Chapter 2 - Hallmarks of an Inclusive School

1. Chapter 2:
Hallmarks of an
Inclusive School
Kathlyn P. Aragon, MA

2. Making
Schools
Inclusive

3. It is important to note that an
inclusive
school must adopt changes in
its overall
structure in such a way that it
becomes a
part of the school’s culture.
These changes
are at various level i.e.
infrastructural,
curriculum-based,
pedagogical, or
in classroom management,
sports
and cultural events,
community-level
programmes, and
assessment

4. A. Role of School Leader
for an Inclusive School
It is the core responsibility
of a school
leader to build an inclusive
culture in school
through:

5. 1. Adopting a
Zero Refusal
Policy

6. 2. Organizing continuous
orientation/
sensitization programs on
inclusive practices for all the
stakeholders including
conservancy
staff.

7. 3. Building a culture for
inclusion in the school by
adopting changes in
curriculum, pedagogy, co-
curricular
activities and assessment to
implement inclusion as a
basic right to each child.

8. 4. Providing the least
restrictive
environment for
achieving maximum
learning outcomes by
following all
infrastructural and
pedagogical norms.

9. 5. Involving all
stakeholders including
professionals, social
workers and
organizations and
parents in the
education of their wards

10. B. VISION and MISSION of
the School

11. C. Cultural Climate
Building
Creating an inclusive approach
through continuous efforts of the
teachers, administrators,
staff, parents and students, is
important to establish a positive
school culture.

13. D. Capacity Building
Programs Enriching
Professional
Competencies

15. E. Vocational Education
with
Interfacing with
Industries/Internship

16. Inclusive Education must also strive to
make the child self-sufficient by developing
additional vocational skills for employment
or self-employment. However, a suitable
vocational trade for the child must be
decided after proper assessment of her/
his aptitude, interest and physical and
mental capabilities.

17. F. Role of Counsellor
in Inclusive
School

18. Sensitizing Teachers: Counsellors
collaboratively work with other teachers to
Instill a better understanding of the needs
of CWSN by putting forth the child’s point
of view and needs, and helping teachers
develop more effective support services
for the child.
F. Role of Counsellor in Inclusive
School

19. Working with families: Counsellors
work with families and peers to build
positive
relationships and enhance optimism.
F. Role of Counsellor in Inclusive
School

20. Holistic Wellness Programme (Mental &
Physical): It aims at holistic wellbeing of
students through a structured programme
for prevention, intervention and
management of students’ health issues
F. Role of Counsellor in Inclusive
School

21. G. Parent as
Partners

22. Overcoming Hesitation : Parents should
shed all their apprehensions about school
as their role as student advocate is
paramount and they should display trust in
the institution and work together to draw
out best in the child.
G. Parent as Partners

23. Parents can provide critical information
about their children: They can provide
information on the child’s strengths
and weaknesses at home, background
information on the child’s history and development, and
information on any
family factors that may affect the child’s
learning.
G. Parent as Partners

24. Early Identification: A Scope
for Better Tomorrow

25. Teachers play a crucial
role in an inclusive
setup by involving all
students in all
scholastic and co-
scholastic activities as
they are the key persons
in initiating the
process of inclusion.

26. Causes of
Concerns
related to the
Identification

27. • Problem in attention-control.
• Recent family conflict
• School environment – Distraction due to Noise
• Difficult curriculum (baseline not appropriate to built
on the desired concept)
Possible reasons for developmental
difficulties and behavioral problems:

30. Families must learn to accept, tolerate
and celebrate their child as he / she is.
Communities play an important part in
accepting and providing opportunities for
the child. Teachers can be instrumental in
supporting families by being sensitive and
aware of the grief that might impact the
family’s experiences.
Reaction of
Disability
to Self

31. Reactions of
Parents

32. Teacher’s
Role