Abstract
Today in Mongolia, functional and structural changes occurring in whole educational system, however the special education scope is concerned as a matter of special schools, and a disability assumption as an organic dislocation. The practical outcome of this emphasis is that special education taking place in special schools for a very limited group of children with an organic dysfunction: visually impaired, hearing impaired, and mentally retarded. To identify a child for the special school of mentally retarded, the medical-educational commission provide an assessment procedure, theoretical basis of 'oligophrenopedagogy' (Russ. Education of Mentally retarded) lays in the inception of the mentally retardation detection.
Another group enrolled in special schools, those who were identified as children with mental developmental delay, those who were not able to meet regular school requirements according to the achievement test results. These days the number of children with mentally development delay or slow learners considered prevalence at the special schools. Children with more severe problem are deprived from school system. The question: is: what strategies could meet to accomplish the requirements of equal education opportunities. Thus the solution should be affordable and effective to challenge today's special education in Mongolia.
 |
 |