There is a huge gap that cannot be explained by words between head knowledge and experiential knowledge with regard how those people with special needs are segregated in those countries. Because the segregation of individuals with developmental delay is so severe, people are often unwilling to admit to having family members with developmental disabilities (Kalyanpur, 2008). For example, approximately 95% of students with special needs have never obtained an education at all, whether inclusive or special, in India (Kalyanpur). According to Kalyanpur, Indian students with cognitive developmental delay are 4 times less likely to be accepted to school than Indian students who are physically impaired, because general education classrooms are not willing to accept and to make accommodations for the students. The time has come for parents, professionals, and governments of third-world countries to pull resources together and establish and maintain learning opportunities and social justice for students with disabilities (Charema, 2007).
Although special education has been a neglected area in those countries, the population of individuals with special needs is higher than in developed countries (Kalyanpur, 2008; Global Partnership for Education [GPE], 2013; World Health Organization [WHO], 2011). According to the World Health Organization (2011), approximately 1 bill...
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Robsob, C. & Evans, P. (n.d.). Educating children with disabilities in developing countries: The role of data sets. UNICEF. Retrieved from http://www.childinfo.org/files/childdisability_RobsonEvans2005.pdf
Sheilah, M. P. (2011). Outcomes of students with disabilities in a developing country: Tobago. International Journal of Special Education, 26(3), 194-211. Retrieved from EBSCO ERIC database.
Sutton, J. P. (1993). Special education: a biblical approach: special education resources for Christian schools. Greenville, SC: Hidden Treasure Ministries.
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