INCLUSIVE EDUCATION -UNIT -1.pptx

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1. Inclusive education unit-1 C .sasikala

2. INCLUSION From Latin word inclusionem "act of making a part“, includere (see include)"that which is included" is from 1839. Meaning The act of including someone or something as part of a group or a person or thing that is included.

3. Why inclusion? Education to all. Access free and compulsory education. Equality, equity, non-Discrimination. Right to quality education. FOUR A’S OF INCLUSION AVAILABILITY ACCEPTABILITY ACCESSIBILITY ADAPTABILITY

4. Types of inclusion

5. Education From latin word Educare –to bring up or to raise Educere- to lead forth or to come out Educatum- the act of teaching or training Meaning The process of facilitating learning, knowledge, skills, values, beliefs.

6. Who comes under Inclusiveness

7. CONCEPT OF INCLUSIVE EDUCATION

8. INGREDIENTS FOR SUCCESSFUL INCLUSION I-INFRACTURE N-NATIONAL LEVEL OF POLICIES C-CAPACITY BUILDING L-LEGISLATION REFORMS U-UNDERSTANDING S-SENSITIZATION I-INITIATIVE,INSTRUCTIONAL PLAN O-ORGANISATION N-NETWORKING

9. History of Inclusive Education

10. SHIFT TO EXCLUSION TO INCLUSION

11. Special education Integrated education Inclusive education Special education or special needs education is the form of education planned for the students with special needs in a way that addresses the students Individual Differences Needs Spl edn means specially designed instructions that meet the Unusual Needs of the Exceptional students Integrated edn is the educational programme in which exceptional children attend classes with normal children on either a part or full time basis. It is placement of the disabled children in ordinary schools with some specialised educational help and services 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. Students participate in the education program in a common learning environment with support to diminish and remove barriers. MEANING

12. Special education Integrated education Inclusive education

13. Special education Integrated education Inclusive education Communication Disorder ( Speech & Language) Mental Retardation Specific Learning Disability (Dyslexia, Dysgraphia) Deaf and Blindness Visually Impaired Autism Spectrum Disorder Orthopedic Impairment Traumatic Brain Injury Emotional Disturbance Hearing Impaired Other Health Impaired Children with disabilities Children in remote tribal areas Working children Hiv /AIDS and other chronic illness Street children Migrant laborers Girls living in difficult circumstances Leprosy Transgender Juvenile Delinquency Lower Socioeconomic status Who comes under

14. Special education Integrated education Inclusive education The Individuals with Disabilities Education Act, or IDEA, was created in 1990 and is a modification of the Education for All Handicapped Children Act. This law ensures that special needs students receive appropriate free public education in the least restrictive environment necessary to meet those students’ needs. It helps students receive the extra assistance they need but allows them to participate in the same activities as children without special needs whenever possible. The concept of integrated edn arises as outcome of NPE 1986 recommended to provide equal opportunity to all only for access but also for success Integration signifies the process of interaction of disabled children with normal children in the same educational setting Integration means mainstreaming or Normalisation. As disabled children are treated normal children The concept of inclusion was conceived in 1948 with the declaration adopted by the UN General Assembly on the “International Bill of Rights” which recognises that all human beings are born free and equal in dignity and rights. This declaration fundamentally seeks to deal with the issue of discrimination at all levels in every facet of society. Inclusion is the acceptance of all people regardless of their differences. It is about appreciating people for who they are and their competences Concept

15. Special education Integrated education Inclusive education The goal of special education is to ensure that students who have any of these disabilities can take part in education along with students without disabilities and can access the curriculum whenever and as much as possible. Ideally, all students would have equitable access to education in order to reach their potential The goal of Integrated education is to bring together children and adults from religion and other backgrounds in each school. The schools strive to achieve a religious balance of pupils, teachers and governors and acknowledge and respect the cultural diversity they represent. The goal of an inclusive education system is to provide all students with the most appropriate learning environments and opportunities for them to best achieve their potential. All children can learn and reach their full potential given opportunity, effective teaching and appropriate resources. GOAL

