Inclusive Education ppt

Teacher Training Course

1. B.ED –SEMESTER –IV
PERSPECTIVES OF INCLUSIVE
EDUCATION
UNIT -I

2. MEANING OF INCLUSIVE EDUCATION
InclusiveEducationiswhenallstudents,regardlessofanychallengestheymayhave,
areplacedinage-appropriategeneraleducationclassesthatareintheirownneighborhood
schoolstoreceivehigh-qualityinstruction,interventions,andsupportsthatenablethemto
meetsuccessinthecorecurriculum.

3. •InclusiveEducationisanapproachtoeducateallchildrenwhoareatrisk,
forneglectineducationalsystem.
•Itexpectsthatalllearnerslearntogetherthroughaccesstocommon
educationalprovisions.
•Thecrucialpeopleinthesystemaretheparents,andcommunity,
teachers,administratorsandpolicymakers.
•Allthesepeoplehavetobesupportivetowardsthediverseneedsof
children.Itshouldbeseenasanexperienceratherthanaproblem
NATURE OF INCLUSIVE EDUCATION

4. •The government of India is constitutionally committed to ensuring the right of every child to
basic education.
•The Government of India has created numerous policies around special education since the
country’s independence in 1947.
•One of the earliest formal initiatives undertaken by the GOI was the Integrated Education for
Disabled Children (IEDC) scheme of 1974 (NCERT, 2011).
•The Kothari Commission (1966) which highlighted the importance of educating children with
disabilities during the post-independence period (Pandey 2006).
•In 1980s the then ministry of Welfare, Govt. of India, realized the crucial need of an institution
to monitor and regulate the HRD programmes in the field of disability rehabilitation.
BACKGROUND OF INCLUSIVE EDUCATION

5. •Till 1990s, ninety percent of India’s estimated 40 million children in the age group-four-sixteen
years with physical and mental disabilities are being excluded from mainstream education.
•The National Policy on Education, 1986 (NPE, 1986), and the Programme of Action (1992)
stresses the need for integrating children with special needs with other groups. The Government
of India implemented the District Primary Education Project (DPEP) in 1994–95.
•In late 90s (i.e. in 1997) the philosophy of inclusive education is added in District Primary
Education Programme (DPEP).
•This programme laid special emphasis on the integration of children with mild to moderate
disabilities, in line with world trends, and became one of the GOI‟s largest flagship programmes
of the time in terms of funding with 40,000 million rupees (approximately 740 million US dollars).
CONT….

6. •SarvaShikshaAbhiyan(SSA)waslaunchedtoachievethegoalofUniversalisationof
ElementaryEducationin2001,isonesuchinitiative.ThreeimportantaspectofUEEare
access,enrolmentandretentionofallchildrenin6-14yearsofage.
•Azero-rejectionpolicyhasbeenadoptedunderSSA,whichensuresthateveryChildwith
SpecialNeeds(CWSN),irrespectiveofthekind,categoryanddegreeofdisability,is
providedmeaningfulandqualityeducation.
•NationalCurriculumFramework(NCF)2005haslaiddownaclearcontextofinclusive
education.
•In2005,theMinistryofHumanResourceDevelopmentimplementedaNationalAction
Planfortheinclusionineducationofchildrenandyouthwithdisabilities.
CONT…

7. •Furthermore, IEDC was revised and named “Inclusive Education of the Disabled at the
Secondary Stage” (IEDSS) in 2009-10 to provide assistance for the inclusive education of the
disabled children at 9
th
d 10
th
classes.
•This scheme now subsumed under Rastriya Madhyamik Shiksha Abhiyan (RMSA) from 2013.
•It is important to integrate these children into regular schools to help them socialise and
build their confidence.
CONT…

8. •In our democratic country, equality of opportunity is guaranteed to the
citizens.
•Informal discrimination is commonly observed in our society.
•Restrictions are imposed upon individuals based on their deviation in social,
economical, cultural, physical, intellectual and behavioural attributes.
•Segregation is against the law of nature.
•Some children are deprived of educational opportunity, who are they?
•Realizing this, national and international declarations have expressed
support for including all the children without any discrimination in the
schools.
CONCEPT OF INCLUSIVE EDUCATION

9. •Hence all the recent education plans and policies have supported a system of education
which provides equal opportunity to all the children for education.
•The democratic system of governance worldwide is in tune with this philosophy.
•The same principle is initiated in the field of education in the name of inclusive education.
Inclusion is about building the inner strength and mounting confidence among children.
•It is valuing difference, immaterial of the limitations imposed due to external factors.
•“The problem is not to wipe out the differences but how to unite with the differences intact”
differences intact” -Rabindranath Tagore
CONT….

10. INFRASTRUCTURE AND ACCESSIBILITY
Availability of Physical Facilities
All weather roads
School Building
Water Facility
Functional drinking water facility
Playground
Ramp facility
Boundary Wall
Electricity facility
Library Facility
Computer Facility
CAL Facility
Girls’ Toilet
Boys’ Toilet
Condition of Classroom,

11. Accessibility is a broad concept that encompasses the usability of environments, amenities and
resources by persons with disabilities.
Environments include physical spaces such as schools, playgrounds and Water Sanitation and
Hygiene (WASH) facilities.
Amenities include facilities such as a pump, well or school furniture within a classroom.
Within the context of schools, resources include books and other learning materials, as well as
computers, computer software and internet services where they are available.
WHAT IS ACCESSIBILITY?

