Special Education: Concept, Policies, Practices and Way Forward

Special Education Introduction:

Special Education is a multifaceted field that revolves around two key elements: "special," denoting uniqueness, and "education," referring to the process of imparting knowledge and skills to bring about behavioral change. In essence, Special Education involves providing unique educational support to specific individuals. Numerous scholars have offered varying definitions of Special Education, but they all revolve around the core concepts of tailored educational systems and individuals with disabilities or special needs. In broad terms, Special Education can be described as the provision of a distinct educational system for individuals with disabilities or special needs to facilitate their development and enhance their quality of life.

Importance of Special Education:

Special Education holds significant importance in both the educational field and society at large. It serves as a discipline that supports policymakers in formulating inclusive policies, aids the government in designing and implementing programs and interventions, assists assessors in identifying and classifying children with disabilities, enables facilitators to support children's development, and guides educators in designing, developing, implementing, and monitoring educational programs to meet the needs of these children. Additionally, Special Education plays a crucial role in changing the behavior of individuals with disabilities, enabling them to lead quality lives similar to those without disabilities. The key importance of Special Education can be summarized as follows:

• Identification of Children with Disabilities.
• Development of specialized learning provisions.
• Creation of unique teaching and learning activities and materials.
• Raising awareness about the need for special support for children with disabilities.
• Supporting the overall development of these children, including providing educational opportunities.
• Special Education has contributed significantly to improving the lives of children with disabilities.

Historical Trends in Special Education:

Special Education has been a focal point in both national and international contexts. Globally, there has been a push for free and compulsory education for all, as evidenced by the Universal Human Rights declaration in 1948. The UN Convention on the Rights of the Child in 1989 further emphasized free and compulsory education. The UN also declared a "Decade of Disabled Persons" from 1981 to 1992, focusing on the rights and needs of disabled individuals. The World Conference on Special Needs Education in Salamanca in 1994 emphasized access and quality in education.

In Nepal, special education practices have evolved since 2021 B.S. Some significant milestones include the establishment of integrated schools for blind children in 2021, special schools for deaf and dumb children in 2023, and the Khagendra Navajeevan Kendra for physically disabled children in 2026. Other developments include the creation of the Special Education Council in 2030, Nirmal Bal Bikas Kendra for mentally disabled children in 2037, and the implementation of the Special Education Policy in 2053. The country has also piloted inclusive education programs, introduced Special Education Operating Guidelines in 2060, accepted the UN Convention on the Rights of Persons with Disabilities in 2066, and introduced the Inclusive Education Policy in 2073.

International Practices on the areas of special education/disability

 

Year (AD)	Key Events
1948	UN- Universal Human Rights/ free and compulsory education for all
1989	UN-Convention on the Rights of the Child/ free and compulsory education
1981-1992	UN "Decade of Disabled Persons
1994	World Conference on Special Needs education-Salamanca/ Access and Quality
1990	Jomtien Conference
2000	Darkar Conference and MDGs
2006	The Rights of Persons with Disabilities-2006-
2016	Inchon Conference-SDGs 2030 (4 and 5)

(Source: MahilaLakshitSikshyakSewaAayogAadhyanSamagri, 2075: NCED/GON)

 

Year (BS)	Key Events
2021	Introduced Special Education through establishing an integrated school for blind children
2023	Established special School for deaf dumb children in Naksal, KTM
2026	Established Khagendra Navajeevan Kendra for Physical disable Children
2030	Established Special Education Council
2037	Established Nirmal Bal Bikas Kendra for mentally disabled children
2053	Implemented Special Education Policy 2053
2056	Piloted Inclusive education Program at 4 districts
2060	Introduced Special Education Operating Guideline 2060
2066	Accepted UN-Convention on the Rights of Persons with Disabilities 2006
2073	Introduced inclusive education policy 2073
2074	Introduced the Act Relating to Rights of Persons with Disabilities, 2074

(Source: Mahila Lakshit Sikshyak SewaAayog Aadhyan Samagri, 2075: NCED/GON)

These international and national practices underscore the commitment to providing education for all, regardless of disability or special needs.

Philosophical Components of Special Education

1. Special Education comprises various fundamental components, including legal/typological, social, medical, neuropsychological, behavioral/observational, developmental, psycholinguistic, and pedagogical perspectives. Each perspective provides a unique lens through which to understand different aspects of Special Education:
2.  Legal Perspective: Focuses on legal practices and laws related to Special Education, emphasizing the right to education for individuals with disabilities. Nepal's constitution and policies, such as the Inclusive Education Policy and the Act Relating to the Rights of Persons with Disabilities, play a significant role in this perspective.
3.  Typological Perspective: Classifies disabilities into various categories, such as physical disabilities, sensory impairments, intellectual disabilities, and others, to facilitate tailored educational support.

