1. The document discusses the need and relevance of inclusive education in modern society. It highlights India's constitutional commitment to education for all and international agreements promoting inclusive education. 2. Inclusive education aims to educate all children, including those with disabilities, together in regular classrooms. Research shows benefits for both disabled and non-disabled students in terms of academic performance and social development. 3. The document outlines 11 reasons why inclusive education is important, such as fulfilling constitutional responsibilities, achieving education for all, and promoting social equality and healthy citizenship. Inclusive education helps realize the human right to education and makes social sense.

1. International Indexed & Refereed Research Journal, January, 2013 ISSN 0975-3486, RNI- RAJBIL- 2009-30097, VOL- IV * ISSUE- 40
Research Paper—Education
Need and Relevance of Inclusive Education
January,2013 * Dr.(Mrs.) Sunita Sharma
* H.O.D, Pataudi College of Education, Pataudi
A B S T R A C T
This article aims to highlight the need and importance of Inclusive Education in this modern education society. Our
constitution since its inception has stated the 'Right to Education 'and in1990 in an international conference UNESCO
and UNICEF highlighted the movement on "Education for All". The Government of India has initiated the SSA with an
attempt to achieve education for all. To bring this into practice an ideal education system of inclusion is that the general
education system itself should make education of children with disabilities as its integral part. Realizing that children as
future citizens represent the future of mankind and that the health of any society depends, to a large extent on the condition
and status of its children, 'Right of the Child' has come to occupy the centre stage in the overall context of human rights
education in schools.
Introduction ditions. This should include disabled and gifted chil-
The principle of basic education as a human dren, street and working children, children from remote
right has been accepted internationally. Society in or nomadic populations, children from linguistic, eth-
every nation has long limited opportunities for an nic or cultural minorities and children from other disad-
appropriate education to persons labelled as disabled. vantaged or marginalised areas or groups." (UNESCO,
In some countries, many have been excluded com- 1994: Framework on Action on Special Needs Educa-
pletely from education. However, this situation has tion.)
begun to change. Globally it is estimated that 70 % of This gives rise to Positive inclusive philosophy:
children with disabilities, including those with mild • Every student has the right to participate in all
retardation, can attend regular schools provided the aspects of school life;
environment is designed to be accessible. They be-
lieve that all, regardless of type or degree of difference,
• Every student will participate in a regular home
have a right to education together in community room with supports to individual needs provided
settings. through that classroom - modification of regular
The constitution of India and the educational policies curriculum will take place outside the regular class
envisaged in post- independent India reflect a perse- room only if specific skills cannot be accommo
verance and commitment to the fulfilment of UEE. The dated within a regular setting;
Constitution under Article 45 states that "free and • All students will be placed in an age appropriate
compulsory education should be provided for all chil- setting, within the student's attendance area.
dren until they complete the age of 14 years". Meaning of Inclusive Education:-
In 1987, to fulfil the provisions for disabled children in Inclusive education differs from previously
the NPE, the government launched the Project for In- held notions of 'integration' and 'mainstreaming', which
tegrated Education Development. It states 'wherever tended to be concerned principally with disability and
feasible, the education of children with motor handi- 'special educational needs' and implied learners chang-
caps and other mild handicaps will be in common with ing or becoming 'ready for' or deserving of accommo-
that of others.' dation by the mainstream.
Inclusive education signifies the dictum, According to Stainback and Stainback (1992)
"Children who learn together, learn to live together."It Inclusive school or set up may be defined as " A place
indicates the education of all children with all others where everyone belongs, is accepted supports and is
regardless of their strengths and weaknesses. The supported by his or her peers and other members of the
major impetus for inclusive education came from the school community in the course of having his or her
1994 World Conference on Special Needs in Education educational needs met." Research has shown that
in Salamanca. The conference recommended the prin- Inclusive education results in improved social
ciple of inclusion in the words, ".....Schools should development and academic outcomes for all learners.
accommodate all children regardless of their physical, The non-disabled peers adopt positive attitudes and
intellectual, social, emotional, linguistic or other con- actions towards learners with disabilities as a result of
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2. International Indexed & Refereed Research Journal, January, 2013 ISSN 0975-3486, RNI- RAJBIL- 2009-30097, VOL- IV * ISSUE- 40
studying together in an inclusive classroom. Thus, cation in the school of his choice regardless of his/
inclusive education lays the foundation to an inclusive her differences in physical, psychological and so
society accepting, respecting and celebrating diver- ciocultural characteristics/background.
sity. The Ministry of Human Resource Development is 3. Development of Nation: Development in different
currently in the process of developing a Comprehen- areas is essential to make a nation united and strong
sive Action Plan on the Inclusion in Education of Chil- on the international map and every citizen should
dren and Youth with Disabilities. The different sectors contribute.
