Transcript of "Inclusive education- solution to Education for All "
Inclusion: A Developmental Approach In
Education For All Through Revamping
presented By: Ms. Neha Madan
Assistant Professor , GRDCE, IP University
Need to Focus
Ensuring Education for all is a stated priority of
the country Education System as reflected in
UNESCO Declaration on Education for All
(UNESCO, 1990), the Dakar Framework
(UNESCO, 2000) and the Salamanca Declaration
on Inclusive Education (UNESCO, 1994.
Education to All as fundamental right
in Indian constitution
Constitutional and Legal Obligations
till 18 years
CWSN to be
taught by a
Council of India
Law, policy, programmes and rights instruments reflect two primary
approaches or discourses that treat disability either as an individual
pathology or as a social pathology.
steps from Exclusion to Inclusion :
Education for All
NEEDS UNIQUENESS OF
How to Ensure Inclusion in
• . Revamping Teacher Education for
• .Teacher development has to be the heart of
initiatives for developing inclusive practices in
schools (Aniscow, 2003).
This necessitates building competencies of all “regular
teachers” to deal with diverse population of students and
to learn pedagogical strategies that facilitate the learning
of all students in their classroom.
Teacher preparation programmes
need to focus on :
• strong commitment of teacher to his/her
• promotes learning strategies for all
• collaborative work
• interpretative and critical paradigms
• Contextual Preparation.
• Cross Categorical/Multi-tiered formation.
strong commitment of teacher to
• The Teacher Preparation Programme should
include subjects with high social and
community content because they need to be
sensitive to the needs of students and the
promotes learning strategies for
• In order to illustrate the individual differences
in the classroom, the tridimensional view
1.seeing his/herself as being like all others,
2.also like some others and
3.finally, in some ways unique
Inclusion promotes co-operation in the
• . Inclusion is funded on a collective of teachers,
a team sharing knowledge, making decisions,
solving problems together and generating
actions in order to improve the school and to
increase the learning for all.
Teacher Preparation Programmes need to focus
on collaborative work
interpretative and critical
• Allowing encounter with others, and the
collective and interpretive insight into
environments and circumstances and the
development of research activities are
fundamental. The inclusive teacher need to
have strong skills in action research methods.
• For teachers to promote inclusive education,
their training should link directly with the
educational services in so called contextual
• Inclusive education must characterize all
training teacher programs, offering skills and
common benchmarks for everyone
regardless of education level to be entered
(e.g. Primary, Secondary and High
• This versatile training enables various
teachers, regardless of their field or level of
training, to collaborate and participate in the
diversity of educational contexts together.03/30/14
• New teachers must participate with
experienced teachers at least during the first
two years. This includes dialogue sessions,
reviews of situations, decision-making
arrangements and work plans, among others to
provide the following to the new teacher:
intervention (guidance), facilitation (advice),
and cooperation (co-responsibility).
• From the above discussion it can be concluded
that for fulfilling the dream of Education for All
it is utmost important for the teachers to have
the power to decide what they are to teach,
and how they are to assess the children. As it is
the teacher who experiences first hand the
difficulties children encounter while negotiating
social, cultural and linguistic barriers.
Inclusion: A Developmental Approach In Education
For All Through Revamping Teacher
Education --------is possible if
And this can be done by preparing
committed teachers from the initial
stage of Pre-service .
Inclusive Education just=
• Vision + Placement + Support + Resources +
Leadership + 5As (Acceptance, Access,
Adapted Curriculum, Adapted Assessment,
Just make it possible ensure Education for All !