An Introduction of Inclusive Education In India
Transcript of An Introduction of Inclusive Education In India
An Introduction of Inclusive Education In India
Arindam BhattacharyyaAsst. Prof. (Education), Serampore Girls’ College & Guest Faculty of University
of Calcutta, Education Department
Ex. NSS Programme Officer of Serampore Girls’ College
Academic Counsellor of NSOU & Ex. Academic Counsellor of IGNOU
Ex. Asst. Prof. RKMSM, Belurmath
[Email: [email protected]]
Inclusive Education Inclusive education as a process of addressing and responding todiversity of needs of all learners through increasing participation inlearning, cultures and communities, and reducing exclusion withinand from education. It involves changes and modifications incontent, approaches, structures and strategies, with a commonvision which covers all children of appropriate age range and aconviction that it is the responsibility of the regular system toeducate all children.
MEANING: Inclusive Education is defined as a learningenvironment that promotes the full personal, academic andprofessional development of all learners irrespective of race, class,colour, gender, disability, sexual preference, learning styles andlanguage. [NCSNET,1997,SOUTH AFRICA]There is a major difference between special education and inclusive
education. Inclusive education is a broader concept which has fourdimensions, that is, philosophical, sociological, economical andhumanitarian outlook
Education for All
Protection of Constitutional Rights
Identification of Learners’ Skills
Development of Social Consciousness
To Prepare for New Challenges
Development of Brotherhood
Training programmes on I.E. for the Teachers
To improve Quality of Education
Aims & Objectives 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
❖Respect the Individual Differences and Diversity of Learners
CHIEF PRINCIPLES OF INCLUSIVE EDUCATION
To Fulfil 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
NEED AND IMPORTANCE
The Objective of NPE, 1986: To integrate the
physically and mentally handicapped with
general community as equal partners, to
prepare them for normal growth and to enable
them to face life with courage and confidence.
The National Policy on Education, 1986 (NPE, 1986)
The said act was passed by the Parliament in 1992, thisact makes it mandatory for every special teacher to beregistered by the council and lays down that everychild with disability had the right to be taught by aqualified teacher.
In fact it provided punishment for those teachers whoengaged in teaching children with special needswithout a valid registration.
Rehabilitation Council of India (RCI) Act 1992
The Act stresses the need to provide free of cost education to all
children in an appropriate environment till they are 18 years old and
further emphasize their right to measures like:
➢Transport facilities to the students with disabilities;➢Architectural Barrier Free Environment;➢The Supply of Books, Uniforms and Aids & Appliances;➢The Grant of Scholarship to Students with Disabilities;➢Setting up of appropriate forum for the redressal of grievances;
➢Suitable modification in the examination system;➢Restructuring of curriculum for the benefit of students withhearing impairment;
Persons with Disabilities Act, 1995 (PwD Act)
(Equal opportunity, protection of rights and full participation)
As mentioned in Section 2.1 of PWD Act (1995), in
India disability is measured in five categories – sight,
speech, hearing, locomotor, and mental – which excludes
disabilities such as autism. In addition, a person has to be
medically certified as having 40% or more of one of these
disabilities in order to be counted and so qualified to
request ‘benefits’.
Simultaneously…. Sarva Shiksha Abhiyan (SSA) is the
Government’s millennial Education For All (EFA) umbrella
programme for all education schemes, which aims to
universalize elementary education, the goals are that all
children aged 6-14 including the enrolment of children
with disabilities.
ARTICLE 21A:
THE STATE SHALL PROVIDE FREE AND COMPULSORY
EDUCATION TO ALL CHILDREN OF THE AGE OF SIX TO
FOURTEEN YEARS IN SUCH MANNER AS THE STATE MAY,
BY LAW, DETERMINE.
• RTE (Right to Education) Act was passed by Parliament in
2009 and made effective from 1st April, 2010;
• [Mandatory provision of the RTE Act: 25% Reservation for
disadvantaged children in private schools]
FUNDAMENTAL RIGHT OF CHILDREN TO FREE AND COMPULSORY
EDUCATION THROUGH RTE ACT, 2010
There are a number of reasons behind adaptation of inclusion in education:
Accessible to the disabled in all parts of the country;
Use of existing infrastructure and resources possible with some
modification;
Least cost solution;
The child has the advantage of being in an environment which
shares with his/her peers;
Congenial company instead of isolation – a natural social
environment. Participation in the general community life.
Stays with his/her family thus ensuring family bonding.
WHY INCLUSIVE EDUCATION ?
Negative approach
Lack of physical facilities & funds
Lack of trained teachers
Social discrimination
Educational problems
Inferiority complex
Lack of understanding
Adjustment problem
Isolated and segregated
Feeling of Extra burden
Insecurity in society
BARRIERS IN INCLUSIVE EDUCATION
The practice of developing inclusive schools involves.
Understanding Inclusion as a continuing process, not a onetimeevent.
strengthening and sustaining the participation of all students,teachers, parents and community members in the work of theschool.
Restructuring the cultures, policies and practices in schools torespond to the diversity of pupils within their locality.
Providing an accessible curriculum and appropriate trainingprogrammes for all (teachers and students).
Identifying and providing support for staff as well as students.
PRACTICE OF INCLUSIVE EDUCATION
Traditional Approach Inclusive Approach
Education for some Education for all
Static Flexible
Collective teaching Individualized Teaching
Learning in segregated areas Learning in Integrated areas
Emphasis on teaching subject-orientated Emphasis on learning child-centred
Diagnostic / prescriptive Holistic
Opportunities limited by exclusion Equalization of opportunities for all
Disability view Curricular view
Labels children disability wise Planning is made on ability level wise
Approach Realization [Change our Attitude and Realization from Tradition Approach to Inclusive Approach]
According NATIONAL CURRICULUM FRAMEWORK (NCF) 2005:
• Normal Children
• Mentally Challenged / Intellectual Disable Children (MR/ID)
• Physically Challenged Children
• Children with Visual Impairment
• Children with Hearing Impairment
• Children with Locomotor Disability
• Gifted children
The Inclusive Class may have the following Children
Beside that inclusion is necessary for Socially Disadvantage Children from Scheduled Tribes, Scheduled Castes, Other Backward Class, Slum and Working Children.
There are lots of challenges in regarding Inclusion in thefield of Education. No debate is required in this regard,we believe that Inclusive Education is the only answer for‘Education for all’ which includes children withdisabilities. The process of inclusion has been started, butmuch needs to be done to achieve the desire goals.According to Swamiji, “Man is potentially infinite andperfect, and divinity is ingrained in the very nature ofman.” So we have to confirm the complete participationof larger section of society in the field of educationthrough inclusion.
CONCLUSION