16. Special education Integrated education Inclusive education To identify disability among students To provide appropriate related services to the students with disabilities acc to their needs To encourage parental involvement and understanding of spl.edn programs To provide healthy and friendly environment in and outside the school for each student with disability Does not create a feeling of differentiation Helps to remove inferiority complex Provides peer group help in learning from normal children Provides disabled children a chance to enjoy school life with normal children Ensures social integration Less expensive It inculcates affection, love, respect for disabled children among normal children No discrimination with students Equal educational opportunity to all Full the constitutional responsibilities Enable children to stay with their families Achieving the universalisation Developing feeling of self respect Use of modern technology Social equality NEED AND IMPORTANCE

17. Special education Integrated education Inclusive education Push in services Pull-out services Inclusive classrooms Exclusive education Speciality schools Residential programs Full time integration Part time integration Education in special classes Education in residential schools Education in normal classes Short term education in hospitals Full inclusion Partial inclusion Types

18. Special education Integrated education Inclusive education Free, Appropriate Public education IEP must be developed Zero reject Non-discriminatory identification and evaluation Least Restrictive environment Due process safeguard Parents and students participation Provide equal opportunities Prompt the children for early stimulation To promote the educational provisions to meet the social and cultural needs To pave the ways for availability of habitation and rehabilitation services To alerts the children to be independent in their daily living skills and abilities Develop self confidence and courage to meet the challenges of life 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 Aim of education

19. Special education Integrated education Inclusive education Special curriculum and methodology Subject centered constructivist curriculum and methodology Subject centered curriculum and methodology Curriculum Cost High cost Cost not so high Most cost effective

20. Special education Integrated education Inclusive education Form small groups Create classroom centers Blend the basics with more specialized instruction Rotate lessons Try thematic instruction Provide different levels of books and materials. Task analysis Resource Approach Itinerant approach Cluster approach Classroom discussion Direct instruction Performance activities Cooperative learning Activity based learning Team work Individualized edn plan Multisensory teaching Teaching methods

21. Special education Integrated education Inclusive education Latest innovations in the field(knowledgeable) Tactful Flexible and Friendly personality Create positive atmosphere Able to negotiate To be facilitator rather than instructor To have a sense of humor Student –centered Dedicated and commitment Learn about the students condition Learn about the appliances and special materials the child uses Know the strength and weakness of the students Satisfy the need of the students Interaction with family Able to solve their problem Develop new learning strategies Provide special facilities Able to look after their personal need Recognize their hidden talents Inculcate positive attitude in the able bodies children Teacher

22. Special education Integrated education Inclusive education Individual intelligence test Wechsler intelligence scale for children Stanford binet intelligence test Group intelligence test Skill evaluation Developmental and social history Observation records Samples of students work Screening test Academic achievement test Adaptive behavior scales Behaviour rating scales Reflective portfolio Presentation Making rubrics E-portfolio Peer assessment Checklist Rating scale Direct observation Project work Self assessment Student project Portfolio Even task Student log Student journal Observations - teacher, peer, self Evaluation

23. Special education Integrated education Inclusive education Lack of appreciation Lack of Parent support Non instructional responsibilities Dealing with multiple disabilities Handling the problems of an inclusive classroom Professional isolation Difficulty of disciple in a special needs classroom Budget problems Lack of cooperation of the parents. Lack of the initiatives of the headmaster and other teachers. Lack of interest of the teachers for quality education to the disable. Non acceptance of the disable by the peer group and the teachers Lack of interest to enrolled the disable children. Lack of community members. Lack of provision of proper funds for the disability. Lack of the interest of the resource teachers to visit the school. Lack of provisions of resource rooms in the school. Lack of co-ordination between parents and teacher Lack of experience in an inclusion setting. Lack of experience dealing with severe and profound disabilities Including all students in all activities Educating students with less severe disabilities. Shortage of teacher aides Dealing with parents of “typically developing” students. Individualized lesson plans. Challenges

