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Abstract
At the most fundamental level, inclusive education starts with all students with special needs (SWSN) having access to the same educational opportunities as other children. According to Kholi (1993), however, in developing countries in Asia, only one per cent of such children actually have access to any education. However, inclusive education implies much more than SWSN having access to education. In particular, as emphasised in The Salamanca Statement and Framework for Action on Special Needs Education (UNESCO, 1994), it requires that they have access to regular schools, and preferably regular classrooms, which in turn means that all schools should make appropriate adaptations to the curriculum, and teaching and assessment methods.
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