inclusive school ppt for B.ed 4 semester................

1. Presentation on the topic
“inclusive school”
( B.Ed 4 semester)
- by pragati kachhi
( ctet , mptet, awes, ugc-net exam
qualified)
YouTube channel name :- Pragati
kachhi

2. INCLUSIVE SCHOOLS

3. Meaning and Definition of Inclusive School :-
Inclusive schools recognise and respond to the diverse needs of their students,
accommodating both different styles and rates of learning and ensuring quality education to all
through appropriate curricula, organisational arrangements, teaching strategies, resource use
and partnerships with their communities.
Inclusive beliefs, policies and practices specifically address the needs of students with
disabilities and additional learning needs; they are equally beneficial for the full range of
students.
According to Ballard:-
"Inclusive schools deliver a curriculum to students through organisational arrangements that
are different from those used in schools to exclude some students from their regular
classrooms.
"According to Stainback and Stainback:-
"An inclusive school is a place where everyone belongs, is accepted, supports and is supported

4. The Equality Authority (2005) defines the inclusive school as :-
"one which respects, values and accommodates diversity across all nine
grounds in the equality legislation such as gender, marital status, family status,
sexual orientation, religion, age, disability, race and membership of the
Traveller Community. It seeks positive experiences, a sense of belonging and
outcomes for all pupils across the nine grounds"

5. Characteristics of Inclusive School:-
1) Supportive Environment: - An inclusive school is one that has high expectations for its
staff members and students, provides caring support for students and staff, and
provides opportunities for their participation in the classroom and broader school
setting.
2) Positive Relationships:- Inclusive schools build positive relationships. Teachers
encourage the development of relationships through their decisions about where to
seat children in the class. More formal actions include exposing children to role models and
setting up buddy relationships. Many strategies can be used to promote the social inclusion
of all children.
3) Feelings of Competence:- Children can feel competent in areas related to their social,
athletic, moral, and creative abilities and qualities, as well as their ability to learn. By
understanding their areas of strength, children come to value themselves and develop a
strong sense of self-worth or self-esteem.
4) Opportunities to Participate: - All children require opportunities to participate in
activities that allow them to understand societal expectations They can then acquire the
physical and social competencies needed to function in their school, home, and larger

6. 5) Treat Equally:- Inclusive schools consider all pupils and staff equally.
It restructures their cultures, policies and practices so that they respond
to pupil diversity. It reduces barriers to learning and participation for all
pupils.
6) Improve the Learning Outcomes:- An inclusive school is driven
by a moral imperative to improve the learning outcomes of all students
regardless of their capacities and backgrounds.
7) Committed to and Focus on Whole School:- An inclusive school
is deeply committed to the belief that all children can learn. It adopts a
whole school focus that is reflected in the school's vision, beliefs, policies
and practices.
8) Recognises Special Learning Needs: -It recognises that all
students have special learning needs of one sort or another. It focuses on
students' learning needs rather than on their learning disabilities.

7. Role of Inclusive School in Modern Times:-
Inclusive schools play an important role for special needs students:
1) Focus on Students' Welfare:- Inclusive schools are committed towards students'
welfare. They are engaged in preparing pupil for transitions, developing social skills,
supporting the pastoral needs of pupil, supporting behavioural needs, e.g., strategies to
reduce stress, building peer relationships, e.g., lunchtime support, etc.
2) Preparation of Proper Classroom:- Inclusive schools highly interested to proper
classroom management. They support the teacher's understanding of the learning and
social needs of pupil, collaborate with parents and specialists, communicate/collaborate
with other teachers and students' peers, and prepare the physical environment e.g.
seating, noise.
3) Engaging Relevant Curriculum: -Teachers in inclusive classrooms must design
curriculum and instruction and engineer classroom activities that are personally and
culturally appropriate, engaging for a range of learning styles, and suitable for learners
with various talents and interests. This is critical not only for students with unique
learning or social needs, but for every student in the classroom as they grow and learn
not just from the daily curriculum, but from the ways in which schools respond to

8. 4) Create Social Environment: -Inclusive schools facilitating emergency
evacuation, providing appropriate access, suitable storage e.g. pupil locker, adapting school
grounds, and providing access to trips etc. so that they can create a social environment.
5) Curriculum Adaptation:- Inclusive schools differentiating curricular content,
facilitating appropriate assessments, addressing pupil choices, and adapting resources e.g.
technology etc. and facilitating additional supports for curriculum adaptation.
6) School Management: -Inclusive schools highly tend to arrange a proper
timetable, facilitate medications, therapies etc. and conducting risk management,
maintaining records, planning for emergencies.
7) Professional Development: -Inclusive schools promoting whole-staff
responsibility, encouraging staff to accept diversity, supporting learning needs of staff,
building capacity in relation to staff expertise.
8) Community Development:- For community development inclusive school
promoting whole-school awareness, building an inclusive ethos through shared extra-
curricular activities, collaborating with relevant community groups, collaborating with
other schools.

9. 9) Parental Involvement: -They building trust, celebrating pupil success, supporting
communication and collaboration, facilitating shared planning, supporting the family through
informal meetings, classes etc.
10) Secure Children's Basic Human Right:- Inclusive schools are designed tosecure
children's basic human right to an individually, culturally, and developmentally appropriate
education and to eliminate social exclusion.
11) Stresses Interdependence and Independence:- Inclusive schooling is an
educational movement that stresses interdependence and independence, views all students
as capable, and values a sense of community. Further, it supports civil rights and equity in the
classroom.
12) Responsive Instruction: -Teachers in inclusive classrooms are concerned about
reaching and motivating all learners. In the best cases, they are versed in adapting materials,
lesson structures; instructional arrangements, curricular goals and outcomes, and teaching
techniques and can meet both the academic and social needs of students.
13) Encourages Practitioners to Reinvent:- Inclusive schooling propels a critique of
contemporary school culture and thus, encourages practitioners to reinvent what can be and
should be to realise more humane, just and democratic learning communities.

10. Needed Support Services for Inclusive School :-
Schools provide a continuum of support and services for
students with disability and learning difficulties. This may
include:-
1) Guidance officers,
2) Support and resource teachers,
3) Speech-language pathologists,
4) Behaviour support teachers,
5) English as an additional language or dialect,
6) Nurses,
7) Teacher aides,
8) Assistive technology,
9) Alternative format materials,
10) Special provision for assessment, and
11) Other supports available at the school level as determined

11. Infrastructural facilities for an Inclusive
School:-
• School building with boundary wall
• Furniture
• Facility of drinking water, sanitation and hygiene
• Proper separate toilets for boys and girls
• Playground with play materials and sports
equipment
• Trained teacher, separate classroom for each
teacher
• Well equipped library and laboratory
• Computer lab
• Facility of ramps/lifts
• Facility of doctors & transportation
• Separate boys & girls hostel

12. Policies and Programmes for Infrastructural
Facilities:-
• national educational policy:- mandatory for school to have separate
toilet facilities.
• Sarva shiksha abhiyan:- water, sanitation and hygiene infrastructure
facilities.
• Mid day meal programme:-
• Rastriya Madhyamika shikhas abhiyan :- launched in march 2009.
• Kasturba Gandhi Balika vidyalaya( KGBY):- to support SC & ST girl
children.