24. Benefits of Inclusive Education A. Benefits of Inclusive Education. All children benefit from inclusive education. Here are key findings about the benefits of inclusion for children and families: • Families' visions of a typical life for their children can come true: All parents want their children to be accepted by their peers, have friends and lead “regular” lives. Inclusive settings can make this vision a reality for many children with disabilities. • Children develop a positive understanding of themselves and others: When children attend classes that reflect the similarities and differences of people in the real world, they learn to appreciate diversity. Respect and understanding grow when children of differing abilities and cultures play and learn together.

25. • Develop a school culture: It allows them to foster a school culture of respect and belonging. Inclusive education provides opportunities to learn about and accept individual differences, lessening the impact of harassment and bullying. • Friendships develop: Schools are important places for children to develop friendships and learn social skills. Children with and without disabilities learn with and from each other in inclusive classes . • Children learn important academic skills: In inclusive classrooms, children with and without disabilities are expected to learn to read, write and do math. With higher expectations and good instruction children with disabilities learn academic skills.

26. • All children learn by being together: Because the philosophy of inclusive education is aimed at helping all children learn, everyone in the class benefits. Children learn at their own pace and style within a nurturing learning environment. • Work on individual goals: When the students participate in the classroom activities along with other students they is ill he able to fix on their goals and work for that goal. • Involvement of parents: During the course of study, parents can get involved in the education of their ward and also in all the activities of the school, since the school is a neighbouring school. B. Benefits and Relationships in an Inclusive set up. The benefits and relationships in an Inclusive Education are numerous for both students with and without disabilities and for the teachers, parents, community and others. Relationships

27. Relationships in an Inclusive set up: students Teachers Community Parents Others

28. Benefits of Inclusion for Students With Disabilities: 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.

29. 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

30. Benefits of Inclusion for Students Without Disabilities: Meaningful friendships. Increased appreciation and acceptance of individual differences. Increased understanding and acceptance of diversity. Respect for all people. Prepares all students for adult life in an inclusive society. Opportunities to master activities by practicing and teaching others. Greater academic outcomes. All students’ needs are better met, greater resources for everyone.

31. Benefits of Inclusion for Teachers: Setting an example for non-discrimination and acceptance of people with differences. Using creativity in their teaching. Working closely with parents to understand student strengths and needs. Working with a wider circle of teachers and specialists. Being a leader and role model for other educators. Eliminating preconceived ideas about students with disabilities. Making significant change in the life of student with disabilities as well as others.

32. Benefits of Inclusion for Parents: Parents of children without disabilities have an awareness of disabled students. All parents are a part of the community. Parents have knowledge of typical development. Availability of other parents for support and information.

33. Benefits of Inclusion for Community: To fulfill constitutional responsibility. For achieving universalization of education. Development of healthy citizenship, social equality and self-reliant.

34. BENEFICIARIES OF INCLUSIVE E DUCATION Socially Disadvantaged children due to socio-cultural diversity: The children who are socio culturally deprived and underprivileged are called as socially disadvantaged children. The term socially disadvantaged children or simply disadvantage is used to refer to these children who are economically, educationally, linguistically, or socially disadvantaged by definition disadvantaged child is one who, → Suffers from a continuing inadequacy of basic necessities life → Is subject to detrimental environmental stresses of any kind → Has been denied form the basic and universal rights of children (i.e. a stable home, loving mother, a supportive father who provides the material need such as protection clothing adequate diet, and play space, fresh experience to stimulate language and mental growth; reorganization and an encouraging atmosphere and contact with other children and adults)

35. General Benefits: Opportunities in inclusive education. Curriculum and textbooks incorporating cultural values and beliefs. Teaching methods and Teaching/Learning Materials for all. No discriminations among students. Diversity promotes creativity. Develops cognitive skills and critical thinking. Others learn about their cultural backgrounds. Improves student achievement. Collaborative and Co-operative learning.