12. Inordertobefullyinclusiveofallchildrenandyoungpeoplewhatevertheirabilitiesor
learningneedsitisbeneficialforschoolstoadoptawholeschoolapproachtoteachingandlearning.
Awholeschoolapproachfocusesontheresponsibilitiesofeverymemberoftheschoolcommunity
toensureallstudentshavetheopportunitytomaximisetheirlearningexperience.Thisincludesall
schoolstaff,parents/carersandcommunitymembers.
WHOLE SCHOOL APPROACH

17. Community education, also known ascommunity-based educationorcommunity
learning & development, is an organization's programs to promote learning and social
development work with individuals and groups in their communities using a range of formal and
informal methods.
Empowerment –increasing the ability of individuals and groups to influence issues that affect
them and their communities;
Participation –supporting people to take part in decision making;
Inclusion, equality of opportunity and anti-discrimination –recognisingthat some people may
need additional support to overcome the barriers they face;
Self-determination –supporting the right of people to make their own choices; and
Partnership –recognizing that many agencies can contribute to CLD to ensure resources are
used effectively.
COMMUNITY BASED EDUCATION

18. Home-based education is defined as the education of
children with severe intellectual/physical disabilities, who can be
educated in the combination of home-based and alternate
educational settings to enable them to achieve independent
living skills. Home-based education aims at school preparedness
and preparation for life. Alternate educational settings provide
opportunities for learning of social skills, vocational skills and
implementation of life skills.
HOME-BASED EDUCATION

19. •Some disabled children need highly specialized skills taught by specially trained
teachers.
•Some disabled children might never respond to the demands of an academic
curriculum and will require alternatives.
•Some disabled children could participate in an academic curriculum but would
require an inordinate amount of time and attention from a regular class teacher,
such that it would be inequitable for the other children in the class.
•Some disabled children need the support of a peer group that is more like they are,
rather than being pushed outinto the mainstream.
•Some disabled children might experience school failure without a special education
curriculum tailored to their needs.
•Some disabled children have greater opportunities to success in an alternative
setting because there is a greater emphasis on parental partnerships, parental
cooperation, and active parental participation in the education of the child.
•Some disabled children might not succeed in a regular classroom, as they might
not respond to a standardized curriculum.
REASONS FOR HBE

20. •Friendships
•Increased social initiations, relationships and networks
•Peer role models for academic, social and behavior skills
•Increased achievement of IEP goals
•Greater access to general curriculum
THE BENEFITS OF INCLUSIVE EDUCATION

21. •Enhanced skill acquisition and generalization
•Increased inclusion in future environments
•Greater opportunities for interactions
•Higher expectations
•Increased school staff collaboration
•Increased parental participation
•Families are more integrated into community
CONT…

22. •Family Related Factors
•Learner Related Factors
•Peer Related Factors
•School Related Factors
•Teacher Related Factors
•Government Related Factors
•NGO Related Factors
FACTORS AFFECTING INCLUSIVE
EDUCATION

23. Family Related Factors
•Attitude of Parents towards Education and Disability
•Awareness about Rights and facilities
•Socio-economic condition
Learner Related Factors
Learner’s attitude
Early identification and intervention
FAMILY RELATED FACTORS AND LEARNER
RELATED FACTORS

24. Peersplayanimportantroleintheprocessofinclusionandhaveimmensecontributiontowards
theplacementofchildrenwithspecialneedsandmarginalizedgroupsininclusiveeducation.
Theinteractionandsupportthatachildhasfrompeerscreatesaphysical,mentaland
psychologicalenvironmentwhichfostersinclusion.Thepeerinteractionthatthechildwith
specialneedhave,bothinthecommunityaswellasinthelearningenvironmentcontributesto
placementininclusiveeducationinthetruesense.Peersupportcanberenderedintheformof;
Academicsupport
Emotionalsupport
Socialsupport
Physicalsupport
PEER RELATED FACTORS

25. School Related Factors
•Availability and accessibility of schools
•Guiding Philosophy and policies of schools
•Infrastructure
•Availability of support resources
•Evaluation system
Teacher Related Factors
•Readiness of the teacher
•Professional competence of the teacher
•Instructional Strategies
•Evaluation system
SCHOOL RELATED FACTORS AND TEACHER
RELATED FACTORS

26. Teacher Related Factors
•Readiness of the teacher
•Professional competence of the teacher
•Instructional Strategies
•Curriculum modification
Government Related Factors
•Government policies
•Legal provisions
•Curriculum design
•Linkages between different departments
TEACHER RELATED FACTORS AND
GOVERNMENT RELATED FACTORS

27. •Identifying children in need and ensuring their placement
•Keeping track of the identified children
•Providing resources
NGO RELATED FACTORS