Inclusive education

a detailed discussion on inclusive education

1. WHEN LEARNING IS PURPOSEFUL, CREATIVITY BLOSSOMS, WHEN CREATIVITY BLOSSOMS, THINKING ENAMATES, WHEN THINKING ENAMATES, KNOWLEDGE IS FULLY LIT, WHEN KNOWLEDGE IS FULLY LIT, ECONOMY FLOURISHES. :- BY DR. APJ ABDUL KALAM

2. INCLUSIVE EDUCATION

3. MEANING “ I nclusive E ducation is defined as a learning environment that promotes the full personal, academic and professional development of all learners irrespective of race, class, colour , gender, disability, sexual preference, learning styles and language.”

4. CHILDREN WHO LEARN TOGETHER, LIVE TOGETHER

5. Inclusive Education: Justifications Educational Point of View Irrespective of talent, disability, socio-economic status, culturally origin in supportive mainstream schools and classrooms. Needs of all students are met –preparing them for life. Teachers improve their professional skills. Society takes conscious decisions to operate according to social values.

6. Inclusive Education: Justifications Sociological point of view Our society needs the schools-values like wider social acceptance, peace and cooperation are prevalent. Segregated education teaches children to be fearful, ignorant and generate prejudices. Only inclusive education can reduce these aspects and build friendship, respect and understanding (CSIE Report, 2002)

7. Inclusive Education: Justifications Economic point of view Out of 700 million disable persons of World 10 percent only in India . Inclusive education is cost-effective in nature (Salamanca Statement, UNESCO, 1994)

8. HUMANITARIAN POINT OF VIEW Segregation generates a feeling of inferiority in respects of child’s status in the community which may affect his emotional and cognitive development. Lack of confidence, motivation, and positive expectation for achievements are the product of segregated learning environment ( Stainback , Stainback and Forrest, 1989) .

9. Democratic point of view In a democratic country the value of equality is most important. So, to bring disable children in the mainstreaming education, the fair, ethical and equitable measures need to be taken to avoid discrimination.

10. Key Provisions for Inclusive Education Constitution of India : Article 45: Free and compulsory education for all children up to 14 years, changed to ECCE up to 6 years age (86 th amendment of Constitution) Article 21 A: Right to Education Act, 2009- Fundamental right of all children aged 6-14 to get equitable, free and quality education

11. Education for All, 1990 : Intensifies that large numbers of vulnerable and marginalized group of learners were excluded from the education system worldwide. It made its vision of education as a broader concept (EFA) than schooling including women literacy, lifelong education etc

12. National Policy on Education-1986 and POA1992: Gives emphasis on the removal of disparities and equalize educational opportunities by attending to the specific needs of those who have been denied equality.

13. The Salamanca Conference, UNESCO, 1994: School should accommodate all children regardless of their physical, intellectual, social, linguistic or other conditions. Includes: disabled and gifted children, street and working children from remote or nomadic population, children from linguistic, ethnic or cultural minorities and children from other disadvantaged or marginalized areas of groups.

14. Persons with Disability Act (Equal Opportunities, Protection of Rights and Full Participation), 1995 : Direction to ensure equal opportunities for people with disabilities and their full participation in the nation building The Act provides for both preventive and promotional aspects of rehabilitation of persons with disability, unemployment and establishment of homes for persons with severe disability, etc. Every child with disability - right to free education till the age of 18 years in integrated schools or special schools. Special schools for children with disabilities shall be equipped with vocational training facilities

15. The National Trust Act (1999) : To facilitate the realization of equal opportunities, protection of rights and full participation of persons with disability . World Education Forum in Dakar, Senegal (2000): Education must take into account -the most disadvantaged including working children, remote rural dwellers, nomads, ethnic and linguistic minority children, affected by conflicts, HIV-AIDS, hunger and poor health and those with special learning needs.

16. Biwako Millennium Framework for Action, UNESCAP (2002): The framework envisages that major barriers to the provision of quality education for children with disabilities . These barriers can be overcome through policy, planning, implementation of strategies and allocation of resources (BMF-UNESCAP, 2002).

17. The National Action Plan for Inclusion in Education of Children and Youth with Disabilities (IECYD)-2005 : The goal of the Action Plan is –“to ensure the inclusion of children and youth with disabilities in all available general educational settings, by providing them with a learning environment that is available, accessible, affordable and appropriate.”