36. Adjustment of school hours and vocations: it is used to reduce the dropouts and stagnation and also these children get ample opportunity to assist their parents Adult education programme (truly speaking educated parents can get their children educated with little effort they will be able to understand the value of education, and responsibility for the future generation so govt initiative to open the anganwadi adult education centers to help the social disadvantage people Follow up action (students coming from residential type of schools generally go for higher education or take any job to earn their livelihood govt has plan to help the students providing the grants to settle down in life

37. Establishment of residential school (ashram school) Financial help for disadvantaged children (scholarship, post-matric and pre. matric scholarship Appoint of expert teachers (special training in service training refresh courses teachers are also trained in tribal dialect and tribal culture) Craft education (carpentry, tailoring, weaving and some useful hand work) Incentives to indigent families (recently govt taken steps for more enrollment for these weaker sections of the people and children incentive are provided them so the they would be able to send their children regularly to school)

38. Education is the basic right to every child. Article 45 of the Directive Principles of State Policy – Free and Compulsory Education until 14 years. Right to Education Act, 2009 – Free and Compulsory Education until 14 years. Article 29 (2) of the Indian Constitution, 1949 – State should not deny admission into educational institutions and right is given to individuals and not any community. Article 26 (1) – Instructions in mother tongue. Title VI of 1964 Civil Rights Act – Anti-discrimination Act. National Curriculum Framework for Teacher Education (NCFTE), 2009 – reformed teacher education to meet the needs of diverse learners. Rights and Acts

39. Class & Caste: Benefits: Scheduled Caste: a) Constitutional Mechanism for upliftment of SC: Article 16, 46, 15(4), 16(4A), 335, 330 and 338 has prescribed protection and safeguard for SC. These social groups have also been provided institutionalized commitments through statutory body. b) Ministry of Social Justice and Empowerment: The main aim of them is to promote educational, economic and social empowerment.

40. Class & Caste: Initiatives taken for SC development: Educational Empowerment: The scholarship is broadly classified into 3 groups; Pre-matric scholarship to SC students. Pre-matric scholarship to the children of those who engaged in occupations involving cleaning and prone to health hazards. Post-matric scholarship for SC students. Scholarship for obtaining higher education – Top class education for SC students. National Fellowship for M.Phil., Ph.D. and equivalent Research degrees. National overseas scholarship (Master degree and Ph.D.). Free coaching for SC and OBC students (Medical and other Professional courses).

41. Class & Caste: Economic Empowerment: National Scheduled Caste Finance and Development Corporation (Manual Scavengers). Special Central Assistance to SC Sub Plan. Scheme of Assistance to Scheduled Caste Development Corporations. Social Empowerment: Protection of Civil Rights Act. Schedule Caste Act 1989 (Prevention of Atrocities) Prohibition of Employment as Manual Scavengers and their Rehabilitation Act 2013.

42. Scheduled Tribe Navodaya Vidyalaya: Reservation of seats about 7.50% and maximum of 50% for both the categories. National Institute of Open Schooling: Concession in the admission fee 450/- for secondary and 525/- for higher secondary. National Council for Educational Research and Training: NCERT focuses on the textbooks, teacher guides, supplementary reading materials, evaluation of textbook, vocational education, etc. Out of 1000 scholarships 75 are reserved for ST.

43. Scheduled Tribe National Institute of Educational Planning and Administration: It carries out number of study related programmes and schemes for ST. It has also been generating material relating to educational institutions and development of ST students. University Grants Commission: It provides financial assistance to universities for ST. Apart from the reservation they also have relaxation in age for all sort of exams. They provide financial assistance to the coaching centres for National Eligibility Test (NET).

44. Educationally Backward and Economic Status The government schemes and scholarships for educationally backward and economic status are as follows; Scholarships: - Pre-matric and Post-matric scholarship for educationally backward class. National Fellowship for backward class students. Dr. Ambedkar Central Sector Scheme of interest subsidy on educational loan for overseas studies for economically backward class. Dr. Ambedkar Post-matric scholarship for the economically backward class students.

