ABSTRACT
In India, the national government provides a broad framework of objectives and principles along with prototype texts and learning materials for the regular education curriculum. Learning centres may be used to provide students with individualized instruction, additional practice, alternate instructional activities, and/or enrichment activities. This chapter reviews the nature of special education curricula, instrumental methods and instructional environments commonly found in developing countries. A number of special education curricula are available from places like the National Institute for the Mentally Handicapped in Hyderabad. Since the mid-1980s, priority has been given to the education of students having intellectual handicaps; mildly to moderately retarded students attend special classes or special schools. The National Council for Educational Research and Training in India has published an excellent handbook on integrated education of persons with various types of disabilities. The National Council of Educational Research and Training discusses composite area planning for the sharing of resources within classrooms, schools or districts within a geographical area.
