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Unit 3: Special Education: Scope and Types

Resource Room 34.6 Students receive special education and related services Notes
outside the regular classroom for 21 to 60 percent of the school
day. This includes students placed in resource rooms with
part-time instruction in a regular class.
Special Class 25.2 Students receive special education and related services
outside the regular classroom for more than 60 percent of
the school day. They may also receive part-time instruction
in regular classes.
Separate School Facility 4.9 Students receive special education and related services in
separate day schools for students with disabilities for
greater than 50 percent of the school day.
Residential Facility 0.8 Students receive education in a public or private residential
facility, at public expense, for greater than 50 percent of
the school day.
Homebound/ 0.7 Students placed in and receiving special education in
Hospital Environment hospital or homebound programs.

Self Assessment
2. State whether the following statements are 'True' or 'False':
(i) Special education is a complex system for meeting the special learning needs of exceptional
students.
(ii) Teaching a student who is deaf to use sign language is an example of indirect services.
(iii) Related services are provided by specially trained personnel directly to students or directly
to those who work with exceptional students.
(iv) Related services may not include assistive technology.
(v) Resource rooms are setting used to provide special education, outside the regular education
classroom for 21 to 60 percent of the school day.

3.4 Summary

• Educational services are extended to disable group of children on mass scale, the universalisation
of elementary enrolment of the handicapped children in relation to total children at the
elementary stage is 0.07 percent. This figure of enrolment has gone up to one percent as per
review of NPE (1992).
• The slow progress towards bringing the disabled within the education network has been due
to liner provision in special schools despite the fact that about 90 percent of then cam be catered
to in regular schools.
• The historical roots of special education are found in Europe and America primarily in the 19th
century. In ancient civilization handicapped children were either killed or subject to abuse and
neglect. Prior to the 19th century there were isolated instances of acceptance, kindly care, and
education of disabled children.
• some Americans used to visit Europe to get first-hand knowledge about the education of
handicapped children.
• It is true that important ideas in special education found their way for Europe to America.
• J.M.G. Itard's contribution: Itard, a French physician, is the person to whom most historians
trace the beginning of special education.
• Seguin is known as the greatest teacher of the mentally deficient. Being influenced by the
achievements of Itard he established the first public school for the feeble-minded in Paris in

LOVELY PROFESSIONAL UNIVERSITY 17