"The students with severe and profound mental disability, autism and complex needs are offered to follow the Frame Educational Programme for Special Needs Education tailored to meet their needs and built up on the principles of the national programme for compulsory education and reflecting the students special needs" http://www.european-agency.org/nat_ovs/czech/9.html
SEN students need special provisions and other support system according to their individual needs, like speech therapy, additional teaching staff, psychological counselling, special pedagogical support, more hours, sign language or more material visual, audio or any other kind of compensatory assistance. Through Acts of Legislation, Governments of advanced countries have empowered themselves to open exclusive schools for SEN students and at the same time, have also taken meaningful steps towards integration and inclusion of these students into the mainstream. Special need education within the Education System has been given careful attention in most of the countries today.
"Looked at in this way, inclusion, understood as a movement for educating learners with special educational needs in mainstream schools and classes, is a resolution that emphasizes the commonality pole of the dilemma. It focuses on learners who are 'different' in ways that have the most obvious educational significance, and argues for their right to be educated alongside their peers, within a common institution and, frequently, within a common curriculum" Mitchell (2005). Please put page number here; I don't have the book.
Schools are wary of accepting these students, due to their low attainment, and additional responsibility. Schools are also worried about the extra demands on teachers, peer group, emotional upheavals for normal children and the possibilities of SEN students being ragged by other able-bodied children, and this so, in spite of inclusion and integration.
"All learners are the same in their essential human characteristics, in the rights and entitlements which are ascribed to them and in their participation within some more-or-less loosely defined process of education" Dyson, Alan, (March 2001). British Journal of Special Education, Volume 28, No. 1, p.25.
In Dyson (2001), we come across various methods of inclusions that could be adaptable and challenging and the most important are one-track, dual-tracks and multi-tracks. Almost all the countries that are tuned to inclusion are trying to adapt one system or other and sometimes both according their needs. As an explanation, it could be told that one-track means serving all students in one system, under the same curriculum, same classes without marginalising the SEN people and treating them as equal and similar to other students. Psychologists feel that this would provide permanent bonding and friendship with normal children and the inferiority complex would disappear, as they feel accepted. It also provides challenge, appreciation and hope for future. Theoretically, this is the best method in which SEN people do not feel segregated.
But the practical challenges facing could be different from the best theory and children with problems might not be able to cope with the pressures and trials of rigorous education. Under such circumstances Dual-Track education could help, by way of