SN	Types	Definition
1	Physical disability	A problem in the physical aspect
2	Disability- related to vision: Blindness, Low vision and total absence of sight;	No proper knowledge about an object's figure, shape, form, and color: blindness, low vision and total absence of slight: deaf, hard hearing,
3	Disability-related to hearing- Deaf, Hard of hearing,	A problem in the discriminate composition of the parts of hearing and voice, rise and fall of position, and level and quality of voice
4	Deaf-Blind	Without both hearing and vision or who has joint interaction of disabilities in two organs
5	Disability-related to voice and speech	Difficulty at voice and speech and difficulty in rising and fall of voice to speak, unclear speech, repetition of words and letters.
6	Mental or psycho-social disability	Unable to do as per age and situation and delay in intellectual learning
7	Intellectual disability	the problem in doing activity relative to the age or environment due to lack of intellectual development
8	Disability associated with Hemophilia	A physical condition that there arises the problem in the clotting of blood due to deflection in factors in the blood because of the genetic effect
9	Disability associated with Autism	Difficulty to communicate, to understand and apply general social rules, and who do not show normal behavior along with the age due to a problem in the development of veins or tissues and functionality
10	Multiple disabilities	The problem of two or more than two types of disability

  Source: The Act Relating to the Rights of Persons with Disabilities 2074

·   Social Perspective: Views disability as a result of social and environmental factors, emphasizing the removal of societal barriers to inclusion and participation

·  Medical Perspective: Regards disability as a health-related problem requiring medical treatment, diagnosis, and intervention.

·       Neuropsychological Perspective: Examines the relationship between brain function and behavior, helping to identify and support individuals with neurological or cognitive challenges.

·       Behavioral/Observational Perspective: Focuses on various learning theories and behavioral approaches to support behavior change and skill development in individuals with disabilities.

·       Developmental Perspective: Considers child development and cognitive growth, crucial for understanding individual differences and designing appropriate interventions.

·       Psycholinguistic Perspective: Explores the relationship between language processing and psychological processes, helping address speech and language challenges.

·       Pedagogical Perspective: Relates to teaching and learning practices, emphasizing the use of tailored instructional methods and strategies for individuals with disabilities.

Each of these philosophical components contributes to a comprehensive understanding of Special Education and informs the approaches used to support individuals with disabilities.

Challenges of Special Education:

While Special Education has made significant strides in Nepal, it faces several challenges that impact its quality and effectiveness. Some of the key challenges include:

 

·       Inadequate Accountability: Challenges in holding parents, schools, and communities accountable for ensuring access to education for children with disabilities.

·       Limited Achievement of Self-Sufficiency: Difficulty in achieving self-sufficiency and a high quality of life for individuals with disabilities

·       Ineffectiveness of Peer Learning and Support: Challenges in effectively implementing peer learning and support programs.

·       Shortage of Skilled Manpower: A shortage of skilled professionals and educators trained to work with individuals with disabilities.

·       Lack of Data Management: Insufficient data and information management related to different types of disabilities and educational programs.

·       Resource Constraints: Limited availability of innovative technologies and instructional materials for Special Education.

·       Inclusive Evaluation and Examination: Lack of disability-friendly evaluation and examination systems and inclusive learning environments.

·       Coordination Issues: Challenges in coordinating efforts between government and non-governmental organizations in the field of Special Education.

·       Addressing these challenges is essential for improving the quality and accessibility of Special Education programs in Nepal.

Opportunities for Special Education:

·       Despite the challenges, there are numerous opportunities for the development of Special Education in Nepal, including:

·       Involvement of non-governmental organizations in expanding support for Special Education.

·       Development of disability-friendly instructional materials and technologies.

·       Inclusion of Special Education in policies, acts, and guidelines.

·       Increased investment in Special Education from federal, provincial, and local governments.

Recommendations for Special Education:

• To advance Special Education in Nepal, the following recommendations can be considered:

1. Expand access to education for all children with disabilities through various educational systems, including formal, non-formal, open, and distance education.

·       Extend scholarships and financial assistance to children with disabilities through a unified support system.

·       Implement functional testing and diagnosis procedures for early intervention.

·       Develop disability-friendly infrastructure and instructional materials.

·       Focus on life-long and practical skill development for improved quality of life.

·       Provide training and technical skill development opportunities for professionals in the field of Special Education.

Conclusion:

Special Education in Nepal encompasses a diverse set of perspectives and practices aimed at providing tailored educational support to individuals with disabilities or special needs. It has historical roots in international and national commitments to inclusive education and has evolved significantly over the years. The field of Special Education is guided by various philosophical components, each offering unique insights into addressing the challenges faced by individuals with disabilities.

While Special Education in Nepal has made substantial progress, it continues to encounter challenges, including accountability issues, resource constraints, and coordination problems. Nevertheless, there are opportunities for growth and development, supported by the involvement of non-governmental organizations, advancements in instructional materials and technology, and increased government investment.

To ensure the success of Special Education in Nepal, it is essential to expand access to education, offer financial support, implement early diagnosis procedures, develop disability-friendly infrastructure, emphasize life-long skill development, and provide ongoing training for professionals. By addressing these recommendations and challenges, Nepal can continue to make strides in providing quality education and improving the lives of individuals with disabilities.