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Inclusive education in the current education system is a relatively new idea. We know that inclusive education is such a kind of education system, which is an attempt to include all students under the same roof, irrespective of their race, religion, color, gender, and different kind of disability. One of the key objectives of inclusive education is to make every child healthy and strong physically, mentally, socially, and spiritually. Census 2011 has shown that over 21 million people in India as suffering from one or the other kind of disability. It is our responsibility to bring these disabled people back to the mainstream of society. It is never possible to bring that huge number of children back into the mainstream of society by teaching them differently from general children. What is particularly helpful in this regard is inclusive education. Inclusive education is the only education system through which it is possible to fully develop the inherent potential of all children. But the problem is that people associated with different levels of education like teachers, administrator have no clear idea about this inclusive education as a result various problems arise during its application. But to bring this huge number of disabled people back to the mainstream of society, inclusive education is a very important instrument. Through this research, the researcher tries to explain the problems of inclusive education and their remedies from India's perspective.
Inclusive Education (IE) is a new approach towards educating the children with disability and learning difficulties with that of normal ones within the same roof.It brings all students together in one classroom and community, regardless of their strengths or weaknesses in any area, and seeks to maximize the potential of all students.It is one of the most effective ways in which to promote an inclusive and tolerant society. It is known that 73 million children of primary school age were out of school in 2010, down from a high of over 110 million out-of-school children in the mid-1990s, according to new estimates by the UNESCO Institute for Statistics (UIS). About Eighty percent of Indian population lives in rural areas without provision for special schools. It means, there are an estimated 8 million children out of school in India (MHRD 2009 statistics), many of whom are marginalised by dimensions such as poverty, gender, disability, and caste. Today, what are the needs and challenges for achieving the goal of inclusive education? How will an inclusive environment meet the needs of children with disabilities? How quality education can be effectively and efficiently delivered for all children? Therefore, inclusive schools have to address the needs of all children in every community and the central and state governments have to manage inclusive classrooms. Keeping in view these questions, this article discusses in detail the concept of inclusive education, including importance, challenges and measures to implement inclusive education in India. Abstract SRJIS/BIMONTHLY/DR. J.D. SINGH (3222-3232)
Journal of Education: Rabindra Bharati University, India (ISSN: 0972-7175) UGC CARE Group I India
THE CONCEPT OF INCLUSIVE EDUCATION IN INDIA2022 •
Background: We must create an inclusive learning design to make education enjoyable for all children so that education is inviting, learner-friendly, and helpful to them, and they feel a part of it rather than apart from it. Inclusion emerged as a viable solution to the problem of how to better teach these children. A good inclusive education permits all students to participate equally or nearly equally in all elements of the classroom. For the establishment of stronger and more inclusive schools, educators, parents, and community leaders must work together to solve the difficulties. The Indian government is working to enhance its education system by emphasising an inclusive approach. India is no new to the concept of inclusiveness. In today's world, the emphasis is still on providing an inclusive atmosphere for all children. Inclusive education refers to the education of all children in conventional schools, including those with and without impairments. It is a method that considers each child's individual qualities, interests, abilities, and learning needs. In today's educational system, inclusive education is gaining traction. Inclusion without 'sufficient' general school preparation will not produce satisfactory results. The capacity for inclusive education must be built at the community level, with activities such as community involvement and mobilization being included. Methodology: The Researcher has collected data from a variety of sources, including websites, journals, articles, e-books, reports, commissions, national education plans, and articles published in local, national, and worldwide publications. Secondary data sources for this review study include books, articles, libraries, reports, personal sources, journals, newspapers, websites, government documents, and online data, among others. Aims and Objectives: This article delves into the notion of inclusive education, including its issues and challenges, requirements, significance, obstacles, implementation strategies, existing policies and future prospects in India. However it is an endeavour to address the individual requirements of each child, including those with disabilities. Conclusion: The current study contributes to a better understanding of the necessity of inclusive education in schools. There are numerous advantages to inclusive education. The goal of universal education is achieved by such inclusive education. When inhibitions and boundaries are removed, education's position is elevated. It has been concluded that the incorporating children with disabilities in education is a difficult endeavour that necessitates widespread community mobilisation and participation as well as the provision of suitable answers to a wide range of learning needs of special children in both formal and non-formal contexts.
Inclusion is all about mainstreaming education by removing barriers at bringing all children together in school irrespective of their physical and mental abilities. In an inclusive school, children with disabilities do not study in separate classes; instead teaching methods, textbooks, materials, and the school environment are designed so that girls and boys with a range of abilities and disabilities-including physical, sensory, and intellectual and mobility impairments-can be included in the same class. This paper will focus on the basic concept of inclusive education, its elements, role of Indian government in promoting inclusion and lastly the problems of inclusion in India.
