ERIC Number: ED381938
Record Type: RIE
Publication Date: 1994
Reference Count: N/A
Provision for Children with Special Educational Needs in the Asia Region. World Bank Technical Paper Number 261. Asia Technical Series.
Case study and documentary research techniques were used in this study to identify models of good practice in providing primary education for children with special educational needs in selected Asian countries. The report first synthesizes current trends in primary education for children with special educational needs. It identifies an international and regional shift in the definition of such children and their needs and defines seven principles for a new understanding of "inclusive" universal primary education, such as development of legal frameworks and policy, commitment to a child-centered educational philosophy, and commitment to shared responsibility within communities. Under each principle, the report identifies policy options and current practices, including ways of blending provision for children with special educational needs into regular systems. The report advances the case that without more appropriate and responsive provisions from primary schools, many children will continue not to attend or, if attending, will not succeed and will eventually drop out. The report sounds a warning note that such an education demands major changes in the way in which primary schooling is planned, implemented, and evaluated. Improvements are also called for in materials, curriculum, teaching methods, and professional training. The report concludes with a list of country contributors and consultants and a glossary. Contains approximately 175 references. (JDD)
Descriptors: Case Studies, Comparative Education, Delivery Systems, Disabilities, Early Childhood Education, Educational Practices, Educational Principles, Educational Trends, Foreign Countries, Inclusive Schools, Special Education, Teaching Models, Trend Analysis
Distribution Unit, Office of the Publisher, The World Bank, 1818 H St., N.W., Washington, DC 20433.
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: World Bank, Washington, DC.