45. Entrepreneurial Scheme: Members of backward class having annual family income of less than Rs. 89,000/- in rural areas and Rs. 1,20,000 in urban areas. Micro Finance Scheme: Maximum loan for education limit up to Rs. 50,000 at 5% rate of interest. Saksham Scheme: Loan for young professionals belonging to be backward in economic status. Girls Hostel Scheme: There are 3479 hostel for secondary and higher secondary school. It was started in the year 2009-2010. The main objective is to give education to girl child at the age group of 14-18 years. Priority is given to students passing out of Kasturba Gandhi Balika Vidyalayas. Pradhan Mantri Jan Dhan Yojna (2014): Finance for education. Sukanya Samriddhi Yojna: Started by Narendra Modi in 20015 for girl child education. Rashtriya Swasthya Bima Yojana (2008): Health Insurance for people

46. Transgender: Transgender persons are deprived of social and cultural participation and hence they have restricted access to education, health care and public places which further deprives them of the Constitutional guarantee of equality before law and equal protection of laws. Beneficiaries of Inclusive education to Transgender students: Inclusion through Vocational Education / Training. Financial Assistance (Government should provide financial assistance for children like scholarships for their studies, books, hostel facilities)

47. Anti-discrimination Cell for Transgender Children/Persons. Training of Teachers and thus creates Awareness in Society.(Rights, acts, policies…) National Commission for Transgender Children /Persons (for their development) Tamil Nadu Government has sanctioned two seats in Arts and Science College. Samanwaya – Basic education and free accommodation. Umbrella Scheme – education facilities, financial aid, monetary resource to families. The three main components of this schemes are; Pre-matric (9th, 10th) and Post-matric scholarship (11th, 12th, UG and Diploma). Pension to (40-60 years) families with transgender children. Rights to transgender person bill passed in the year 2015.

48. Juvenile delinquent: A young person who habitually commits criminal acts or offences. Beneficiaries of Inclusive education to Juvenile delinquent students: Special Training is given to teachers to correct the students. Engage Students in various creative activities. Help to learn the subject matter with real life experience. Feeling of Belonging. Experience Success. A chance to make significant contribution. Conducting Community programmes. Avoiding Discrimination.

49. Juvenile delinquent: Social skills development programs Focus on lessons involving skills for emotional understanding and communication, friendship, self-control, and social problem solving. Cognitive coping strategies Involve psycho educational tasks and/or cognitive self-instructional training where participant children are taught to verbalize commands to cue or guide nonverbal behaviour. Relaxation training sessions focus on meditation and deep breathing techniques To encourage children to regulate their own behaviour.

50. Leprosy Cured: A person cured of leprosy might face disabilities such as physical activity limitations, stigma and discrimination. Beneficiaries of Inclusive education to leprosy cured students: Provides educational scholarships. Creates awareness about leprosy in schools, with a focus on reducing stigma. Empowers families affected by leprosy to know the importance of education and supports them to access various educational schemes and services provided by the government and other organisations.

51. Provides assistance to access educational loans/grants, up to professional courses (engineering, nursing, teaching, etc). Facilitates study environments and family situations that promote learning. Provides support to access education concerning life skills and survival needs, including information on reproductive health, sexuality and HIV/AIDS. Provides support to access appropriate, flexible and effective learning opportunities throughout life

52. HIV/AIDS Children: All school should Create a supportive environment that puts the interests of the child first, treats all children equally and promotes inclusion, including of HIV – infected and affected children. Ministries of Education should provide schools management and teachers with training and tools to help them promote inclusive school policies and practices. Beneficiaries of Inclusive education to students with affected and effected HIV/AIDS § Ensure Awareness of availability and access to Service § Make the fellow students to learn “Acceptance”. § Tell the Students that Sickness is not an Identity. § Engage parents and Communities in supporting access to education:

53. HIV/AIDS programme, NGO and Schools need to educate parents and communities about a child’s right to receive education and to promote awareness of the value and importance of Education. Adult literacy programme is one approach that had been Successful. § Provide Life Skill based education as a part of overall quality education. § Addressing the various needs of the children especially girl children. § Building friendly environment: § Ensure a positive and Non-discriminatory learning Environment. Respect for Human Rights: Respect should be given to them without any discrimination to Right to Education and Employment, for termination, suspension, involuntary transfer.

