Chapter 1- Introduction - Concept and Importance of Inclusion.pptx

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INTRODUCTION
• Inclusion is a
philosophy which
embraces the idea
that everyone has
something of value to
contribute and that
everyone has the right
to belong.— Lisa
Friedman,
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INTRODUCTION
Inclusion in education is based on the
belief
that every child can learn and realize her
full potential if provided equal
opportunities
to participate in school, supported with
resources required as per her condition
and taught in a manner appropriate to
her
needs.
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INTRODUCTION
Ideally, a child must receive education in
an environment that is the least restrictive
and is most conducive to his/her needs.
This means that general education is the
placement of first choice for all wherein
a child with disabilities is with her/his
peers without disabilities to the maximum
degree possible.
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Concept of Inclusion
• The concept of inclusion first gained
recognition in Canada followed by the
USA and Great Britain.
• In India the government of India
launched the Integrated Education for
Disabled Children (IEDC) programme in
1974. This was the first formal step
towards inclusion.
• The Salamanca Statement, UNESCO
1994, for action on special needs
education, has been identified as the
International breakthrough for inclusion
leading to a paradigm shift in education.
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The basic philosophy of inclusion:
Addressing this diversity present
in learning environments that are
effective
and beneficial for all.
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IMPAIRMENT
• Impairment as any loss or
abnormality of a psychological,
physiological or anatomical
structure or functions, generally
taken to be at the organ level.
• Abnormalities of body structure,
organs, appearance, and system
functioning.
• Disturbance at organ/tissue level.
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• Any restriction or lack of ability
(due to an impairment) in
performing an activity in a
manner or range considered
normal for a human being.
• Limitation/ loss of functional
performance and activities.
• Disturbance at a personal
level.
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Disability

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• the result of an impairment or
disability that limits or prevents
the fulfilment of one or several
roles regarded as normal,
depending on age, sex and
socio- cultural factors.
• Disadvantages resulting from
impairment or disabilities.
• Situation specific limitations.
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What is Inclusive Education?
a process of systemic reform embodying
changes and modifications in content,
teaching methods, approaches, structures
and strategies in education to overcome
barriers with a vision serving to provide
all students of the relevant age range with
an equitable and participatory learning
experience and environment that best
corresponds to their requirements and
preferences.
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What is Inclusive Education?
All teachers should be the teachers
of students with disability.
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What is Inclusive Education?
Equitable does not mean the equal.
It refers to compensation by giving
more to those who have less to
equalize opportunity and redress
disadvantage.
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What is Inclusive Education?
Participatory refers to discussion
with
parents and students and
considering
their opinions in decision-making.
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What is Inclusive Education?
Requirements is a rights-
based term
that replaces the word
‘needs’.
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What is Integrated Education?
This is the process of placing students with disabilities in
mainstream educational institutions without adaptation
and requiring the student to fit in.
• Physical Integration: Reduction of physical distance
between disabled and regular children.
• Functional Integration: Reduction of functional
distance between the two groups when they use
different equipment and resources.
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What is Special Education?
Special Education is the practice of
educating students in an exclusive
set up and in a way that addresses
their differences and needs through
individualized teaching
Ideally, this
process involves individually planned and
systematically monitored arrangement of
teaching procedures, adapted equipment
and materials, collaborative teaching,
involvement of parents and accessible
settings.
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What is Mainstreaming?
Mainstreaming is the practice of placing
students with special education services in
a regular classroom during specific periods
based on their skills.
e.g., a student
with hearing impairment may require
an artificial augmenting device that
helps her/him interact with her/his
peers in the classroom, or there may be a special seating arrangement for
a student with attention deficit and
hyperactive disorder or a specially
designed desk that is inbuilt/attached
with the wheelchair.
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• Segregation is better
Myth
• Inclusion is the best
educational programme since
it allows individuals to develop
as per their abilities. It also
inculcates values like caring
and sharing.
Fact
Common Myths and Facts about Inclusion
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•Inclusion is an
expensive option
Myth
• It is an affordable
way to provide the
most equitable
solution to the
learners.
Fact
Common Myths and Facts about Inclusion
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•Inclusive
education is just
another fad
Myth
• It is a concrete way of
understanding the
individual differences
and reaching out to
them.
Fact
Common Myths and Facts about Inclusion
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•Inclusion is difficult
in regular school
Myth
• It is practiced in regular
schools by modification
of learning strategies
and ways of delivering
them.
Fact
Common Myths and Facts about Inclusion
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• Non-cooperative
parents
Myth
• When parents see a visible
change in the children,
they are ready to render
their full support and help.
Fact
Common Myths and Facts about Inclusion
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•People with
disability are an
unfortunate drain
on society.
Myth
• They contribute
substantially to the
society by excelling in
their areas.
Fact
Common Myths and Facts about Inclusion
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•Inclusive
education good
ONLY for
students with
disabilities
Myth
• Under this system, all
children get an equal
opportunity to live, learn
and play together thereby
enhancing their talent and
personalities.
Fact
Common Myths and Facts about Inclusion
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Benefits of Inclusion
• Inclusive education results in superior social and developmental
outcomes.
• A study compared the quality of school life of special students
in segregated and inclusive settings and found that students in
the inclusive settings were less lonely
• Special Students who had inclusive education achieved better
academic outcomes when compared with their counterparts in
segregated settings
• Special Students who have had education in inclusive settings
tends to have higher chances of engaging in postsecondary
education/employment and living independently
• Students without disability tend to hold fewer prejudices about
people with disability and are more open to socially interacting
with them
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