It is a hard known reality that when it comes to getting the children with disabilities admitted to the schools, the parents run from pillar to post and the gift of being blessed with a child becomes a cumbersome burden ….somewhere the hard reality starts sinking in that if she/he can " t be educated then life of her/himwould become all the more miserable.So, here it is necessary that Inclusive Schools be established where the Differently abled child gets the advantage of learning with other normal children and thus maintaining his self-esteem though she/he may learn at a pace slower than the other children. Inclusive Schools are schools that recognize and respond to the diverse needs of their students thus accommodating in itself both-the different styles of learning and different rates of learning. And, also ensure Quality Education through appropriate curricula and teaching strategies, resource use and community arrangements. School " s policy on Inclusiveness comes into picture when:- A school " s enrolment practices do not discriminate between students with disabilities and students without disabilities. School " s services and facilities are equally accessible to students with disabilities and those without disabilities. Curriculum is designed in such a way that learning needs of all the students are catered for. Assessment and Certification procedures are responsive to the learning outcomes targets and goals of the students with and without disabilities.
In this article we report on various initiatives taken by the government since India's independence in 1947 to provide education to school-aged children with disabilities. The majority of children with disabilities still remain out of school. We make an attempt to identify the challenges that the country continues to face in providing education to this population and possible ways in which the challenges could be addressed.
2015 •
For decades special schools have been the centre of learning for the children with special needs. A number of countries in the Western world, educators and administrators have put a great deal of effort into the development of a thorough and widely accepted system of special schools. In these schools all the available expertise has been concentrated in an attempt to educate pupils with special needs in the best possible way. However, this view of special education has gradually changed. Knowledge, expertise and facilities are still of importance to the education of pupils with special needs, but the segregation of these pupils is now perceived as unacceptable. The prevailing view is that, they should be educated together with their peers in regular education settings. The consequence is that regular and special education as separate systems disappear and are replaced by a single system that includes a wide range of pupils. In such way an ‘inclusive’ system for all pupils including t...
International Journal of Education, Issue December 2018, Vol. 10
A Study on the Challenges of Realising Inclusive Education in India2018 •
The aim of this study was to bring together the most current research available on strategies for educational effectiveness for children with disabilities to produce a synthesis of the most effective approaches for quality outcomes. This paper provides a realistic picture about how the implementation process of inclusive education in India is developing, about the problems that are encountered together with what needs are to be fulfilled for stimulating the process. Today’s challenge in the country is to make inclusive practices available to everybody, everywhere and all the time. The article discusses the status of the efforts being made to meet this challenge. In the course of that discussion, some comprehensive changes will be described that systemic efforts of school improvement must achieve to continue making progress towards fully inclusive learning. The study was conducted in India. A qualitative research design was employed along with closed-ended and open-ended questionnaires, which allowed participants to express their point of views, skills and knowledge. Data collection methods were applied: semi-structured interviews and observation on respondents. The study uncovers those challenges that obstruct the implementation process: indifferent attitudes of teachers and parents towards inclusion, absence of self-awareness to the issue amongst educators, slightest involvement of parents and need to infrastructural development. The results should raise the awareness of the population of India as well as increase the understanding of the problem. There were quite enough informants on the school level (special teachers, principals), however, there are still many other possible respondents who could add something valuable to a better understanding of the process of inclusion at schools.
Education India Journal, A Quarterly Refereed Journal of Dialogues on Education , ISSN 22782435
Inclusive Education: Way Forward for Differently abled Students, Education India Journal, A Quarterly Refereed Journal of Dialogues on Education2016 •
Right to live with dignity and respect is a human right which every individual should get by his virtue of human being irrespective of any discrimination based on caste, creed, colour, sex, culture or any other consideration. Living with dignity had been a serious concern and unfurnished task despite continuous efforts since centuries, which still has to be realized in various developing countries like India. Individuals differ in their biological endowments and acquired traits which make them entirely unique and vulnerable for discriminations. This uniqueness makes a person successful in his or her life, whereas in several cases it creates hindrance in living with dignity and respect and becomes a challenge in their education especially in a traditional classroom which targets at commonality rather than individuality and uniqueness. This is more relevant and true in the case of people with disability. This paper will attempt to find out the prospects of inclusive education in the Indian context with special reference to students with disability. Key Words: Disability, Discrimination, Integration, Social Justice
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