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Inclusive education
- 1. Presented by Honey Babu, Asst.Professor in Education, GVM’s Dr. Dada Vaidya, College of Education ,Goa.
- 3. According toAlur (2002), “inclusion is about minimizing exclusion and fostering participation for all students in the culture within a wider framework of support for all children in ordinary schools”
- 4. Whom are Excludedin certain circumstances from mainstream society ? Disabled HIV/AIDS Victims and other family members Women Girl Children Transgenders SC/ST communities ethnic and linguistic minorities children from remote areas People with pathogenic diseases Gifted Children
- 5. INCLUSIVE EDUCATION Inclusive educationis educating ALL students in age-appropriate general education classes in their neighborhood schools, with high quality instruction, interventions and supports so all students can be successful in the core curriculum. Inclusive schools have a collaborative and respectful school culture where students with disabilities are presumed to be competent, develop positive social relationships with peers, and are fully participating members of the school community.
- 6. INCLUSIVE EDUCATION Inclusion isan educational approach and philosophy that provides all students with community membership and greater opportunities for academic and social achievement. Schools and districts have a ‘zero-rejection’ policy when it comes to registering and teaching children in their region. All children are welcomed and valued.
- 7. INCLUSIVE EDUCATION Principles ofInclusive Education All children belong All children learn in different ways It is every child’s right to be included
- 8. Inclusion encompassescurriculum flexibility, pedagogy, infrastructural changes, sensitization of parents and peers are the integral components of the accommodations that schools must make. Initiative and commitment on part of a school must be viewed as imperative to the successful implementation of an inclusive education programme. Unless a school wholeheartedly embraces the ideology of inclusion in principle and in practice, there are no guarantees for its success.
- 9. Apart fromadmitting children with mild disabilities who can be educated in regular classrooms, inclusion also addresses the needs of hundreds of children already present in regular classrooms who are affected by mild to moderate learning difficulties which go largely undetected and untreated.
- 10. These childrencarry the risk of becoming dropouts due to poor school performance and may suffer from irreparable psychological and emotional trauma throughout their growing up years besides never being able to achieve academic success. Poor sensitivity of stakeholders (administrators, teachers, parents and peers) and lack of readiness of the system become additional factors contributing to their deprivation.
- 11. The natureof the programme should be flexible and in the form of a continuum such that it can be adapted to suit each individual child’s academic and social needs. Schools must be cognizant of their strengths and weaknesses in order to adapt the guidelines based on their institutional nature and characteristics.
- 12. What are requirements/modificationsfor Inclusive Schools? Sensitization Modified curriculum Access and a Barrier-Free Environment Resource teacher and Resource room Service of therapist and counselors
- 13. Sensitization A number ofchallenges still need to be addressed to implement the aims and objectives of an inclusive society. The attitudinal barriers engrained as part of India's historical response to disability must be worked upon through educational programs for sensitizing both teachers and the general population Create Social advocacy campaigns using social media platforms to sensitize students and stakeholders in the field of higher education.
- 14. Modified Curriculum Fourfactors influence the effectiveness of curriculum modification: (a) individual needs, (b) subject-specific needs, (c) teachers’ roles and school support, and (d) use of technology. Modified Text Books Differentiated Instruction Alternative Evaluation system Alternative Subject choice
- 15. Access anda Barrier-Free Environment As a mandatory requirement of barrier free school environment after implementation of Right to Education Act, 2009 and to ensure such barrier free environment for children with locomotor disability, especially for children who use a wheelchair, tricycle, a walker, crutches or walking sticks.
- 16. The school canmake a team of teachers, therapists, resource teachers, civil work personnel and the members of school management committee to ensure to make the school accessible and barrier free. The team will ensure building of ramps in the school with suitable gradients, providing suitable graded steps with convenient handrails in the corridors, clearly marked passageways to assist in continuous movement, wide doors .
- 17. enough spaceinside the bathroom for easy access for wheelchair users, enough space in the classrooms for their mobility, suitable heights of the installed electric switches and other equipment, suitable heights of the furniture in library, laboratory, dining place and so on.
- 18. There areclearly laid down guidelines for these by the office of the Chief Commissioner of Disabilities and it should be strictly followed while constructing theses support systems. It should be ensured that unobstructed flooring including slip resistant corridors and an accessible playground and other recreational areas for all children who are using assistive devices and providing appropriate furniture for individual child are made available.
- 19. Who is aResource Teacher? A resource teacher is a specialized educator that focuses on helping children with physical or educational learning difficulties to develop their reading and writing skills. They must be organized, patient, good at motivating students, extremely understanding of people's individual needs and able to accept people's differences.
- 20. Resource Room Resource Roomis a special education program for a student with a disability who is registered in either a special class or regular education while in need of specialized supplementary instruction in an individual or small group setting for part of the day. 1) Academic Resource Room (ARR) 2) Life Skill Resource Room
- 21. Occupational Therapyis concerned with analyzing the child's ability to perform in everyday contexts. Goals of occupational therapy intervention with children are to improve performance components, enhance performance of functional activities, modify performance context, prevent disability and social role dysfunction, increase self-esteem and self- actualization and to promote positive interactions and relationships.
- 22. Physiotherapy assiststhe child in improving position, movement, strength, balance and control of body. Children with MD require several types of aids and appliances, assistive devices and assistive technology for their independent functioning like for mobility, communication, education, vocation or for performing day to day activities. Adapted Furniture includes adapted chair, CP chair, corner stools, lap boards and standing frame in positioning a child with CP.
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- 24. Learning Aids fordisabled
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