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Question: Provide a bulleted list of main sections/sub-sections. Include an estimated word count for each main section. Answer: Introduction: Specialized educational programs are created for the students who are socially, emotionally, emotionally or physically challenged. Students with special needs are not able to gain much from the customary learning environment. Keeping in mind the end goal to instruct these sorts of children legitimately, the teachers need to build up an appropriate learning environment with the accessibility of the extraordinary instructing helps (Hall et al., 2012). Custom curriculum program and highly skilled teachers are required for giving the best possible training to these children. Teaching programs for visually hindered children are very not quite the same as the conventional instructive project or other special teaching system. Intellectual impairment alludes to the deficiency of the general development of the mental advancement of a person. Students cannot build up their mental power or the capacity of basic intuition with the time and age having the issue of scholarly inability (Duncan, 2013). This antagonistically influences the children's learning capacity and improvement. Deafness is the hearing impairments of the children, which have a major impact in the linguistic development of them. It unfavorably influences the general improvement of an individual kid. Then again, orthopedic hindrances specifically influence the youngster's instructive improvement adversely (Stufflebeam et al., 2012). On the other hand, children with special needs may experience the ill effects of special learning inabilities in perusing, composing and spelling or in scientific cou nts. Nonetheless, multiple disabilities is the greatest test of educating the children. Creating legitimate learning environment for these sorts of children is truly testing work for the teachers. There is another idea called comprehensive training that alludes to a classroom model for giving instruction to the children with uncommon needs (Wolfendale, 2013). Nevertheless, there are loads of individuals who are addressing about the attainability of the comprehensive training for the children with unique needs. Some contend that children feel very diverse in the isolated setting. Analysts have recommended that keeping in mind the end goal to overlook this potential obstruction, the children with special needs require to speak with other children (Wolfendale, 2013). Comprehensive setting gives the chance of giving appropriate instruction to both the general children and the uncommon children in one stage. As per a few analysts inclusion settings are the system of putting the children with extraordinary needs in the government funded schools. To work the inclusion program effectively, the schools must satisfy the necessities of the children with extraordinary needs. As indicated by general observation, the students additionally should get the training with respect to their Individual Education Plan (IEP) (de Abreu et al., 2012). The schools are capable to build up a learning domain for the children with extraordinary needs with minimal measure of limitation given to their instruction and different exercises. Comprehensive setting gives training to every one of the students incorporating the children with uncommon needs (Goldfeld et al., 2012). The projects are about giving full time instructing to the extraordinary children in the general classrooms. On the off chance that an understudy requires language instruction in the classroom for better training, then the comprehensive system is stating that the office ought to be quickly accessible to that understudy (Knoors Marschark, 2012). The primary point of this instructive system is to give the specialized curriculum to the children with exceptional needs alongside a typical situation of training. A few variables exist in the zone of the comprehensive training programs, which can be utilized for the standard meaning of the comprehensive instruction program (Wolfendale, 2013). The joint effort of the general instructor and the teachers of children with special needs produce the system of instructing every one of the children in the same classroom environment. Another procedure of setting the handicapped students in the standard classroom is to bolster the general teachers by training and helping by the teachers of the children with exceptional needs. The custom curriculum educator gets the showing helps the classroom for supporting the uncommon students. There are numerous disagreements in regards to the viability of the comprehensive trainings for the children with exceptional needs (Stufflebeam et al., 2012). According to scientists, the children with exceptional needs can get more advantages from the comprehensive instruction programs where legitimate backing is accessible in the general classroom environment (Hall et al., 2012). Proficient advancement environment for both the general and specialized curriculum teachers are useful for the general improv ement of the students in the comprehensive settings. A few specialists have likewise said that comprehensive training programs give the capacity of creating individual qualities with an abnormal state of desires for each of the students. The comprehensive instruction programs likewise incorporate the support of the guardians of the children with unique needs (Duncan, 2013). The comprehensive instruction program serves to construct the social comprehension of the children. The settings give the chance of learning with other children that empowers the behavioral development of the children with exceptional needs. The comprehensive training programs give the chance of satisfying these destinations for the debilitated children (Wolfendale, 2013). Training structure the comprehensive instruction setting will help the children with uncommon needs in their future life to build up a divine being identity and social life. Before presenting, the comprehensive training program in Malaysia there was another methodology of instructing the children with unique