Inclusive education final

EDUCATION
Suchitra Laishram
B.Ed 2nd year ,R.K Sanatombi Devi College of 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 , color ,gender , disability , sexual , preference
, learning styles and language.

PRINCIPLES
 No discrimination with students.
 The student’s views are listened to and taken seriously.
 School adapt to need of students.
 Equal educational opportunity to all equal educational
benefits for all students.

AIMS AND OBJECTIVES
 Education for all.
 Protection of rights.
 Identification of all.
 Development of social consciousness.
 To prepare for new challenges.
 Development of brotherhood.
 To improve quality of education.

NEED AND IMPORTANCE
 For achieving the universalization.
 To fulfill the constitutional responsibilities.
 Developing feeling of self respect.
 To enable children to stay with their families.
 Developing feeling of self respect.
 For social equality.
 Self reliant.

PRACTICE
 Understanding inclusive 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.
 Reconstructing the cultures , policies and practices in
school to respond to the diversity of pupils within their
locality.
 Providing an accessible curriculum and appropriate
training programs for all(teacher and students.
 Identifying and providing support for staff as well as
students.

PROBLEMS AND BARRIERS
 Lack of understanding.
 Adjustment problem.
 Feeling of extra burden.
 Insecurity.
 Negative approach.
 Emotional problems.
 Isolated and social discrimination.
 Lack of physical facilities.
 Lack of trained teachers.

STRATEGIES
 Co-operational learning.
 Peer tutoring.
 Multi-sensory teaching.
 Mainstreaming.
 Encourage students.
 Improve textbooks.
 Special training to students.
 Special care of special students.
 Improve methods of teaching.
 Provision of required resources.

REFORMS IN CURRICULUM
 Use of teaching Aids.
 Simple curriculum.
 Participation in games.
 Multi-level flexible curriculum.
 Providing reading materials.
 Special attention to disabled children.
 Adequate facilities.
 Co- operative curriculum.

ROLE OF TEACHER
 Interaction with family.
 To develop new learning strategies.
 To be able to develop self confidence.
 To be able to develop special facilities.
 To be able to recognize their hidden talents.
 To be able to solve their problems

BENEFITS
 Meaningful friendship.
 Increased appreciation.
 Acceptance of individual differences.
 Respect for all people.
 Increased understanding and acceptance of diversity.

HISTORY
 The District education Programme,1995.
 The National Policy on Education,1986.
 The Project Integrated Education for the disabled,1987.
 The person with disabilities,1995.
 The Integrated Education for Disabled Children
Scheme,1974.
 The Sarva Shiksha Abhiyan 2000.

Inclusive education final

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