Advantages of Inclusive Education in context of RTE.pdf

Advantages of Inclusive Education in the context of RTE

1. Advantagesof inclusive education for education of
all children in the context of Right to Education
Akanksha Singh
Professor
Department of Education
University of Lucknow, Lucknow
Anjali Dwevedi
Junior Research Fellow
Department of Education
University of Lucknow, Lucknow.
Akanksha SIngh and Anjali Dwevedi

2. What is Inclusive education
Inclusive Education is that type of education which supports equal education to
each and every child without any sort of discrimination with respect to their gender,
caste, creed, race, color, ability or disability. It is an educational approach that
provides all students with the most appropriate learning environments and
opportunities to achieve their potential
•Core principle: Educating children with and without disabilities and other
diversitiestogetheringeneraleducationalsettings.
•Key shift:Movesawayfromsegregation(specialschools)andintegration
(accommodatingspecialneedsinregularschools)towardfullinclusion, where
the system adapts to the child.
Akanksha SIngh and Anjali Dwevedi

3. RTE 2009
•The 86th Constitutional Amendment in 2002, provided Right to
Education as a fundamental right in Part-III of the Constitution.
•It inserted Article 21A which made Right to Education a fundamental
right for children between 6-14 years.
•It provided for a follow-up legislation Right to Education Act 2009.
Akanksha SIngh and Anjali Dwevedi

4. Feature of Right to Education (RTE) Act, 2009:
•The RTE Act aims to provide primary education to all children aged 6 to
14 years.
•Section 12(1)(c) mandates that non-minority private unaided schools
should reserve at least 25% of seats in entry-level grades for children
from economically weaker and disadvantaged backgrounds.
•It also makes provisions for a non-admitted child to be admitted to an
age appropriate class.
•It also states about sharing of financial and other responsibilities
between the Central and State Governments.
Akanksha SIngh and Anjali Dwevedi

5. •Education in the Indian constitution is a concurrent issue and both
centre and states can legislate on the issue.
•It lays down the norms and standards related to: Pupil Teacher Ratios
(PTRs), Buildings and infrastructure, School-working days, Teacher-
working hours.
•It also provides for prohibition of deployment of teachers for non-
educational work, other than decennial census, elections to local
authority, state legislatures and parliament, and disaster relief.
•It provides for the appointment of teachers with the requisite entry and
academic qualifications.
Akanksha SIngh and Anjali Dwevedi

6. It prohibits
•Physical punishment and mental harassment.
•Screening procedures for admission of children.
•Capitation fee.
•Private tuition by teachers.
•Running of schools without recognition.
•It focuses on making the child free of fear, trauma and anxiety through a
system of child friendly and child centred learning.
Akanksha SIngh and Anjali Dwevedi

7. RTE Act and PWD Act
•The Right of Children to Free and Compulsory Education Act, 2009.
•The Right of Children for Free and Compulsory Education act (2009) guarantees right to
free and compulsory education to all children between ages six to fourteen. For
education for a child with disability, the act has to be read in conjunction with Chapter
V of the Persons with Disability Act, 1995.
• Chapter V of the PWD Act ensures that every child with disability is entitled to a free
education up to the age of 18 years. Keeping in view, Govt. of India had accelerated
the Inclusive Education to achieve the target of Education for All (EFA) by 2010.
•Core mandate: Grants every child in India aged 6–14 ( 6-18 for PWDs) the fundamental
right to free and compulsory elementary education.
•Landmark status: It is one of the few laws worldwide that places the responsibility of
ensuring a child's enrollment and completion of education squarely on the
government.
Akanksha SIngh and Anjali Dwevedi

8. Meaning of Inclusion in RTE
Inclusion is an effort to make sure that diverse learner – those with disabilities, different languages
and cultures, different socio-economic status and geographical location, different interests and
ways of learning. Inclusive Education denotes that all children irrespective of their strengths and
weaknesses will be part of the mainstream education . It is clear that education policy in India has
gradually increased the focus on children and adults with special needs, and that inclusive education
in regular schools has become a primary policy objective weaknesses will be part of the mainstream
education. Akanksha SIngh and Anjali Dwevedi

9. •Inclusive education means that all students attend and are welcomed by their neighbourhood
schools in age-appropriate, regular classes and are supported to learn, contribute and participate
in all aspects of the life of the school.
•Inclusive education is about how we develop and design our schools, classrooms, programs
and activities so that all students learn and participate together.
•Inclusive education is about ensuring access to quality education for all students by effectively meeting
their diverse needs in a way that is responsive, accepting, respectful and supportive.
Akanksha SIngh and Anjali Dwevedi

10. •Students participate in the education program in a common learning environment with support to
diminish and remove barriers and obstacles that may lead to exclusion.
•Inclusive education is carried out in a common learning environment; that is, an educational setting where students from
different backgrounds and with different abilities learn together in an Inclusive environment. Common learning
environments are used for the majority of the students’ regular instruction hours and may include classrooms, libraries,
gym, performance theatres, music rooms, cafeterias, playgrounds and the local community.
•A common learning environment is not a place where students with intellectual disabilities or other special needs learn in
isolation from their peers.
•Inclusive education is about how we develop and design our schools, classrooms, programs
and activities so that all students learn and participate together.
Akanksha SIngh and Anjali Dwevedi

11. RTE's role in creating an inclusive school
•Prohibition of discrimination: Prohibits any kind of discrimination based on
a child's gender, caste, class, or religion.
•Zero-rejection policy: Children with disabilities are covered, with a separate
law extending this right until age 18. Under RTE, these children cannot be
rejected admission under any circumstance.
•Abolition of screening: Bans screening procedures and capitation fees for
admission, ensuring a level playing field for all students.
•Infrastructure norms: Mandates minimum standards relating to Pupil-
Teacher-Ratios (PTRs), separate toilets for boys and girls, drinking water
facilities, and infrastructure conducive to all students.
Akanksha SIngh and Anjali Dwevedi

12. Key provisions promoting inclusivity
•25% reservation in private schools:Requires private schools to reserve
25% of seats at the entry level for children from economically weaker
sections (EWS) and disadvantaged groups.
•Age-appropriate admission:Requires that out-of-school children be
admitted to an age-appropriate class and receive special training to
catch up with their peers.
•Focus on all-around development:Emphasizes the holistic development
of every child, including their knowledge, human potential, and talent,
not just academics.
Akanksha SIngh and Anjali Dwevedi

13. Empowering teachers for inclusion
•Qualified teachers:The Act lays down specific qualifications for
appointing teachers, which is crucial for creating an inclusive learning
environment.
•Rational teacher deployment:Ensures an appropriate pupil-teacher
ratio across schools to prevent imbalances between urban and rural
areas, benefiting diverse learners.
•Teacher training:While the RTE Act sets the stage, specialized training
is often needed to equip teachers to handle mixed-ability classrooms
effectively.
Akanksha SIngh and Anjali Dwevedi

14. RTE's impact on vulnerable groups
•Focus on EWS and disadvantaged groups: By prohibiting discrimination and reserving
seats, the Act directly addresses historical inequalities faced by children from
marginalized communities.
•Access for children with disabilities (CwDs): Along with the Rights of Persons with
Disabilities Act, the RTE mandates a universal, disabled-friendly environment in
schools.
•Inclusion for all: The spirit of the law pushes for broader social inclusion by providing
a common space for children from diverse backgrounds to learn together.
Akanksha SIngh and Anjali Dwevedi

15. Revised RTE Act 2012
The Right to Free and Compulsory Education (RTE) Act, 2009 mandates free
and compulsory elementary education to all children including CWSN. This
act provides a legal framework that entitles all children between the ages of
6-14 years free and compulsory admission, attendance and completion of
elementary education. Section 3 (2) of the RTE Act lays impetus on the
elementary education of children with disabilities. As per the Amendment
of 2012, it also mandates that, a child with multiple and/or severe
disabilities has the right to opt for home-based education.
Akanksha SIngh and Anjali Dwevedi

16. Challenges and way forward
•Implementation gaps: Issues like lack of funds, teacher shortages,
inadequate infrastructure, and a lack of awareness still impede effective
implementation.
•Teacher training: Many teachers lack the necessary training and resources
to teach in a multi-ability classroom.
•Budgetary constraints: The financial burden of funding inclusive education
is significant, requiring greater commitment from both central and state
governments.
•Recommendations: Streamline administration, increase budgetary
allocation, improve teacher training programs, and raise awareness among
all stakeholders.
Akanksha SIngh and Anjali Dwevedi

17. Conclusion
•Foundational pillar: The RTE Act is a powerful legal framework that
serves as a cornerstone for building a more inclusive education
system in India.
•Beyond access: While ensuring access, the Act's true potential lies in
its ability to foster social inclusion and create an equitable, supportive
environment for all learners.
•Collective responsibility: Achieving true inclusive education requires
the dedicated effort of governments, schools, teachers, parents, and
communities working together.
Akanksha SIngh and Anjali Dwevedi

18. Akanksha SIngh and Anjali Dwevedi