Outline and evaluate the view that internationally, there are three main types of provision for students with SEN: one track, dual track, and multi-track

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Outline and evaluate the view that internationally, “there are three main types of provision for students with SEN: one track, dual track, and multi-track” (Mitchell, D.2005 P.5). Support your answer with material from at least three different countries.

        Introduction

        I will outline and evaluate whether internationally there are three tracks of provision for students with SEN by selecting three different countries and outlining their provision for students with SEN. I will be able to highlight any differences between the three countries and to further classify other countries into one of these three tracks with the knowledge that is acquired. I will summarize the relevant and significant international legislation towards SEN as this would apply to all countries internationally. A description of the principles of inclusion which is one of the concepts which underpins the international legislation will be reviewed. As these international policies documents offer guides to countries  with their respective policies and legislation towards their provision for SEN.         

        Internationally there is a growing census throughout the world that all children have the right to be educated together. In the previous six years a number of major international statements have appeared, asserting the principle of inclusive education. The Salamanca Statement (Salamanca Statement, 1994) was an instrumental and significant document in the struggle to abolish segregated education which denies children with disabilities the right to be part of mainstream schooling and reinforces society’s prejudice against them. These documents present a strong case for inclusion and have placed inclusive education on the agenda of national governments.

“It was clearly defined in the Salamanca Statement and Framework plan for action on Special Needs Education that “Schools should accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions. This should include disabled and gifted children.... These conditions create a range of different challenges to school systems. In the context of this Framework, the term “special educational needs” refers to all those children and youth whose needs arise from disabilities or learning difficulties. Schools have to find ways of successfully educating all children”.  ( Salamanca, 1994).

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In June 1994 representatives of 92 governments and 25 international organisations formed the World Conference on Special Needs Education, held in Slamanca, Spain. The above statement called on the international community to endorse the approach of inclusive education and to support the development of special needs education as an integral part of all education programmes.

The Framework for Action stated that “inclusion and participation are essential to human dignity and to the enjoyment of human rights.” Education can mirror this by creating ‘genuine equalisation of opportunity.’ It says the fundamental of the inclusive school, is that all the children learn ...

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