lin=1&ll=1">license statement/permission</a>). Text taken from <a rel="nofollow" class="external text" href="http://unesdoc.unesco.org/images/0023/002325/232555e.pdf">Rethinking Education: Towards a global common good?</a>, 44, Box 6, UNESCO. UNESCO. </section><div class="mw-heading mw-heading2 section-heading" onclick="mfTempOpenSection(14)"><h2 id="Further_reading">Further reading</h2> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=65" title="Edit section: Further reading" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div><section class="mf-section-14 collapsible-block" id="mf-section-14"> <style data-mw-deduplicate="TemplateStyles:r1239549316">.mw-parser-output .refbegin{margin-bottom:0.5em}.mw-parser-output .refbegin-hanging-indents>ul{margin-left:0}.mw-parser-output .refbegin-hanging-indents>ul>li{margin-left:0;padding-left:3.2em;text-indent:-3.2em}.mw-parser-output .refbegin-hanging-indents ul,.mw-parser-output .refbegin-hanging-indents ul li{list-style:none}@media(max-width:720px){.mw-parser-output .refbegin-hanging-indents>ul>li{padding-left:1.6em;text-indent:-1.6em}}.mw-parser-output .refbegin-columns{margin-top:0.3em}.mw-parser-output .refbegin-columns ul{margin-top:0}.mw-parser-output .refbegin-columns li{page-break-inside:avoid;break-inside:avoid-column}@media screen{.mw-parser-output .refbegin{font-size:90%}}</style><div class="refbegin" style=""> <ul><li>Birsh, Judith R., & Wolf, B., eds. (2011). Multisensory Teaching of Basic Language Skills, Third Edition. Baltimore: Brookes.</li> <li>Wilmshurst, L., & Brue, A. W. (2010). The complete guide to special education (2nd ed.). San Francisco: Jossey-Bass.</li> <li><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFNola_PurdieLouise_Ellis2005" class="citation journal cs1">Nola Purdie & Louise Ellis (2005). <a rel="nofollow" class="external text" href="http://research.acer.edu.au/tll_misc/7/">"A Review of the Empirical Evidence Identifying Effective Interventions and Teaching Practices for Students with Learning Difficulties in Year 4, 5 and 6"</a>. Teaching and Learning and Leadership. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20110304033625/http://research.acer.edu.au/tll_misc/7/">Archived</a> from the original on 4 March 2011. Retrieved 1 July 2010.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Teaching+and+Learning+and+Leadership&rft.atitle=A+Review+of+the+Empirical+Evidence+Identifying+Effective+Interventions+and+Teaching+Practices+for+Students+with+Learning+Difficulties+in+Year+4%2C+5+and+6&rft.date=2005&rft.au=Nola+Purdie&rft.au=Louise+Ellis&rft_id=http%3A%2F%2Fresearch.acer.edu.au%2Ftll_misc%2F7%2F&rfr_id=info%3Asid%2Fen.wikipedia.org%3ASpecial+education" class="Z3988"></li> <li>Snell, M. E. & Brown, F. (1987, 2011). Instruction of Students with Severe Disabilities. (7th edition). Seoul: Pearson.</li></ul> </div> </section><div class="mw-heading mw-heading2 section-heading" onclick="mfTempOpenSection(15)"><h2 id="External_links">External links</h2> <a role="button" href="/w/index.php?title=Special_education&action=edit&section=66" title="Edit section: External links" class="cdx-button cdx-button--size-large cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--icon-only cdx-button--weight-quiet "> edit </a> </div><section class="mf-section-15 collapsible-block" id="mf-section-15"> <style data-mw-deduplicate="TemplateStyles:r1235681985">.mw-parser-output .side-box{margin:4px 0;box-sizing:border-box;border:1px solid #aaa;font-size:88%;line-height:1.25em;background-color:var(--background-color-interactive-subtle,#f8f9fa);display:flow-root}.mw-parser-output .side-box-abovebelow,.mw-parser-output .side-box-text{padding:0.25em 0.9em}.mw-parser-output .side-box-image{padding:2px 0 2px 0.9em;text-align:center}.mw-parser-output .side-box-imageright{padding:2px 0.9em 2px 0;text-align:center}@media(min-width:500px){.mw-parser-output .side-box-flex{display:flex;align-items:center}.mw-parser-output .side-box-text{flex:1;min-width:0}}@media(min-width:720px){.mw-parser-output .side-box{width:238px}.mw-parser-output .side-box-right{clear:right;float:right;margin-left:1em}.mw-parser-output .side-box-left{margin-right:1em}}</style><div class="side-box metadata side-box-right"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1126788409"> <div class="side-box-abovebelow"> <a href="/wiki/Wikipedia:The_Wikipedia_Library" title="Wikipedia:The Wikipedia Library">Library resources</a> about Special education <hr></div> <div class="side-box-flex"> <div class="side-box-text plainlist"><ul><li><a class="external text" href="https://ftl.toolforge.org/cgi-bin/ftl?st=wp&su=special+education">Resources in your library</a></li> <li><a class="external text" href="https://ftl.toolforge.org/cgi-bin/ftl?st=wp&su=special+education&library=0CHOOSE0">Resources in other libraries</a></li> </ul></div></div> </div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1235681985"><style data-mw-deduplicate="TemplateStyles:r1237033735">@media print{body.ns-0 .mw-parser-output .sistersitebox{display:none!important}}@media screen{html.skin-theme-clientpref-night .mw-parser-output .sistersitebox img[src*="Wiktionary-logo-en-v2.svg"]{background-color:white}}@media screen and (prefers-color-scheme:dark){html.skin-theme-clientpref-os .mw-parser-output .sistersitebox img[src*="Wiktionary-logo-en-v2.svg"]{background-color:white}}</style><div class="side-box side-box-right plainlinks sistersitebox"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1126788409"> <div class="side-box-flex"> <div class="side-box-image"><a href="/wiki/File:Commons-logo.svg" class="mw-file-description"><noscript><img alt="" src="//upload.wikimedia.org/wikipedia/en/thumb/4/4a/Commons-logo.svg/30px-Commons-logo.svg.png" decoding="async" width="30" height="40" class="mw-file-element" data-file-width="1024" data-file-height="1376"></noscript><span class="lazy-image-placeholder" style="width: 30px;height: 40px;" data-mw-src="//upload.wikimedia.org/wikipedia/en/thumb/4/4a/Commons-logo.svg/30px-Commons-logo.svg.png" data-alt="" data-width="30" data-height="40" data-srcset="//upload.wikimedia.org/wikipedia/en/thumb/4/4a/Commons-logo.svg/45px-Commons-logo.svg.png 1.5x, //upload.wikimedia.org/wikipedia/en/thumb/4/4a/Commons-logo.svg/59px-Commons-logo.svg.png 2x" data-class="mw-file-element"> </a></div> <div class="side-box-text plainlist">Wikimedia Commons has media related to <a href="https://commons.wikimedia.org/wiki/Category:Special_education" class="extiw" title="commons:Category:Special education">Special education</a>.</div></div> </div> <ul><li><a rel="nofollow" class="external text" href="https://www.european-agency.org/">The European Agency for Special Needs and Inclusive Education</a></li> <li><a rel="nofollow" class="external text" href="http://www.parentcenterhub.org/">Center for Parent Information and Resources</a> (US)</li> <li><a rel="nofollow" class="external text" href="http://www.cec.sped.org/">Council for Exceptional Children</a> (US)</li> <li><a rel="nofollow" class="external text" href="http://www.ed.gov/about/offices/list/osers/index.html">Office of Special Education and Rehabilitative Services</a> U.S. Department of Education</li> <li><a rel="nofollow" class="external text" href="https://web.archive.org/web/20160304060206/http://online.sju.edu/sites/sju/files/EDU_Terms+Acronyms.pdf">Guide to Special Education Terms & Acronyms</a> (US)</li></ul> <div class="navbox-styles"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><style data-mw-deduplicate="TemplateStyles:r1236075235">.mw-parser-output .navbox{box-sizing:border-box;border:1px solid #a2a9b1;width:100%;clear:both;font-size:88%;text-align:center;padding:1px;margin:1em auto 0}.mw-parser-output .navbox .navbox{margin-top:0}.mw-parser-output .navbox+.navbox,.mw-parser-output .navbox+.navbox-styles+.navbox{margin-top:-1px}.mw-parser-output .navbox-inner,.mw-parser-output .navbox-subgroup{width:100%}.mw-parser-output .navbox-group,.mw-parser-output .navbox-title,.mw-parser-output .navbox-abovebelow{padding:0.25em 1em;line-height:1.5em;text-align:center}.mw-parser-output .navbox-group{white-space:nowrap;text-align:right}.mw-parser-output .navbox,.mw-parser-output .navbox-subgroup{background-color:#fdfdfd}.mw-parser-output .navbox-list{line-height:1.5em;border-color:#fdfdfd}.mw-parser-output .navbox-list-with-group{text-align:left;border-left-width:2px;border-left-style:solid}.mw-parser-output tr+tr>.navbox-abovebelow,.mw-parser-output tr+tr>.navbox-group,.mw-parser-output tr+tr>.navbox-image,.mw-parser-output tr+tr>.navbox-list{border-top:2px solid #fdfdfd}.mw-parser-output .navbox-title{background-color:#ccf}.mw-parser-output .navbox-abovebelow,.mw-parser-output .navbox-group,.mw-parser-output .navbox-subgroup .navbox-title{background-color:#ddf}.mw-parser-output .navbox-subgroup .navbox-group,.mw-parser-output .navbox-subgroup .navbox-abovebelow{background-color:#e6e6ff}.mw-parser-output .navbox-even{background-color:#f7f7f7}.mw-parser-output .navbox-odd{background-color:transparent}.mw-parser-output .navbox .hlist td dl,.mw-parser-output .navbox .hlist td ol,.mw-parser-output .navbox .hlist td ul,.mw-parser-output .navbox td.hlist dl,.mw-parser-output .navbox td.hlist ol,.mw-parser-output .navbox td.hlist ul{padding:0.125em 0}.mw-parser-output .navbox .navbar{display:block;font-size:100%}.mw-parser-output .navbox-title .navbar{float:left;text-align:left;margin-right:0.5em}body.skin--responsive .mw-parser-output .navbox-image img{max-width:none!important}@media print{body.ns-0 .mw-parser-output .navbox{display:none!important}}</style></div> <div class="navbox-styles"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236075235"></div> <div class="navbox-styles"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236075235"><style data-mw-deduplicate="TemplateStyles:r1038841319">.mw-parser-output .tooltip-dotted{border-bottom:1px dotted;cursor:help}</style><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1038841319"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1038841319"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1038841319"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1038841319"></div>    </section></div> <noscript><img src="https://login.wikimedia.org/wiki/Special:CentralAutoLogin/start?useformat=mobile&type=1x1&usesul3=0" alt="" width="1" height="1" style="border: none; position: absolute;"></noscript> <div class="printfooter" data-nosnippet="">Retrieved from "<a dir="ltr" href="https://en.wikipedia.org/w/index.php?title=Special_education&oldid=1269651085">https://en.wikipedia.org/w/index.php?title=Special_education&oldid=1269651085</a>"</div></div> </div> <div class="post-content" id="page-secondary-actions"> </div> </main> <footer class="mw-footer minerva-footer" role="contentinfo"> <a class="last-modified-bar" href="/w/index.php?title=Special_education&action=history"> <div class="post-content last-modified-bar__content"> Last edited on 15 January 2025, at 18:33 </div> </a> <div class="post-content footer-content"> <div id='mw-data-after-content'> <div class="read-more-container"></div> </div> <div id="p-lang"> <h4>Languages</h4> <section> <ul id="p-variants" class="minerva-languages"></ul> <ul class="minerva-languages"><li class="interlanguage-link interwiki-am mw-list-item"><a href="https://am.wikipedia.org/wiki/%E1%88%8D%E1%8B%A9_%E1%89%B5%E1%88%9D%E1%88%85%E1%88%AD%E1%89%B5" title="ልዩ ትምህርት – Amharic" lang="am" hreflang="am" data-title="ልዩ ትምህርት" data-language-autonym="አማርኛ" data-language-local-name="Amharic" class="interlanguage-link-target">አማርኛ</a></li><li class="interlanguage-link interwiki-ar mw-list-item"><a href="https://ar.wikipedia.org/wiki/%D8%AA%D8%B1%D8%A8%D9%8A%D8%A9_%D8%AE%D8%A7%D8%B5%D8%A9" title="تربية خاصة – Arabic" lang="ar" hreflang="ar" data-title="تربية خاصة" data-language-autonym="العربية" data-language-local-name="Arabic" class="interlanguage-link-target">العربية</a></li><li class="interlanguage-link interwiki-as mw-list-item"><a href="https://as.wikipedia.org/wiki/%E0%A6%AC%E0%A6%BF%E0%A6%B6%E0%A7%87%E0%A6%B7_%E0%A6%B6%E0%A6%BF%E0%A6%95%E0%A7%8D%E0%A6%B7%E0%A6%BE" title="বিশেষ শিক্ষা – Assamese" lang="as" hreflang="as" data-title="বিশেষ শিক্ষা" data-language-autonym="অসমীয়া" data-language-local-name="Assamese" class="interlanguage-link-target">অসমীয়া</a></li><li class="interlanguage-link interwiki-bn mw-list-item"><a href="https://bn.wikipedia.org/wiki/%E0%A6%AC%E0%A6%BF%E0%A6%B6%E0%A7%87%E0%A6%B7_%E0%A6%B6%E0%A6%BF%E0%A6%95%E0%A7%8D%E0%A6%B7%E0%A6%BE" title="বিশেষ শিক্ষা – Bangla" lang="bn" hreflang="bn" data-title="বিশেষ শিক্ষা" data-language-autonym="বাংলা" data-language-local-name="Bangla" class="interlanguage-link-target">বাংলা</a></li><li class="interlanguage-link interwiki-bg mw-list-item"><a href="https://bg.wikipedia.org/wiki/%D0%A1%D0%BF%D0%B5%D1%86%D0%B8%D0%B0%D0%BB%D0%BD%D0%B0_%D0%BF%D0%B5%D0%B4%D0%B0%D0%B3%D0%BE%D0%B3%D0%B8%D0%BA%D0%B0" title="Специална педагогика – Bulgarian" lang="bg" hreflang="bg" data-title="Специална