needs. The instruction projects were directed into three phases. There were isolates setting for the children with listening to issues, visual issues and unique learning inabilities (de Abreu et al., 2012). There was no understanding of instructing these children with the general students in the normal classrooms. Instead of utilizing the full incorporation model, they utilize for the most part the two teachers model and the in and out model for giving legitimate backing to the children with unique needs (Goldfeld et al., 2012). Keeping in mind the end goal to create appropriate consideration settings in Malaysia, the community exertion frame the school power, the administration, teachers and the guardians of the children with uncommon needs was exceedingly required. Children with special needs require proper support in their education with respect to their particular disabilities. The parents of the children with special requirements need to be concerned about the education of the children. In order to develop a proper inclusion setting in Malaysia, collaborative effort is required from the teachers, government and the parents of the children with special needs (Knoors Marschark, 2012). Especially the students with special needs require intensive care from the teachers to have proper education in the inclusive education centers. In this assignment, all these factors have been discussed in detail as well as the situation in Malaysia regarding the education of children with special needs (Wolfendale, 2013). Furthermore, a literature review has been conducted in order to enter the depths in this subject and to provide suitable recommendations for the development of special education in Malaysia. Literature review: Special Education: Special education programs are developed for the students who are socially, emotionally, emotionally or physically delayed. These delays are directly associated with the overall growth of the students. Due to these delays, the students have some special requirements in the educational field. These special needs are the main reasons of the special education programs. The classroom environment of the special education system is different from the traditional classroom environment (Harry Klingner, 2014). Students with special needs are not able to learn from the traditional learning environment. The special education programs are associated with the content, method of teaching and the delivery instructions. The Individuals with Disabilities Act (IDEA) describes Special Education as specially developed instruction, at no cost to the parents for meeting the unique needs of the children with some kind of disabilities. However, there is no clear definition of the special education (Tomlins on, 2012). It is still needs to be clear that what exactly is the special education? The disabilities or the special needs of the children are categorized in the following areas: Autism Spectrum Disorder (ASD): Autism Spectrum Disorder indicates the disability that affects both the verbal and non-verbal communication. In other words, it can be also defined as disability in developing the social communication and behavioral skills of an individual. These symptoms can be observed in the early childhood and affect the childrens education majorly. Some of the important identifying characteristics of the individuals with the ASD are engagement with stereotype activities or repetitive works, resistance to the changes in the environment or the daily activities and unusual responses to the uncertain responses (Tulman, Feinstein Kule-Korgood, 2015). Educating these types of children is not an easy task. In order to educate these types of children properly, the teachers need to develop a proper learning environment with the availability of the special teaching aids. Traumatic Brain Injury (TBI): Traumatic Brain Injury refers to an injury acquired to the brain due any external physical forces. This type of injury can be the cause of partial or total damage of the development ability of the individual. Thus, it can negatively affect the childrens early year education. Special education program and highly skilled teachers are required for giving the proper education to these children (Cook Odom, 2013). TBI can affect the area of thinking ability, memory, language development, new skill development, problem solving, physical activities, information processing, speech, communication and psychosocial behavior. Visual Impairment: It refers to the disability regarding the vision of the children, it can be blindness or partial sight. Teaching programs for these children are completely different from the traditional educational program or other special educational program. The teachers also need to be properly trained regarding the teaching methods and the required special teaching aids (Gast Ledford, 2014). Intellectual disability: Intellectual disability refers to the deficit of the overall growth of the mental development of an individual. Students are unable to develop their mental power or the ability of critical thinking with the time and age having the problem of intellectual disability. This adversely affects the childrens learning ability and development (Bishop et al., 2016). Language/Speech impairment: This refers to the disability of communicational disorders. Students may have problem regarding speaking in any special language. The problems might be stuttering, voice impairments or impaired articulation (Barton Tomlinson, 2012). Hearing Impairment: Deafness is the hearing impairments of the children, which have a major impact in the linguistic development of them. It adversely affects the overall development of an individual child (Crockett Kauffman, 2013). Delay in development: Growth of the different types of development is not same for all the students. Different students require different amount of time for developing themselves in cognitive behavior, physical development, socio-emotional and behavioral development (Cook Cook, 2013). Emotional Disturbance: Emotional disturbance is associated to a situation that exhibits one or more of the following characteristics: Inability of learning which cannot be explained with sensory, health or intellectual factors. Inability of developing or maintaining satisfactory interpersonal relationships with the mates and teachers. Improper types of reactions against the normal situations. General mood of unhappiness or depression. Tendency of developing fear form the mates or general study related problems. Orthopedic Impairment: These impairments directly affect the childs educational development negatively. These impairments are associated with congenital anomalies and diseases or other causes like cerebral palsy (Hornby, Howard Atkinson, 2013). Specific Learning Disability: Children with special needs may suffer from special learning disabilities in reading, writing, spelling or in mathematical calculations. The main reasons behind these types of problems are dyslexia, intellectual disabilities, brain dysfunction, brain injury and brain dysfunction (Reichow et al., 2016). Multiple disabilities: Multiple disabilities is the biggest challenge of teaching the children. This refers to the problem of multiple types of disorders in the children. An individual may suffer from blindness, deafness, learning disabilities at the same time or may have other combination of disorders. Developing proper learning environment for these kinds of children is really challenging work for the teachers. In order to develop a positive learning environment for these children, many things have to be considered by the educators (Mueller Buckley, 2014). They have to develop different kinds of teaching aids for these students. Inclusive Education: In the area of the special education, Inclusive Education is one of the most important method. Inclusive education refers to a classroom model for providing education to the children with special needs. According to Ford (2012), using this model, the teachers may be able to teach both the normal and special children within one class room. This model is often known as the co-teaching strategy. Other terns used for this strategy are CTT (Collaborative Team Teaching) or ICT (Integrated Co-Teaching). It is a topic on which many research works have been done and many are still are ongoing. The researchers are working in this area to find out which of the setting is better between the segregated setting and inclusive setting. As per Reichow (2016), segregated settings were developed far ago. Compared to this, the inclusive settings are still new. Research works are going on to find the better way of providing education to the children with special needs. It is required to understand both t he advantages and the limitations of both the two process of educating the children with special needs. There are lots of people who are questioning about the feasibility of the inclusive education for the children with special needs. According to McLean, Sandalland Smith (2016), it is true that the segregate setting is able to provide the scope of taking more care to the children with special needs, but there are some problems of this method. Children feel quite different in the segregated setting. They are unable to think that they are just like other children. Sometimes this thought creates barrier in their learning abilities. In order to omit this potential barrier, the children with special needs required to communicate with other children. They need to be one of them. This is the main advantage of the inclusive education setting. This gives the ability of providing better feel or mental support to the children with special needs which is truly required for developing them properly in terms education and social activities. Inclusive setting gives the opportunity of providing prope r education to both the general children and the special children in one platform (Pazey Cole, 2013). This is quite easier for the teachers as they can use the same platform. However, the techniques that need to be used for the special children are different from the general children. According to Smeets Roeleveld (2016), inclusion settings are the strategy of placing the children with special needs in the public schools. These programs are also known as the mainstreaming programs. This controversial teaching strategy has its share of advocates on both sides and requires consent form both the teachers and parents. In order to operate the inclusion program successfully, the schools must fulfill the requirements of the children with special needs. As per the policies developed by the IDEA, a children with special needs must be educated in the least restrictive environment. The students must get the education with regards to their Individual Education Plan (IEP). The IEP should be different for each of the children with special needs. These policies and the federal law are developed with great focus to the area of the restriction given to the students in the schools. These laws are not concerned about the inclusion or exclusion the main aim of these laws and policie s is that the children with special needs must be educated with least restriction (Sullivan Bal, 2013). Therefore, in order to develop a successful inclusion program the schools must have to focus in this area. The schools are responsible to develop a learning environment for the children with special needs with the least amount of restriction given to their education and other activities. Inclusive setting provides education to all the students including the children with special needs. The programs are about providing full time teaching to the special children in the general classrooms. If any type of special services required for any of the student with special needs, then the service is supplied to that student. As an example, if a student requires speech therapy in the classroom for better education, then the inclusive program is saying that the facility should be immediately available to that student. The main aim of this educational program is to provide the special education to the children with special needs along with a normal environment of education. Some variables exist in the area of the inclusive education programs which can be used for the standard definition of