to be covered in the plan are (1) Early Childhood Care 4. Breaking the Barrier of Poverty Inclusive education
and Education (2) Elementary Education (3) Secondary can be an important medium in the expansion of
Education (4) Higher and Technical Education (5) Vo- education for the poor.
cational Education. 5. To improve the Quality of Education: One of the
The main objective of the action plan will be:- basic objective inclusive educations is not only
• To ensure that no child is denied admission in main "Education for All" but also 'quality education for
stream education. all'
• To ensure that every child would have the right to 6. For Achieving Social Equality: inclusive education
access an Aganwadi and school and no child would is the field for the realization and achievement of
be turned back on the ground of disability. social equality. Education can eliminate all kinds of
prejudices, stereotypes and discrimination.
• To ensure that mainstream and specialist training 7. Development and Empowerment of Society
institutions serving persons with disabilities, in the Education plays big role in the making the society
government or in the non government sector, facili and development of any of its members rests upon
tate the growth of a cadre of teachers trained to in his hard work, knowledge (information) and skills
work within the principoles of inclusion. he has achieved and the progress he has made in
• To facilitate access of girl's with disability and dis certain field or area of life.
abled students from rural and remote areas to gov 8. Use of Latest technologies: Inclusive education
ernment hostels. promises the utilization of latest educational tech
• To provide for home based learning for persons nologies for the education of children to address
with severe multiple and intellectual disability. their personal and educational; need properly.
Sl6make mother son 9. For Development of Healthy Citizenship Along with
• To promote distance education for those who re non-disabled children inclusive education takes
quire individualized pace of learning. into consideration the disabled children also so
• To emphasise job-training and job-oriented voca that they too can become healthy and responsible
tional training and, citizens of India.
10. Social and mental development of children in the
• To promote an understating of the paradigm shift following way:
from charity to development through a massive (i) Children learn to help each other in academic and
awareness, motivation and sensitization campaign. non-academic activities.
Two programmes running currently supporting (ii) The non-disabled children while interacting with
mainstreaming of disabled children are the Integrated disabled children learn many realities of life and get
Education for Disabled Children (IEDC) and the Sarva chance to perceive them in right perspective
Shiksha Abhiyan. (iii)As disabled children are the main concern in inclu
Need and Relevance of Inclusive Education sive education, they are benefitted to get adequate
Inclusive education is the need of the Indian soci- educational opportunities; some occupational train
ety of today as it intends to bridge the gap between ing and placement and hence may rehabilitate well
special education, integrated education and general in personal and social life.
system of education, and will reduce exclusion and all 11. Consolation and Solace for Family: Inclusive edu
types of discrimination prevalent in our education cation allies the distress of the family, especially of
pattern of today: the disabled children that their ward would get
1. Universalization of Education: Inclusive education education staying with them and will not be sent off
helps in achieving our motive of universalization of to special schools.
education according to Article 45 of the constitution. Ten Reasons for Inclusion
2. To Fulfil the Constitutional Responsibility: Inclu Inclusive education is a human right, its good
sive education is an attempt to maintain principle of education and it makes good social sense.
equality by giving every child the right to get edu
RESEARCH ANALYSIS AND EVALUATION 63

3. International Indexed & Refereed Research Journal, January, 2013 ISSN 0975-3486, RNI- RAJBIL- 2009-30097, VOL- IV * ISSUE- 40
Human rights Good Social Sense
1. All children have the right to learn together. 8. Segregation teaches children to be careful, igno
2. Children should not be devalued or discriminated
rant and breeds prejudice.
against by being excluded or sent any because of 9. All children need an education that will help them
their disability or learning difficulty. develop relationships and prepare them for life in
3. Disabled adults, describing themselves as special
the mainstream.
school survivors, are demanding an end to segre 10. Only inclusion has the potential to reduce fear and
gation. build friendship, respect and understanding.
4. There are no legitimate reasons to separate children
Conclusion:-
for their education. Children belong together-with Inclusive Education: A First Level Effort: Inclusive
advantages and benefits for everyone. They do not education, without doubt, is a difficult process, a sur-
need to be protected from each other.
mountable endeavour. For India, it is a first level effort
Good Education of its kind. In the countries like USA, even today many
5. Research shows children do better, academically excluded and marginalized groups of children are la-
and socially in integrated setting.
belled as "difficult" and "different", and are getting
6. There is no teaching or care in a segregated school, special education facilities in a successful way. In India
which cannot take place in an ordinary school. by 2020 endeavour is being made to make all the schools
7. Given commitment and support, inclusive
in the country as disabled friendly.
education is a more efficient use of educational
resources.
64 RESEARCH ANALYSIS AND EVALUATION