педагогика" data-language-autonym="Български" data-language-local-name="Bulgarian" class="interlanguage-link-target">Български</a></li><li class="interlanguage-link interwiki-bs mw-list-item"><a href="https://bs.wikipedia.org/wiki/Specijalno_obrazovanje" title="Specijalno obrazovanje – Bosnian" lang="bs" hreflang="bs" data-title="Specijalno obrazovanje" data-language-autonym="Bosanski" data-language-local-name="Bosnian" class="interlanguage-link-target">Bosanski</a></li><li class="interlanguage-link interwiki-ca mw-list-item"><a href="https://ca.wikipedia.org/wiki/Educaci%C3%B3_especial" title="Educació especial – Catalan" lang="ca" hreflang="ca" data-title="Educació especial" data-language-autonym="Català" data-language-local-name="Catalan" class="interlanguage-link-target">Català</a></li><li class="interlanguage-link interwiki-cs mw-list-item"><a href="https://cs.wikipedia.org/wiki/Speci%C3%A1ln%C3%AD_pedagogika" title="Speciální pedagogika – Czech" lang="cs" hreflang="cs" data-title="Speciální pedagogika" data-language-autonym="Čeština" data-language-local-name="Czech" class="interlanguage-link-target">Čeština</a></li><li class="interlanguage-link interwiki-da mw-list-item"><a href="https://da.wikipedia.org/wiki/Specialp%C3%A6dagogik" title="Specialpædagogik – Danish" lang="da" hreflang="da" data-title="Specialpædagogik" data-language-autonym="Dansk" data-language-local-name="Danish" class="interlanguage-link-target">Dansk</a></li><li class="interlanguage-link interwiki-de mw-list-item"><a href="https://de.wikipedia.org/wiki/Sonderp%C3%A4dagogik" title="Sonderpädagogik – German" lang="de" hreflang="de" data-title="Sonderpädagogik" data-language-autonym="Deutsch" data-language-local-name="German" class="interlanguage-link-target">Deutsch</a></li><li class="interlanguage-link interwiki-et mw-list-item"><a href="https://et.wikipedia.org/wiki/Eripedagoogika" title="Eripedagoogika – Estonian" lang="et" hreflang="et" data-title="Eripedagoogika" data-language-autonym="Eesti" data-language-local-name="Estonian" class="interlanguage-link-target">Eesti</a></li><li class="interlanguage-link interwiki-el mw-list-item"><a href="https://el.wikipedia.org/wiki/%CE%95%CE%B9%CE%B4%CE%B9%CE%BA%CE%AE_%CE%B1%CE%B3%CF%89%CE%B3%CE%AE" title="Ειδική αγωγή – Greek" lang="el" hreflang="el" data-title="Ειδική αγωγή" data-language-autonym="Ελληνικά" data-language-local-name="Greek" class="interlanguage-link-target">Ελληνικά</a></li><li class="interlanguage-link interwiki-es mw-list-item"><a href="https://es.wikipedia.org/wiki/Educaci%C3%B3n_especial" title="Educación especial – Spanish" lang="es" hreflang="es" data-title="Educación especial" data-language-autonym="Español" data-language-local-name="Spanish" class="interlanguage-link-target">Español</a></li><li class="interlanguage-link interwiki-eo mw-list-item"><a href="https://eo.wikipedia.org/wiki/Speciala_eduko" title="Speciala eduko – Esperanto" lang="eo" hreflang="eo" data-title="Speciala eduko" data-language-autonym="Esperanto" data-language-local-name="Esperanto" class="interlanguage-link-target">Esperanto</a></li><li class="interlanguage-link interwiki-eu mw-list-item"><a href="https://eu.wikipedia.org/wiki/Hezkuntza_berezi" title="Hezkuntza berezi – Basque" lang="eu" hreflang="eu" data-title="Hezkuntza berezi" data-language-autonym="Euskara" data-language-local-name="Basque" class="interlanguage-link-target">Euskara</a></li><li class="interlanguage-link interwiki-fa mw-list-item"><a href="https://fa.wikipedia.org/wiki/%D8%A2%D9%85%D9%88%D8%B2%D8%B4_%D8%A7%D8%B3%D8%AA%D8%AB%D9%86%D8%A7%D8%A6%DB%8C" title="آموزش استثنائی – Persian" lang="fa" hreflang="fa" data-title="آموزش استثنائی" data-language-autonym="فارسی" data-language-local-name="Persian" class="interlanguage-link-target">فارسی</a></li><li class="interlanguage-link interwiki-fr mw-list-item"><a href="https://fr.wikipedia.org/wiki/Enseignement_sp%C3%A9cialis%C3%A9" title="Enseignement spécialisé – French" lang="fr" hreflang="fr" data-title="Enseignement spécialisé" data-language-autonym="Français" data-language-local-name="French" class="interlanguage-link-target">Français</a></li><li class="interlanguage-link interwiki-ko mw-list-item"><a href="https://ko.wikipedia.org/wiki/%ED%8A%B9%EC%88%98%EA%B5%90%EC%9C%A1" title="특수교육 – Korean" lang="ko" hreflang="ko" data-title="특수교육" data-language-autonym="한국어" data-language-local-name="Korean" class="interlanguage-link-target">한국어</a></li><li class="interlanguage-link interwiki-ha mw-list-item"><a href="https://ha.wikipedia.org/wiki/Ilimi_Na_Musamman" title="Ilimi Na Musamman – Hausa" lang="ha" hreflang="ha" data-title="Ilimi Na Musamman" data-language-autonym="Hausa" data-language-local-name="Hausa" class="interlanguage-link-target">Hausa</a></li><li class="interlanguage-link interwiki-hy mw-list-item"><a href="https://hy.wikipedia.org/wiki/%D5%95%D5%AA%D5%A1%D5%B6%D5%A4%D5%A1%D5%AF_%D5%A4%D5%BA%D6%80%D5%B8%D6%81" title="Օժանդակ դպրոց – Armenian" lang="hy" hreflang="hy" data-title="Օժանդակ դպրոց" data-language-autonym="Հայերեն" data-language-local-name="Armenian" class="interlanguage-link-target">Հայերեն</a></li><li class="interlanguage-link interwiki-hi mw-list-item"><a href="https://hi.wikipedia.org/wiki/%E0%A4%B5%E0%A4%BF%E0%A4%B6%E0%A5%87%E0%A4%B7_%E0%A4%B6%E0%A4%BF%E0%A4%95%E0%A5%8D%E0%A4%B7%E0%A4%BE" title="विशेष शिक्षा – Hindi" lang="hi" hreflang="hi" data-title="विशेष शिक्षा" data-language-autonym="हिन्दी" data-language-local-name="Hindi" class="interlanguage-link-target">हिन्दी</a></li><li class="interlanguage-link interwiki-id mw-list-item"><a href="https://id.wikipedia.org/wiki/Pendidikan_luar_biasa" title="Pendidikan luar biasa – Indonesian" lang="id" hreflang="id" data-title="Pendidikan luar biasa" data-language-autonym="Bahasa Indonesia" data-language-local-name="Indonesian" class="interlanguage-link-target">Bahasa Indonesia</a></li><li class="interlanguage-link interwiki-is mw-list-item"><a href="https://is.wikipedia.org/wiki/S%C3%A9rsk%C3%B3li" title="Sérskóli – Icelandic" lang="is" hreflang="is" data-title="Sérskóli" data-language-autonym="Íslenska" data-language-local-name="Icelandic" class="interlanguage-link-target">Íslenska</a></li><li class="interlanguage-link interwiki-it mw-list-item"><a href="https://it.wikipedia.org/wiki/Pedagogia_speciale" title="Pedagogia speciale – Italian" lang="it" hreflang="it" data-title="Pedagogia speciale" data-language-autonym="Italiano" data-language-local-name="Italian" class="interlanguage-link-target">Italiano</a></li><li class="interlanguage-link interwiki-he mw-list-item"><a href="https://he.wikipedia.org/wiki/%D7%97%D7%99%D7%A0%D7%95%D7%9A_%D7%9E%D7%99%D7%95%D7%97%D7%93" title="חינוך מיוחד – Hebrew" lang="he" hreflang="he" data-title="חינוך מיוחד" data-language-autonym="עברית" data-language-local-name="Hebrew" class="interlanguage-link-target">עברית</a></li><li class="interlanguage-link interwiki-kk mw-list-item"><a href="https://kk.wikipedia.org/wiki/%D0%90%D1%80%D0%BD%D0%B0%D0%B9%D1%8B_%D0%BF%D0%B5%D0%B4%D0%B0%D0%B3%D0%BE%D0%B3%D0%B8%D0%BA%D0%B0" title="Арнайы педагогика – Kazakh" lang="kk" hreflang="kk" data-title="Арнайы педагогика" data-language-autonym="Қазақша" data-language-local-name="Kazakh" class="interlanguage-link-target">Қазақша</a></li><li class="interlanguage-link interwiki-hu mw-list-item"><a href="https://hu.wikipedia.org/wiki/Gy%C3%B3gypedag%C3%B3gia" title="Gyógypedagógia – Hungarian" lang="hu" hreflang="hu" data-title="Gyógypedagógia" data-language-autonym="Magyar" data-language-local-name="Hungarian" class="interlanguage-link-target">Magyar</a></li><li class="interlanguage-link interwiki-ms mw-list-item"><a href="https://ms.wikipedia.org/wiki/Pendidikan_khas" title="Pendidikan khas – Malay" lang="ms" hreflang="ms" data-title="Pendidikan khas" data-language-autonym="Bahasa Melayu" data-language-local-name="Malay" class="interlanguage-link-target">Bahasa Melayu</a></li><li class="interlanguage-link interwiki-mn mw-list-item"><a href="https://mn.wikipedia.org/wiki/%D0%A2%D1%83%D1%81%D0%B3%D0%B0%D0%B9_%D1%85%D1%8D%D1%80%D1%8D%D0%B3%D1%86%D1%8D%D1%8D%D1%82_%D0%B1%D0%BE%D0%BB%D0%BE%D0%B2%D1%81%D1%80%D0%BE%D0%BB" title="Тусгай хэрэгцээт боловсрол – Mongolian" lang="mn" hreflang="mn" data-title="Тусгай хэрэгцээт боловсрол" data-language-autonym="Монгол" data-language-local-name="Mongolian" class="interlanguage-link-target">Монгол</a></li><li class="interlanguage-link interwiki-nl mw-list-item"><a href="https://nl.wikipedia.org/wiki/Speciaal_onderwijs" title="Speciaal onderwijs – Dutch" lang="nl" hreflang="nl" data-title="Speciaal