18. N ational Curriculum Framework-2005: Schools need to become centres that prepare children for life and ensure that all children, especially the differently abled, children from marginalized sections, children in difficult circumstances get the maximum benefit of this critical area of education. (NCF, 2005, p.85)

19. National Policy for Persons with Disabilities, 2006: The National Policy recognizes the fact that a majority of persons with disabilities can lead a better quality of life if they have equal opportunities and effective access to rehabilitation measures

20. Inclusive Education of the Disabled at Secondary Stage (IEDSS, 2009-10 ): The scheme aims at enabling all students with disabilities, after completing eight years of elementary schooling, to pursue further four years of secondary schooling in an inclusive and enabling environment.

21. RTE- SSA’s Policy on Inclusion (2001 & 2012): SSA has adopted a zero rejection policy. This means that no child having special needs should be deprived of the right to education and taught in an environment, which is best, suited to his/her learning needs (MHRD,GoI,2011). Every child with special needs should be placed in the neighborhood schools, with needed support services Children with special needs need to be facilitated to acquire certain skills that will enable them to access elementary education

22. comparison Inclusive education Education for all Flexible Individualized teaching Learning in integrated settings Emphasis on learning Child centred Holistic approach Equalization of opportunities Curricular view Planning is made on ability Label free Traditional Education for some Static or rigid Collective teaching Emphasis on teaching Subject centred Diagnostic Opportunity limited by exclusion Disability view Disability wise Labels children

23. PRINCIPLES OF INCLUSIVE EDUCATION No discrimination with students Equal educational opportunity to all School adapt to the need of student Equal educational benefits for all students The student’s views are listened to and taken seriously Individual differences between students are a source of richness and diversity, and not a problem

24. PRACTICE OF INCLUSIVE EDUCATION The practice of developing inclusive schools involves Understanding Inclusion as a continuing process , not a one time event. strengthening and sustaining the participation of all students, teachers, parents and community members in the work of the school. Restructuring the cultures, policies and practices in schools to respond to the diversity of pupils within their locality. Providing an accessible curriculum and appropriate training programmes for all (teachers and students). Identifying and providing support for staff as well as students.

25. GENDER RATIO Male disabled 18% Female disabled 14% Male non-disabled 30% Female- non disabled 38%

26. NEED AND IMPORTANCE To fulfill the constitutional responsibilities To enable children to stay with their families For the development of healthy citizenship For achieving the universalization Developing feeling of self respect For the use of modern technology For social equality Self reliant

27. AIMS AND OBJECTIVES OF INCLUSIVE EDUCATION Education for all Protection of rights Identification of skills Development of social consciousness To prepare for new challenges Development of brotherhood To improve quality of education

28. PROBLEMS FACED BY STUDENTS

29. PROBLEMS FACED BY STUDENTS Inferiority complex Lack of understanding Adjustment problem Isolated and segregated Lag behind Feeling of Extra burden Insecurity Lack of expression Introvert nature Negative approach Shyness

30. ROLE OF TEACHER Interaction with family To be able to solve their problem To develop new learning strategies To be able to develop self confidence To be able to provide special facilities To be able to look after their personal needs To be able to recognize their hidden talents To inculcate positive attitude in the able-bodies children

31. TEACHING STRATEGIES FOR INCLUSIVE EDUCATION Co-operative learning Peer tutoring

32. Multi-sensory teaching

33. DESIGN OF CLASSROOM FOR INCLUSIVE EDUCATION Size of class Teaching aids Restriction of time Arrangement of light Attention to physical needs Special attention to disabled children

34. REFORMS IN CURRICULUM Use of teaching Aids Simple curriculum Adequate facilities Participation in games Co-operative curriculum Providing reading material Participation in co-curricular activities Multi-level and flexible curriculum

35. BARRIERS IN INCLUSIVE EDUCATION

36. BARRIERS IN INCLUSIVE EDUCATION Negative approach Lack of physical facilities Lack of funds Lack of trained teachers Social discrimination Emotional problems Educational problems

37. STRATEGIES TO IMPROVE INCLUSIVE EDUCATION Mainstreaming Encourage students Improve textbooks

38. .. Special training to teachers Special care of special children Improve methods of teaching Provision of required resources

39. Peer Tutoring : Typically , a higher performing student is paired with a lower performing student to review critical academic or behavioral concepts: