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

INCLUSIVE EDUCATION

MEANING• “Inclusive Education 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.”

CHILDREN WHO LEARN TOGETHER, LIVE TOGETHER

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.

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)

Inclusive Education: Justifications

• Economic point of viewOut of 700 million disable persons of World

10 percent only in India.Inclusive education is cost-effective in nature

(Salamanca Statement, UNESCO, 1994)

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).

Democratic point of viewIn 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.

• Key Provisions for Inclusive EducationConstitution of India :• Article 45: Free and compulsory education for all

children up to 14 years, changed to ECCE up to 6 years age (86th 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

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

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.

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.

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

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.

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).

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.”

National 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)

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

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.

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

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

PRINCIPLES OF INCLUSIVE EDUCATIONNo discrimination with studentsEqual educational opportunity to allSchool adapt to the need of studentEqual educational benefits for all studentsThe student’s views are listened to and taken

seriouslyIndividual differences between students are a

source of richness and diversity, and not a problem

PRACTICE OF INCLUSIVE EDUCATIONThe practice of developing inclusive schools involvesUnderstanding 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.

GENDER RATIO

Male disabled 18%

Female disabled 14%

Male non-disabled 30%

Female- non disabled 38%

NEED AND IMPORTANCE To fulfill the constitutional responsibilitiesTo enable children to stay with their familiesFor the development of healthy citizenshipFor achieving the universalizationDeveloping feeling of self respectFor the use of modern technologyFor social equalitySelf reliant

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

PROBLEMS FACED BY STUDENTS

PROBLEMS FACED BY STUDENTS

Inferiority complexLack of understandingAdjustment problemIsolated and segregatedLag behindFeeling of Extra burdenInsecurityLack of expressionIntrovert natureNegative approachShyness

ROLE OF TEACHERInteraction with familyTo be able to solve their problemTo develop new learning strategies To be able to develop self confidenceTo be able to provide special facilitiesTo be able to look after their personal needsTo be able to recognize their hidden talentsTo inculcate positive attitude in the able-bodies children

TEACHING STRATEGIES FOR INCLUSIVE EDUCATION

Co-operative learning

Peer tutoring

• Multi-sensory teaching

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

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

BARRIERS IN INCLUSIVE EDUCATION

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

STRATEGIES TO IMPROVE INCLUSIVE EDUCATION

• Mainstreaming

• Encourage students

• Improve textbooks

..

• Special training to teachers

• Special care of special children

• Improve methods of teaching

• Provision of required resources

Peer Tutoring: Typically, a higher performing student is

paired with a lower performing student to review critical academic or behavioral

concepts: