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Inclusive Education

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This document discusses inclusive education in India. It defines inclusive education as promoting the full development of all learners regardless of differences. It outlines India's policies and schemes to promote inclusive education since 1985. The principles of inclusive education include no discrimination, equal opportunities, and adapting schools to students' needs. Challenges include lack of understanding, adjustment issues, and feeling isolated for students, and a need for trained teachers, facilities, and funds. The document recommends strategies like cooperative learning, peer tutoring, and mainstreaming to improve inclusive education.

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INCLUSIVE EDUCATION Miss Meenu Choudhary Assistant Professor Sri Guru Teg Bahadur College Of Education, Khankot ,Amritsar University of GNDU August, 2015
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.” ₍NCSNET,1997,SOUTH AFRICA ₎
CHILDREN WHO LEARN TOGETHER, LIVE TOGETHER
The District Education Programme , 1985 The National Policy on Education, 1986 The Project Integrated Education for the Disabled, launched in 1987 The person with Disabilities Act, 1995 The Integrated Education for Disabled Children Scheme, launched in 1974 The sarva shiksha abhiyan, 2000 Making all schools “disabled- friendly” by 2020…………. (march, 2005)
PRINCIPLES 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 The student’s views are listened to and taken seriously Individual differences between students are a source of richness and diversity, and not a problem
PRACTICE OF INCLUSIVE EDUCATION The practice of developing inclusive schools involves Understanding 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%
Inclusive Education
NEED AND IMPORTANCE To fulfil the constitutional resposibilities To enable children to stay with their families For the development of healthy citizenship For achieving the universalisation Developing feeling of self respect For the use of modern technology For social equality Self 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 complex Lack of understanding Adjustment problem Isolated and segregated Lag behind Feeling of Extra burden Insecurity Lack of expression Introvert nature Negative approach Shyness
ROLE OF TEACHER Interaction with family To be able to solve their problem To develop new learning strategies To be able to develop self confidence To be able to provide special facilities To be able to look after their personal needs To be able to recognize their hidden talents To 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
NATIONAL CURRICULUM FRAMEWORK (NFC) 2005 • Gifted children • Normal children • Mentally challenged children • Physically challenged children CHILDREN WITH SPECIAL NEEDS TEACHERNORMAL CHILDREN
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
Inclusive Education

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Inclusive Education

  • 1. INCLUSIVE EDUCATION Miss Meenu Choudhary Assistant Professor Sri Guru Teg Bahadur College Of Education, Khankot ,Amritsar University of GNDU August, 2015
  • 2. 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
  • 4. 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.” ₍NCSNET,1997,SOUTH AFRICA ₎
  • 5. CHILDREN WHO LEARN TOGETHER, LIVE TOGETHER
  • 6. The District Education Programme , 1985 The National Policy on Education, 1986 The Project Integrated Education for the Disabled, launched in 1987 The person with Disabilities Act, 1995 The Integrated Education for Disabled Children Scheme, launched in 1974 The sarva shiksha abhiyan, 2000 Making all schools “disabled- friendly” by 2020…………. (march, 2005)
  • 7. PRINCIPLES 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 The student’s views are listened to and taken seriously Individual differences between students are a source of richness and diversity, and not a problem
  • 8. PRACTICE OF INCLUSIVE EDUCATION The practice of developing inclusive schools involves Understanding 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.
  • 9. GENDER RATIO Male disabled 18% Female disabled 14% Male non- disabled 30% Female- non disabled 38%
  • 11. NEED AND IMPORTANCE To fulfil the constitutional resposibilities To enable children to stay with their families For the development of healthy citizenship For achieving the universalisation Developing feeling of self respect For the use of modern technology For social equality Self reliant
  • 12. 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
  • 13. PROBLEMS FACED BY STUDENTS
  • 14. PROBLEMS FACED BY STUDENTS Inferiority complex Lack of understanding Adjustment problem Isolated and segregated Lag behind Feeling of Extra burden Insecurity Lack of expression Introvert nature Negative approach Shyness
  • 15. ROLE OF TEACHER Interaction with family To be able to solve their problem To develop new learning strategies To be able to develop self confidence To be able to provide special facilities To be able to look after their personal needs To be able to recognize their hidden talents To inculcate positive attitude in the able-bodies children
  • 16. TEACHING STRATEGIES FOR INCLUSIVE EDUCATION Co-operative learning Peer tutoring
  • 18. 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
  • 19. 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
  • 20. NATIONAL CURRICULUM FRAMEWORK (NFC) 2005 • Gifted children • Normal children • Mentally challenged children • Physically challenged children CHILDREN WITH SPECIAL NEEDS TEACHERNORMAL CHILDREN
  • 21. BARRIERS IN INCLUSIVE EDUCATION • Negative approach • Lack of physical facilities • Lack of funds • Lack of trained teachers • Social discrimination • Emotional problems • Educational problems
  • 22. STRATEGIES TO IMPROVE INCLUSIVE EDUCATION • Mainstreaming • Encourage students • Improve textbooks
  • 23. .. • Special training to teachers • Special care of special children • Improve methods of teaching • Provision of required resources