Special Education vs Inclusive Education

Studies show that the integration and integration of students with special educational needs is beneficial not only for students, but also for parents, teachers and colleagues of students (Stainback, Stainback & Jackson, 1992). Others believe that integration and inclusion are also useful for non-student learning areas, including emotional and social development. Wagner supports inclusive education, but he thinks that "accepting ordinary education alone does not guarantee success" (Wagner, 1996).

Comprehensiveness is not a new idea, but it is rapidly gaining momentum in many international fields. Inclusive education has something to do with special education and children with additional needs. However, inclusive education is to make it possible for all learners to participate meaningfully depending on the educational environment. Each child has his own identity, way of doing things, advantages and disadvantages. The Ministry of Education, Culture, Sports, Science and Technology (1998) pointed out that teachers should be aware that "because all students are individuals, different learning methods, different resources, different goals may be different" .

As schools become more comprehensive, special education teachers and general education teachers are cooperating more and more in the classroom of general education. Special education teachers help general educators coordinate course materials and teaching methods to meet the needs of disabled students. They will coordinate the work of teachers, teacher assistants, and related personnel (such as therapists and social workers) in an inclusive special education program to meet the student's individual needs.

Inclusive refers to a model in which students with special needs spend most or all of their time on students who do not need special (general education) in education. It is based on the idea that it appears in the context of special education, has individual educational programs or 504 plans, and for students with special needs, it is more effective to make them social interact. It is more successful, further enhancing the success of life. Although comprehensive refusal, you can still use special schools and classrooms to distinguish students with no obstacles from students. Schools with inclusive classrooms do not believe in separate classrooms. Since they do not have their own independent world, they must learn how to work with students, and they pay less attention to teachers because of the high proportion of students to teachers .