onderwijs" data-language-autonym="Nederlands" data-language-local-name="Dutch" class="interlanguage-link-target">Nederlands</a></li><li class="interlanguage-link interwiki-ja mw-list-item"><a href="https://ja.wikipedia.org/wiki/%E7%89%B9%E6%AE%8A%E6%95%99%E8%82%B2" title="特殊教育 – Japanese" lang="ja" hreflang="ja" data-title="特殊教育" data-language-autonym="日本語" data-language-local-name="Japanese" class="interlanguage-link-target">日本語</a></li><li class="interlanguage-link interwiki-no mw-list-item"><a href="https://no.wikipedia.org/wiki/Spesialpedagogikk" title="Spesialpedagogikk – Norwegian Bokmål" lang="nb" hreflang="nb" data-title="Spesialpedagogikk" data-language-autonym="Norsk bokmål" data-language-local-name="Norwegian Bokmål" class="interlanguage-link-target">Norsk bokmål</a></li><li class="interlanguage-link interwiki-nn mw-list-item"><a href="https://nn.wikipedia.org/wiki/Spesialpedagogikk" title="Spesialpedagogikk – Norwegian Nynorsk" lang="nn" hreflang="nn" data-title="Spesialpedagogikk" data-language-autonym="Norsk nynorsk" data-language-local-name="Norwegian Nynorsk" class="interlanguage-link-target">Norsk nynorsk</a></li><li class="interlanguage-link interwiki-pl mw-list-item"><a href="https://pl.wikipedia.org/wiki/Pedagogika_specjalna" title="Pedagogika specjalna – Polish" lang="pl" hreflang="pl" data-title="Pedagogika specjalna" data-language-autonym="Polski" data-language-local-name="Polish" class="interlanguage-link-target">Polski</a></li><li class="interlanguage-link interwiki-pt mw-list-item"><a href="https://pt.wikipedia.org/wiki/Educa%C3%A7%C3%A3o_especial" title="Educação especial – Portuguese" lang="pt" hreflang="pt" data-title="Educação especial" data-language-autonym="Português" data-language-local-name="Portuguese" class="interlanguage-link-target">Português</a></li><li class="interlanguage-link interwiki-ru mw-list-item"><a href="https://ru.wikipedia.org/wiki/%D0%A1%D0%BF%D0%B5%D1%86%D0%B8%D0%B0%D0%BB%D1%8C%D0%BD%D0%B0%D1%8F_%D0%BF%D0%B5%D0%B4%D0%B0%D0%B3%D0%BE%D0%B3%D0%B8%D0%BA%D0%B0" title="Специальная педагогика – Russian" lang="ru" hreflang="ru" data-title="Специальная педагогика" data-language-autonym="Русский" data-language-local-name="Russian" class="interlanguage-link-target">Русский</a></li><li class="interlanguage-link interwiki-sq mw-list-item"><a href="https://sq.wikipedia.org/wiki/Pedagogjia_speciale" title="Pedagogjia speciale – Albanian" lang="sq" hreflang="sq" data-title="Pedagogjia speciale" data-language-autonym="Shqip" data-language-local-name="Albanian" class="interlanguage-link-target">Shqip</a></li><li class="interlanguage-link interwiki-simple mw-list-item"><a href="https://simple.wikipedia.org/wiki/Special_education" title="Special education – Simple English" lang="en-simple" hreflang="en-simple" data-title="Special education" data-language-autonym="Simple English" data-language-local-name="Simple English" class="interlanguage-link-target">Simple English</a></li><li class="interlanguage-link interwiki-sk mw-list-item"><a href="https://sk.wikipedia.org/wiki/%C5%A0peci%C3%A1lna_pedagogika" title="Špeciálna pedagogika – Slovak" lang="sk" hreflang="sk" data-title="Špeciálna pedagogika" data-language-autonym="Slovenčina" data-language-local-name="Slovak" class="interlanguage-link-target">Slovenčina</a></li><li class="interlanguage-link interwiki-sr mw-list-item"><a href="https://sr.wikipedia.org/wiki/%D0%A1%D0%BF%D0%B5%D1%86%D0%B8%D1%98%D0%B0%D0%BB%D0%BD%D0%BE_%D0%BE%D0%B1%D1%80%D0%B0%D0%B7%D0%BE%D0%B2%D0%B0%D1%9A%D0%B5" title="Специјално образовање – Serbian" lang="sr" hreflang="sr" data-title="Специјално образовање" data-language-autonym="Српски / srpski" data-language-local-name="Serbian" class="interlanguage-link-target">Српски / srpski</a></li><li class="interlanguage-link interwiki-fi mw-list-item"><a href="https://fi.wikipedia.org/wiki/Erityisopetus" title="Erityisopetus – Finnish" lang="fi" hreflang="fi" data-title="Erityisopetus" data-language-autonym="Suomi" data-language-local-name="Finnish" class="interlanguage-link-target">Suomi</a></li><li class="interlanguage-link interwiki-sv mw-list-item"><a href="https://sv.wikipedia.org/wiki/Specialpedagogik" title="Specialpedagogik – Swedish" lang="sv" hreflang="sv" data-title="Specialpedagogik" data-language-autonym="Svenska" data-language-local-name="Swedish" class="interlanguage-link-target">Svenska</a></li><li