54. Access to Education and Employment: They should not be debarred, dismissed or prohibited. Access to treatment, care and support: They have right to access care, treatment and support. Supportive and caring environment: Protective and supportive school and workplace environment. Privacy and Confidentiality : No information about the patients should be given to anyone. Safe and Healthy work environment: “Sex free zones” meaning that sexual activities on the premises would not be tolerated.

55. Different ly -abled Children: Educating the children with disabilities with the non-disabled children creates an atmosphere of understanding and tolerance that prepares the students of all abilities to function in a world beyond school. The non-disabled children also showed increased awareness of self-concept, tolerance, self-worth and better understanding of other people. Children develop a positive understanding of other people with disabilities. The children of the regular school learn to appreciate diversity, when they attend the classes with the other children. In fact, the peers of the Children with disabilities can assist in various ways in the classroom as a scriber, as a helper, reader, and also to move the wheel chair around the school.

56. Beneficiaries of Inclusive education to students with differently-abled: A sense of belonging, being loved, having relationships and friendships with others enriches our lives. Peer tutoring/ child to child learning. Higher academic achievement: Mainstreaming has shown that these children have done academically well than in exclusion practices. Higher self-esteem: By being included in a regular school the children with disabilities have shown to be more confident and display qualities of self-efficiency.

57. Better social skills and communication: Social skills are learnt just through observation and imitation. They get a better understanding of the world around them and feel happy about being part of the regular community. Schemes Educational Schemes and Scholarships: Scheme of National Scholarship for Persons with Disabilities: This schemes provides scholarships to differently abled people who want to pursue post matric/technical/ professional courses, the duration of which is more than one year. Comprehensive Education Scheme for Disabled Children: This scheme provides books, uniforms, stationery, special learning equipment, accessible infrastructures, transport facilities, as well as scholarships to the differently abled children. Inclusive Education for the Disabled at Secondary Stage (IEDSS): This scheme offers help to disabled children of 14 years or above for completing the secondary education from Class 9 to Class 12 in government or local schools. Rajiv Gandhi Fellowship Sch

58. Rajiv Gandhi Fellowship Scheme: Students who want to pursue higher education such as M.Phil. / Ph.D. can apply for Rajiv Gandhi Fellowship. Scheme of Integrated Education for the Disabled Children (IEDC): It is a central government sponsored scheme run by the Directorate of Education which provides educational opportunities for disabled children in common schools and also help them to integrate themselves with the society at all levels. Economic and Employment Assistance: In Government Jobs: Students are provided 3% reservation in seats in government and government-aided schools and educational institutes. There is reservation of 3% posts in positions in Groups A, B, C and D in Government Services. In Private Sector and Self-Employment: The government provides for employment of differently abled people

59. Teacher preparation The current context in which teachers are working is one of rapid change. All areas of education have changed during the past decades, with major changes to the role of teachers, together with the introduction of new approaches to the curriculum and assessment. In addition, the legislation has seen changes in how difficulties in learning are conceptualized from special educational needs to additional support for learning. These changes have involved the development of new understandings about the interactive nature of children’s needs and a shift in focus from ‘what is wrong with the child?’ to ‘what does the child need to support their learning?’ Such developments have substantially affected the professional identity as well as the roles and responsibilities of many teachers. It also has implications for how teachers are trained and supported in their professional development.