the inclusive education program (Swearer et al., 2012). Full inclusion means the placements of all students regardless of their type of disabilities and level of severity. A special educators co llaborates with a general educator in the inclusion setting. The general educator is responsible for instructing all the students in the classroom whereas the special educators are responsible for instructing and taking care of the children with special needs only (Salvia, Ysseldyke Witmer, 2012). The strategy of educating all the children in the same classroom environment is developed by the collaboration of the general teacher and the teachers of children with special needs. Another strategy of placing the disabled students in the ordinary classroom is to support the general teachers by instructing and assisting by the teachers of the children with special needs. The special education teacher brings the teaching aids in the classroom for supporting the special students. They used to plan different strategies for supporting the children with special needs to understand the topics taught by the general teachers in the classrooms. Advantages of the Inclusive Education Programs: There are many contradictions regarding the effectiveness of the inclusive educations for the children with special needs. There are many positive signs found of this strategy of educating the special children within the same classroom environment like the ordinary students. According to Mittler (2012), the segregated classrooms are more detrimental to the students with special needs and the success rate of these programs are also very less than the inclusive education programs for these students. The segregated education programs are not able to fulfill the goal of educating all the disabled children, is not always successful in full percentage. On the other hand, it has been found that the success rate of the inclusive education program is high enough for educating the children with special needs. As per Armstrong, Armstrong Barton (2016), the children with special needs are able to get more benefits from the inclusive education programs where proper support is available in the ge neral classroom environment. Professional development environment for both the general and special education teachers are helpful for the overall development of the students in the inclusive settings. Waitoller Artiles (2013) also agreed with this fact that inclusive education programs are more superior for educating the students with special needs, if proper tools or teaching aids are supplied to them. According to Slee (2013), inclusive education programs provides the ability of developing individual strengths with a high level of expectations for each of the students. This setting also provides the scope of working on individual goals of the children with special needs in the life of the classroom environment other children of similar age. The inclusive education programs also includes the participation of the parents of the children with special needs. Here all the actions regarding the education and development of the children with special needs are taken with the consent of their parents. This direct participation of the parents of the disabled children in their education allows greater scope individual strength building and the parents are also get ability of providing proper support to the children in the home environment by developing proper knowledge form the school (Thomas, 2013). The inclusive education program helps to built the cultural understanding of the children. T he settings provide the opportunity of learning with other children which enables the behavioral growth of the children with special needs. They learn how to talk with people, how to behave socially with other people and how to respect others in the social life. As per the opinion of Sentenac et al. (2013), the social development of the children is very vital beside the educational development. The inclusive education programs provides the opportunity of fulfilling this objectives for the disabled children. Education form the inclusive education setting will help the children with special needs in their future life to develop a god personality and social life. Listening to the other people and proper defense or reply is very vital for the children for developing their personalities in the future. The inclusive education programs provide the opportunity of developing this. As per Vitello Mithaug (2013), the ability of developing friends hip with other people and sharing the viewpoin ts with other people is the most important advantage of the inclusive education programs for the children with special needs. Current status of Inclusive Education in Malaysia: The inclusion education programs are very important in Malaysia because they valued their divers communities. The communities start at the school level. They have the believe of the fact that all the children have the right of giving proper level of education form the schools. The children should play together, learn together, grow together and nurtured together regardless of their ability of learning or other activities. The inclusive education programs are the solution for fulfilling these objectives of the people of Malaysia. The Malaysian government categorized the children with special needs into two sections; one is the physical disabilities and the other is about the learning disabilities. Before introducing the inclusive education program in the country there was another strategy of educating the children with special needs (Van der Bij et al., 2016). The education programs were conducted in to three stages. There were segregates setting for the children with hearing problems , visual problems and special learning disabilities. There was no concept of educating these children with the general students in the regular classrooms. The concept of the inclusive education programs was first introduced in the middle of the year of 1990. The concept was introduced from the seminar programs arranged by UNESCO. The main motive of this seminars was education for all. The concept behind the development of the