This essay is going to explain the educational placement of special schools, special units, and

inclusive schools. Special school, is a school catering for student who have special education
needs due to severe learning difficulties or behavioural problems. Special unit is a facility at a
regular school that provides specialist support for children with special educational needs.
However inclusive education, refer to the practice of educating students with special needs in
classes with non-disabled students during specific time periods based on their skills. On the
other hand students with special needs are assed to determine their specific strengths and
weaknesses. Placement, resources, and goals are determined on basis of the student’s needs.
Accommodation and modifications to regular program may include changes in curriculum,
supplementary aides or equipment, and the provision of specialized physical adaptions that
allows students to participate in educational environment as much as possible.

Special school is the practice of educating student with special educational needs in a way
that address their individual difference needs. Ideally these process involves the individual
planned and systematically monitored arrangement for teaching procedures, adapted
equipment, and materials, and accessible settings. These intervention are designed to help
individuals with special needs achieve a higher level of personal self-sufficiency and success
in school and in their community which may not be available if student were only given
access to typical classroom educational. Special schools may be specifically designed, staffed
and resourced to provide appropriate special education for children with additional needs
achieve a higher level of personal self-sufficiency and success in school and in their
community which may not be available if the student were only given access to a typical
classroom education . Nevertheless student attending special schools generally do not attend
any classes in mainstream schools. In additional this process involves the individually
monitored arrangement of teaching procedures, adapted equipment and materials, and
accessible settings.

Special schools provide individualised education, addressing specific need. 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,
sensory rooms, or swimming pools, which are necessary for treating students with certain
conditions. Furthermore, special education include learning disabilities (such as dyslexia),
communication disorders, emotional and behavioural disorder, physical disabilities etc.
students with these kind of special needs are likely to benefit from additional educational
services such as different approaches to teaching, the use of technology, a specifically
adapted teachinology, a specifically adapted teaching area, or a resource room.

Special education program should be customised to address each individual or student unique
needs. Special educators provide a continuum of service, in which students with special needs
receives varying degrees of support based on their individual needs. Special education
programs need to be individualised so that they address the unique combination of needs in a
given student, in the other hand some children with special needs are easily identified as
children with special needs due to their medical history. They may have been diagnosed with
genetically condition that is associated with intellectual disability, may have various forms of
brain damage, may have a developmental disorder, and may have visual or hearing
disabilities or other disabilities. However a student with special needs has to be assessed to
determine their specific strengths and weakness. Placement, resources, and goals are
determined on the basis of the students need.

Special education need is a facility at a regular school that provides specialist support for
children with special educational needs. The mission of special education unit, is to
understand, translate, interpret, and support the policies and plans of minster of education
relative to special needs education and as outlined in the national strategic plan. Its primary
role is to catalyse those policies and plans in order to accelerate the realisation of national
educational goals. In additional the SEN unit therefore aims to improve the quality of
teaching and SEN services offered throughout the national education system through
professional development programs, teaching training, and the production of teaching
materials developed in conjunction with other departments involved in the common pursuit of
excellence in education. It is concerned with ensuring that the school system graduate the
best prepared students to further their endeavours and become productive citizens leading
satisfactory personal lives and contributing to their communities. Barton, L. (ed) (1984).

Additionally the mission of special education unit within NCERD is to study, understand,
translate, interpret, and support the policies and plans of the policies and plans of the minster
of education relative to special needs education and as outlined in the national education
strategic plan. Its primary role is to catalyse those policies and plans in order to accelerate the
realisation of national education goals. Additionally, it must be aware of changes and
developments in the field of special education locally, regionally, and globally with the view
of, where applicable of recommending both adoption of best and emerging practices to ensure
that students and teachers benefit from emerging trends. However the unit is compelled to
always consider the availability of human and financial resources as both a constraining
factor and as causing creative responses to the needs.

Inclusive is an effort to improve quality in education in fields of disability, is a common

theme in education reforms for decades, and supported by the united national convention on
the rights of persons with disabilities. (Un 2006). One of the benefits of inclusive education
is the fact that students with disabilities can be integrated socially with their peers. They can
create long-lasting friendship that would not be otherwise possible, and these friendship can
give them the skills to navigate social relationship later on in life. Their peers can act as role
models for social skills through interaction with each other, whereas in a homogeneous
classroom, their only role models would be students with disabilities who lack the same
social skills that the can do. This is especially true for more severely disabled students who
would be placed in a setting with student who have little or classroom instead, they are
exposed to non-disabled students interacting in a normal social manner.

Inclusive schools, don’t believe in separating classroom for example the able bodies learn
from a different class with the disabled, they don’t have they their own time separate from the
others so they can learn how to operate with students while being less focused on by teachers
due to a higher student to teacher ratio. Implementation of these practices varies. Schools
most frequently use the inclusion model for selected students with mild to moderate special
needs. Fully inclusive schools, which are rare, don’t separate “general education” and
“special education”; instead the school is restricted so that all student learn together. On the
other hand inclusive education is not always inclusive but is a form of integration. For
example, student with special needs are educated in regular classes for nearly all of the day,
or at least for more than half a day. Whenever possible, the student receive any additional
help or special instruction in the general classroom, and the student is treated like a full
member of these class. However, most specialised services are provided outside regular
classroom, particularly if these services require special equipment or might be disruptive to
the rest of the class (such as speech therapy), and student are pulled out of the regular
classroom for these services. Armostrong, F. (200)

In conclusion.
 REFERENCES

Barton, L. And Tomlinson, S (eds) (1981). Special Education: Policy, practicals and Social
issues. London: Harper and Low