barriers to inclusive education.pptx

barriers to inclusive education

1. By Farhana Khatoon M.Ed Second Year 2020-2022

2. What is inclusive education? Inclusive education is educating all students in age-appropriate general education classes in their neighborhood schools, with high-quality instruction, interventions, and supports to succeed in the core curriculum . Inclusive schools have a collaborative and respectful school culture where students with disabilities are presumed to be competent, develop positive social relationships with peers, and are fully participating school community members. When schools move toward changing their culture and instructional practices to fully include every student in their community, collaborative teaming of professionals leads to improved instructional practice . With increased collaboration, overlapping, and sharing of roles and responsibilities replacing role isolation, change is essential. As such, inclusion is a change process rather than an event. The process involves fundamental changes in the work-lives of teachers, with a significant impact on their identity. Both principals and teachers will be challenged to monitor student progress and teacher satisfaction as they continue to make adjustments as necessary.

3. WHAT IS BARRIER? A barrier to learning is anything that stands in the way of a child being able to learn effectively. A learner may experience one or more barriers to learning throughout his or her education. A child with a disability will experience that disability as an intrinsic barrier to learning and will require varying levels of support to accommodate their disability in order to reach their full academic potential. Barriers to learning are not limited to intrinsic barriers. They can also be societal/environmental barriers. For example extreme poverty, abuse or neglect will all act as barriers to a child’s learning.

4. CAUSES FOR BARRIERS Diversity of learners: Children differ with regards to their home, ability, motivation, personal characteristics which become a obstacle to success in academics, attitude, interest and commitment. Teacher’s ability: Identifying a child with different need is a skill that a teacher has to be equipped but specific training is not given. Hence teachers find it difficult and implementation is not achieved. Infrastructure: The space and arrangement of classroom is essential factors to help inclusive education. Location from noise, rooms with proper ventilation, space inside and outside of the classroom. Availability of resource : The teacher is not equipped with the skill of making use of the variety of learning materials. Teachers find it difficult to tackle the diverse learning need in the classroom without proper materials. Evaluation system : Our evaluation system is so rigid and sometimes the child is not assessed correctly. It is important to evaluate the learner keeping in mind his/her abilities and difficulties.

5. 1. A TTITUDINAL BARRIERS

6. 2 . SYSTEMIC BARRIERS Systemic barriers to learning are barriers created by the education system itself. Most often children with disabilities bear the most severe consequences of an inadequate, under resourced education system. Some of these Systemic barriers which impact on education of children with disabilities include: Overcrowding in classrooms Inappropriate language of learning and teaching Long waiting lists at special schools Insufficient training of educators to manage diversity in their classrooms Lack of funds for assistive devices Lack of teaching assistants Long delays in assessment of learners

7. 2 . SYSTEMIC BARRIERS No incentive in the form of weighting or increased subsidy for mainstream schools or ECD Centres who include children with disabilities. Inadequate facilities for children with disabilities in schools ie physical access for children in wheelchairs, teaching material in braille, etc. For Deaf children the barrier is access to a natural language. Educators of Deaf children need to be fluent Sign Language. They should also be able to study as a learning area.

8. 3 . STRUCTURAL BARRIERS These barriers relate to elements such as the design of a building’s stairs or doorways, the layout of rooms, or the width of halls and sidewalks. Sidewalks and doorways that is too narrow for a wheelchair, scooter, or walker. Desks that is too high for a person who is using a wheelchair, or other mobility device. Poor lighting that makes it difficult to see for a person with low vision or a person who lip-reads. Doorknobs that is difficult to grasp for a person with arthritis. The lack of wheelchair ramps in school building Lift facility, washrooms design for disabled, public transportation accessible for disabled etc needs to be address. The different room such as library, laboratory, toilet, and canteen may not be easily accessible. The door staircase, passageways are not developed/ build for the requirement for children with disability. As an educator, you may not have the ability to make adjustments to the physical environment of your classroom.

9. 4 . INAPPROPRIATE CURRICULUM

10. 5 . UNTRAINED TEACHERS

11. 6 . INADEQUATE FUNDING

12. 7 . POOR ORGANIZATION OF THE EDUCATION SYSTEM

13. 7. POLICIES AS BARRIERS

14. These obstacles in inclusive education consist of a short list of factors that can affect students with disabilities in a general education classroom. Only a profound understanding of these factors and relevant issues that hinder inclusion, and the elimination of them will make true inclusion a reality for all children to learn together.

15. Thank You!