inclusive setting in the country was to give fair treatments to all the students in the ordinary classrooms. There are four models of inclusive setting. They are in and out model, two teachers model, rejection of inclusion and full inclusion model (Jelas Mohd Ali, 2014). In United Kingdom and some other countries, the two teachers model and full inclusion model are very popular. They use these model as they belief that the models are helpful for fulfilling their objectives of proper education to the children with special needs. In Malaysia, the educational cen ters do not use the full inclusion model. Rather than using the full inclusion model, they use mostly the two teachers model and the in and out model for providing proper support to the children with special needs. These two models are considered as the two best models of inclusion in Malaysia as per the use and popularity among the schools and teachers. However, which one of the inclusion models is the best one is still a topic of debate among the specialists. It is not fully cleared and research works is still ongoing regarding this topic. According to Forlin (2012), the two teachers model is still in the best position for providing proper support to both the regular students and the students with special needs. However, there is no solid prove against this opinion still it is using as the best fit method in the Malaysian schools. As per Bevan-Brown et al. (2014), the teachers perception regarding the inclusive education system is very vital to be implemented and use in the schools. In this concern, a survey was conducted among randomly selected 300 teachers. As per the information found from the survey, the inclusion programs may be successful if the teachers are equipped well with required teaching aids and skills for cope up with the classroom with both the regular students and students with special needs. It has been also found that the Malaysian teachers have low level of confidence regarding the inclusion and special needs of the students. This is because of improper training provided by the government to the teachers. Because of this issue, the teachers think that the inclusion is required to be implemented in the schools for the improvement of the education system, but it is hard to implement inclusion in Malaysian schools (Lee Low, 2014). In order to develop proper inclusion settings in Malaysia, the collaborative effort form the school authority, the government, teachers and the parents of the children with special needs is highly required. The teachers think that the government should encourage the implementation of inclusion in the public schools (Buhere, Ndiku Kindiki, 2014). This will help them to develop more awareness about the importance of inclusion and the method of implementing in the schools. Findings and Analysis: After conducting the literature review on the inclusion and education of the children with special needs, it is clear that the inclusion strategy has no negative impact on the education of the children. Children with special needs require proper support in their education with respect to their particular disabilities. The parents of the children with special needs, need to be concerned about the education of the children. In order to develop a proper inclusion setting in Malaysia, collaborative effort is required from the teachers, government and the parents of the children with special needs. Therefore, the government of the country need to consider this as an important part of their education system. At the beginning level, proper awareness generation is very important for implementing the inclusion setting in the country. In this context, effective training program and awareness development programs need to be organized by the government of the country. In order to develop a proper inclusion setting in a school, the school authority may face the following problems. At first, they may face the problem regarding the size of the classrooms. The size of a classroom has direct connection to the effectiveness of teaching in the classroom. The teachers and the students both may feel comfortable if the class is small. Smaller calluses are easy to handle by the teachers. Especially the students with special needs require intensive care from the teachers to have proper education in the inclusive education centers. The problem may also be solved by adding more teachers in the bigger classes. This concept is associated with the two teachers model of the inclusion setting. Secondly, the teachers who will teach in the inclusive setting need to be properly trained for teaching the children with special needs. The teachers need high level of confidence to handle the special requirements of the students as well as understand their feelings for providing best teaching to them. Not only the teaching aids are important for the inclusive education programs,. Proper utilization of the teaching aids is also very vital for getting the desired level of success in the inclusion programs. Inadequate skill of teaching the students with special needs may the cause of conflict situation among both the teachers and students. It has been found that the lack of proper support from the government is one of the most important reasons of not using thee inclusion setting widely through the country. There is no efficient training model or program is available in the country for the teachers who are teaching in the schools in Malaysia. Due to the lack of effective training prog rams for the teachers, there is a lack of confident teachers in the Malaysian schools. Therefore, the Malaysian government should focus in the area of the training and development of the teachers for implementing the inclusion programs for the children with special needs. Workshops and seminar regarding the importance of inclusion education programs are required for developing proper awareness among the people of the country. The third problem that may faced by the schools for implementing the inclusion education program is the atmosphere development. Children with special needs require a friendly atmosphere for proper learning in the schools. The