60. Thus, this focuses more specifically on how to prepare teachers to work with children with disabilities. Teachers are a critical component to creating inclusive classrooms that allow children with disabilities to learn and thrive. Careful attention to teacher preparation is therefore a must if we are to continue to ensure that this marginalized group has access to quality education today.

61. PRE-SERVICE TRAINING PROGRAMS In order to build human resources in the field of education, training must be done both at pre-service and in-service levels. Pre-service training refers to training individuals before they become teachers. This includes training at teacher training colleges and universities at both the national and provincial levels. Ideally, inclusive education should be a compulsory subject for all teacher candidates and an integral part of teacher training curricula. Fundamental knowledge and skills of inclusive education, such as understanding needs and abilities of children with special needs and pedagogic skills such as instructional accommodation and activity differentiation, should be provided widely to teacher candidates.

62. IN-SERVICE TRAINING PROGRAMS In-service training includes professional development for teachers who are already working in the classroom. In addition to developing the skills of professionals before entering the workforce, it is essential that teachers already teaching be provided skills and techniques for inclusive education. Teachers in many countries are required to upgrade their professional skills on an annual or regular basis to enhance their teaching performance. In-service training programs offer Pre-school teachers enjoy thematic training on inclusive education particularly effective strategy to improve the quality of an entire educational system for all children regardless of their needs.

63. Inclusive education methods are child-centered, employing active and participative learning techniques that improve teachers’ capacity to teach children both with and without disabilities. Collaborative and participative techniques not only enhance learning outcomes, but also reduce prejudice and discrimination among children. Regardless of whether countries have adopted inclusive education as a national mandate or are still in the pilot stages, this type of training will have a positive impact on all teachers and children in participating schools.

64. FUNDAMENTALS FOR CAPACITY BUILDING IN INCLUSIVE EDUCATION Three Essential Components for Capacity Building in Inclusive Education Increase Awareness and Attitudinal Change through Advocacy Create a Future of Trained Professionals: Pre-Service Training Build on Existing Human Resources: In-Service Training and Professional Development “It is vitally important that teachers, principals and other education stakeholders maintain a positive attitude towards inclusion.”

65. ATTITUDINAL CHANGES AND AWARENESS RISING: For inclusive education to succeed, it is vitally important that teachers, principals and other education stakeholders maintain a positive attitude towards inclusion. They must be firmly convinced of the benefits that inclusive practices bring to all children. Even if inclusive education is mandated by law, it will never succeed without the enthusiastic support of its practitioners. Obtaining such support involves behavior and attitudinal change which is not a quick or easy process.

66. Organize training workshops for educators and key community members on general inclusive education techniques, especially those which highlight how such techniques can benefit all children by improving overall quality of teaching. Integrate awareness about inclusive education into schools’ regular professional development activities. Integrate knowledge about the benefits of inclusive education into initial training programs for student teachers in colleges and universities. Develop mass media activities and materials that emphasize the value of inclusive education.

67. Child with disability is helped by his non-disabled peer increasing awareness about inclusive education improves the confidence of teachers in their ability to teach students with diverse learning needs. Increase awareness of the many benefits of inclusive education through the interaction of educators and key community members with people with disabilities. It was found that increased interaction helps to bring about mutual understanding and respect. People with disabilities should also be encouraged and helped to become trained teachers themselves There are a number of ways to accomplish such change, and the following are examples of activities and strategies that have been used successful.

68. An Inclusive Teacher Preparation Model Figure One illustrates a proposed model for developing and implementing an inclusive teacher preparation program.

69. Components of an Inclusive Teacher Preparation Program The first, Collaborative Teaching, concerns the instructional approach used in the classroom. If we want to prepare teachers to teach collaboratively we must utilize that model in our preservice classes

70. The second component involves Techniques and Strategies. Teachers who will be expected to teach in diverse settings must have the instructional tools to do so successfully.

71. The third component of an inclusive teacher preparation model relates to Collaborative Experiences. The two previous components apply primarily to the classroom. This component relates to the field based experiences of the prospective teacher.