class="interlanguage-link interwiki-ta mw-list-item"><a href="https://ta.wikipedia.org/wiki/%E0%AE%9A%E0%AE%BF%E0%AE%B1%E0%AE%AA%E0%AF%8D%E0%AE%AA%E0%AF%81%E0%AE%95%E0%AF%8D_%E0%AE%95%E0%AE%B2%E0%AF%8D%E0%AE%B5%E0%AE%BF" title="சிறப்புக் கல்வி – Tamil" lang="ta" hreflang="ta" data-title="சிறப்புக் கல்வி" data-language-autonym="தமிழ்" data-language-local-name="Tamil" class="interlanguage-link-target">தமிழ்</a></li><li class="interlanguage-link interwiki-th mw-list-item"><a href="https://th.wikipedia.org/wiki/%E0%B8%81%E0%B8%B2%E0%B8%A3%E0%B8%A8%E0%B8%B6%E0%B8%81%E0%B8%A9%E0%B8%B2%E0%B8%9E%E0%B8%B4%E0%B9%80%E0%B8%A8%E0%B8%A9" title="การศึกษาพิเศษ – Thai" lang="th" hreflang="th" data-title="การศึกษาพิเศษ" data-language-autonym="ไทย" data-language-local-name="Thai" class="interlanguage-link-target">ไทย</a></li><li class="interlanguage-link interwiki-tr mw-list-item"><a href="https://tr.wikipedia.org/wiki/%C3%96zel_e%C4%9Fitim" title="Özel eğitim – Turkish" lang="tr" hreflang="tr" data-title="Özel eğitim" data-language-autonym="Türkçe" data-language-local-name="Turkish" class="interlanguage-link-target">Türkçe</a></li><li class="interlanguage-link interwiki-uk mw-list-item"><a href="https://uk.wikipedia.org/wiki/%D0%A1%D0%BF%D0%B5%D1%86%D1%96%D0%B0%D0%BB%D1%8C%D0%BD%D0%B0_%D0%BE%D1%81%D0%B2%D1%96%D1%82%D0%B0" title="Спеціальна освіта – Ukrainian" lang="uk" hreflang="uk" data-title="Спеціальна освіта" data-language-autonym="Українська" data-language-local-name="Ukrainian" class="interlanguage-link-target">Українська</a></li><li class="interlanguage-link interwiki-ur mw-list-item"><a href="https://ur.wikipedia.org/wiki/%D8%AE%D8%B5%D9%88%D8%B5%DB%8C_%D8%AA%D8%B9%D9%84%DB%8C%D9%85" title="خصوصی تعلیم – Urdu" lang="ur" hreflang="ur" data-title="خصوصی تعلیم" data-language-autonym="اردو" data-language-local-name="Urdu" class="interlanguage-link-target">اردو</a></li><li class="interlanguage-link interwiki-vi mw-list-item"><a href="https://vi.wikipedia.org/wiki/Gi%C3%A1o_d%E1%BB%A5c_%C4%91%E1%BA%B7c_bi%E1%BB%87t" title="Giáo dục đặc biệt – Vietnamese" lang="vi" hreflang="vi" data-title="Giáo dục đặc biệt" data-language-autonym="Tiếng Việt" data-language-local-name="Vietnamese" class="interlanguage-link-target">Tiếng Việt</a></li><li class="interlanguage-link interwiki-fiu-vro mw-list-item"><a href="https://fiu-vro.wikipedia.org/wiki/Erioppamistiid%C3%BCs" title="Erioppamistiidüs – Võro" lang="vro" hreflang="vro" data-title="Erioppamistiidüs" data-language-autonym="Võro" data-language-local-name="Võro" class="interlanguage-link-target">Võro</a></li><li class="interlanguage-link interwiki-zh-yue mw-list-item"><a href="https://zh-yue.wikipedia.org/wiki/%E7%89%B9%E6%AE%8A%E5%AD%B8%E7%BF%92%E9%9C%80%E8%A6%81" title="特殊學習需要 – Cantonese" lang="yue" hreflang="yue" data-title="特殊學習需要" data-language-autonym="粵語" data-language-local-name="Cantonese" class="interlanguage-link-target">粵語</a></li><li class="interlanguage-link interwiki-zh mw-list-item"><a href="https://zh.wikipedia.org/wiki/%E7%89%B9%E6%AE%8A%E6%95%99%E8%82%B2" title="特殊教育 – Chinese" lang="zh" hreflang="zh" data-title="特殊教育" data-language-autonym="中文" data-language-local-name="Chinese" class="interlanguage-link-target">中文</a></li></ul> </section> </div> <div class="minerva-footer-logo"><img src="/static/images/mobile/copyright/wikipedia-wordmark-en.svg" alt="Wikipedia" width="120" height="18" style="width: 7.5em; height: 1.125em;"/> </div> <ul id="footer-info" class="footer-info hlist hlist-separated"> <li id="footer-info-lastmod"> This page was last edited on 15 January 2025, at 18:33 (UTC).</li> <li id="footer-info-copyright">Content is available under <a class="external" rel="nofollow" href="https://creativecommons.org/licenses/by-sa/4.0/deed.en">CC BY-SA 4.0</a> unless otherwise noted.</li> </ul> <ul id="footer-places" class="footer-places hlist hlist-separated"> <li id="footer-places-privacy"><a href="https://foundation.wikimedia.org/wiki/Special:MyLanguage/Policy:Privacy_policy">Privacy policy</a></li> <li id="footer-places-about"><a href="/wiki/Wikipedia:About">About Wikipedia</a></li> <li id="footer-places-disclaimers"><a href="/wiki/Wikipedia:General_disclaimer">Disclaimers</a></li> <li id="footer-places-contact"><a href="//en.wikipedia.org/wiki/Wikipedia:Contact_us">Contact Wikipedia</a></li> <li id="footer-places-wm-codeofconduct"><a href="https://foundation.wikimedia.org/wiki/Special:MyLanguage/Policy:Universal_Code_of_Conduct">Code of Conduct</a></li> <li id="footer-places-developers"><a href="https://developer.wikimedia.org">Developers</a></li> <li id="footer-places-statslink"><a href="https://stats.wikimedia.org/#/en.wikipedia.org">Statistics</a></li> <li id="footer-places-cookiestatement"><a href="https://foundation.wikimedia.org/wiki/Special:MyLanguage/Policy:Cookie_statement">Cookie statement</a></li> <li id="footer-places-terms-use"><a href="https://foundation.m.wikimedia.org/wiki/Special:MyLanguage/Policy:Terms_of_Use">Terms of Use</a></li> <li id="footer-places-desktop-toggle"><a id="mw-mf-display-toggle" href="//en.wikipedia.org/w/index.php?title=Special_education&mobileaction=toggle_view_desktop" data-event-name="switch_to_desktop">Desktop</a></li> </ul> </div> </footer> </div> </div> <div class="mw-notification-area" data-mw="interface"></div>  <script>(RLQ=window.RLQ||[]).push(function(){mw.config.set({"wgHostname":"mw-web.codfw.main-54bc5bdf84-2xqqr","wgBackendResponseTime":350,"wgPageParseReport":{"limitreport":{"cputime":"1.867","walltime":"2.181","ppvisitednodes":{"value":34702,"limit":1000000},"postexpandincludesize":{"value":529015,"limit":2097152},"templateargumentsize":{"value":32615,"limit":2097152},"expansiondepth":{"value":19,"limit":100},"expensivefunctioncount":{"value":38,"limit":500},"unstrip-depth":{"value":1,"limit":20},"unstrip-size":{"value":429486,"limit":5000000},"entityaccesscount":{"value":1,"limit":400},"timingprofile":["100.00% 1897.173 1 -total"," 31.62% 599.960 1 Template:Reflist"," 19.71% 374.022 1 Template:Education"," 19.58% 371.531 1 Template:Navbox_with_collapsible_groups"," 14.18% 269.068 6 Template:Navbox"," 10.65% 202.110 103 Template:Iso2country"," 10.54% 199.977 21 Template:Cite_book"," 8.79% 166.745 27 Template:Lang"," 7.92% 150.340 38 Template:Cite_web"," 6.93% 131.438 1 Template:Disability"]},"scribunto":{"limitreport-timeusage":{"value":"1.012","limit":"10.000"},"limitreport-memusage":{"value":28722097,"limit":52428800},"limitreport-logs":"table#1 {\n [\"size\"] = \"tiny\",\n}\n","limitreport-profile":[["?","400","31.7"],["MediaWiki\\Extension\\Scribunto\\Engines\\LuaSandbox\\LuaSandboxCallback::callParserFunction","180","14.3"],["MediaWiki\\Extension\\Scribunto\\Engines\\LuaSandbox\\LuaSandboxCallback::gsub","120","9.5"],["dataWrapper \u003Cmw.lua:672\u003E","80","6.3"],["\u003Cmw.lua:694\u003E","60","4.8"],["MediaWiki\\Extension\\Scribunto\\Engines\\LuaSandbox\\LuaSandboxCallback::getExpandedArgument","40","3.2"],["MediaWiki\\Extension\\Scribunto\\Engines\\LuaSandbox\\LuaSandboxCallback::getEntityStatements","40","3.2"],["MediaWiki\\Extension\\Scribunto\\Engines\\LuaSandbox\\LuaSandboxCallback::match","40","3.2"],["\u003Cmw.title.lua:50\u003E","40","3.2"],["(for generator)","40","3.2"],["[others]","220","17.5"]]},"cachereport":{"origin":"mw-web.codfw.main-54bc5bdf84-cwvcs","timestamp":"20250217181128","ttl":2592000,"transientcontent":false}}});});</script> <script type="application/ld+json">{"@context":"https:\/\/schema.org","@type":"Article","name":"Special education","url":"https:\/\/en.wikipedia.org\/wiki\/Special_education","sameAs":"http:\/\/www.wikidata.org\/entity\/Q212105","mainEntity":"http:\/\/www.wikidata.org\/entity\/Q212105","author":{"@type":"Organization","name":"Contributors to Wikimedia projects"},"publisher":{"@type":"Organization","name":"Wikimedia Foundation, Inc.","logo":{"@type":"ImageObject","url":"https:\/\/www.wikimedia.org\/static\/images\/wmf-hor-googpub.png"}},"datePublished":"2004-01-20T21:43:52Z","dateModified":"2025-01-15T18:33:06Z","headline":"educating students with special needs in a way that addresses their individual differences and needs"}</script><script>(window.NORLQ=window.NORLQ||[]).push(function(){var ns,i,p,img;ns=document.getElementsByTagName('noscript');for(i=0;i<ns.length;i++){p=ns[i].nextSibling;if(p&&p.className&&p.className.indexOf('lazy-image-placeholder')>-1){img=document.createElement('img');img.setAttribute('src',p.getAttribute('data-src'));img.setAttribute('width',p.getAttribute('data-width'));img.setAttribute('height',p.getAttribute('data-height'));img.setAttribute('alt',p.getAttribute('data-alt'));p.parentNode.replaceChild(img,p);}}});</script> </body> </html>