infrastructure of the school may be reorganized for implementing the inclusion in the ordinary schools. The general facilities such as desks, chairs, stairs, toilets need to be user friendly for the children with special needs. These standards need to be updated first so that the inclusion can take place successfully in the ordinary schools in Malaysia or in other sections of the world. Implications for Practice and/or Research: There are some major implication found in the section of implementing inclusive education settings in Malaysia and some other developing countries of the world. Malaysia needs to develop policies for implementing inclusive education programs in their schools. There is no doubt about the positive impact of the inclusive education programs in the country. Furthermore, it is additionally imperative for Malaysia not to endeavor to duplicate the models for comprehensive instruction utilized as a part of created nations as we couldn't straightforwardly exchange the full model from those nations because of the distinctions in political perspectives, furthermore socially and monetarily amongst Malaysia and other created nations. Malaysia should be ready of the absence of experts for this training field to handle the exceptional needs, the absence of offices for the extraordinary needs in consistent schools furthermore the differences of societies which may make perplexities the uncommon need s understudies with three noteworthy dialects educating in the standard establishments. Educators pushed to be worried that as more differing qualities of understudies are incorporated into the classroom, instructors should be outfitted with significantly more propelled devices and abilities for adapting to the issues scholastically. It is essential in Malaysia to assess and consider the stage of Malaysia's instruction frameworks, sort of assets are accessible in the nation alone, both human and useful, to actualize an appropriate model of comprehensive training which comparable to Malaysia's own instruction framework. Thirdly, it is additionally clear that the country don't have particular classifications for all sort of uncommon needs which are as clear as in United Kingdom or United State. This is likewise an issue for the country to build up their own approaches and practices of comprehensive and extraordinary trainings. At the point when the country is thinking about for comprehensive training in different nations approach, I trust that the country should know about there are distinctive sort of requirements for various classes of uncommon needs understudies. Changes should be made to the country's exceptional needs law and act keeping in mind the end goal to have a more finish security and rules to the foundations and associations in The country. Fourth, rather than moving to the photo of "full comprehensive training" settings like the vast majority of the created nations are doing now, The country could really hone and accomplish more research on it for an a great deal more adjusted model for the necessities of unique needs understudies and consistent understudies. Is there a requirement for the extraordinary needs to concentrate more than two dialects like the lion's share of the people of the country did? Are there any alterations expected to accomplish for the extraordinary needs to go to general schools? Who are subsidizing for all these? What sort of comprehensive training setting is the best suit for current circumstance in the country? The country ought to know about the need to build up a more practical and complete vision for comprehensive instruction gaining from the mix-ups or achievements made by other created nations in instructive history. It can be reasoned that in the country, an approach of "comprehensive custom curriculum" should have been reexamined and executed on a strong ground. This includes a correspondence training for all youngsters, with or without exceptional needs with the majority of them getting the same instruction framework in the same schools or foundations. Each schools and foundations ought to work intently to furnish the kids with any sort of exceptional needs sufficient requirements. Solid responsibilities should be taken in the country in the middle of the administration, customary schools, exceptional schools and guardians to give the best training environment to the kids. We as a whole ought to trust that "all understudies can learn" and give them a reasonable chance to learn and grow up together in a peace and safe environment. Conclusion: After conducting the research study in the area of the inclusive education programs for the children with special needs, it can be concluded that the inclusive education setting is better than the segregated education setting. It has been also found that the implementation of the inclusive programs in the ordinary schools is a challenging work for the teachers. In order to implement and use the inclusive education programs for the special children, the teachers must be well trained for taking proper care of these children. Particularly in case of Malaysia, the role of government is very vital. The main motive of the inclusive education programs is educate and taking care of both the ordinary students and the students with special needs. The teachers should arrange special care equipments or teaching aids for the proper care of the students who need special care for education and learning. It is not so clear that which inclusion model is the best one for the students who require speci al care. However, the two teachers model of inclusion has gained a high level of priority in Malaysia. They need to focus in the area of inclusive education and training programs with support from the government. Proper awareness and support from the government and the common people is highly required for the successful implementation of the inclusion in the ordinary schools in Malaysia. References: Armstrong, F., Armstrong, D., Barton, L. (2016). Inclusive education: policy, contexts and comparative perspectives. Routledge. Barton, L., Tomlinson, S. (Eds.). (2012). 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