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1. INCLUSIVE CLASSROOM TEACHING THE CHANGE PROCESS FROM THE
PERSPECTIVE OF TEACHER PREPARATION
Tausif Alam
(Ph.D. Research Scholar)
&
Prof. Sara Begum
(IASE, F/O- Education, J.M.I)
ABSTRACT
In this article we discussed about the inclusive education encompasses to all children of society
to become students of the same school. Here the school has to undergo changes to include all of
its students to be a part of it. So, inclusive education means, “the act of ensuring that all children
despite their differences, receive the opportunity of being part of the same classroom as other
children of their age, and in the process get the opportunity of being exposed to the curriculum
to their optimal potential”. Inclusion is a contemporary educational movement impacting the
role of the classroom teacher.
As an educator, we have to work out the depth in which the therapists and doctors give their
inputs and how they can be related to education and behavior of the child in school. In inclusive
schools the regular education teacher and the special education teacher also work together in
providing service to children with special need in the classroom. In inclusive education, meeting
the special educational needs of children is the joint responsibility of the regular teacher, the
special teacher and other professionals for the teacher preparation programme needs to be
strengthened and directed to accommodate all children considering pre-requisite for an effective
classroom and using strategies to cope up the strength and limitation of all children in the
school.
Key words: Inclusive Education, Children with Special Needs.

2. INTRODUCTION
Inclusive education means creating effective class rooms where the educational needs of all
children are addressed irrespective of ability or disability, castes, religions, races, gender,
abilities learning. Inclusive education strengthening education for sustainable development,
lifelong learning, for all and equal access of all levels of society to learning opportunities, and
working together. Inclusive values are concerned with issues of equality, rights, participation,
learning, community, respect for diversity, trust and sustainability, compassion, honesty,
courage and joy.
Inclusive Education denotes that all children irrespective of their strengths and weaknesses will
be part of the mainstream education. The feeling of belongingness among all community
members – teachers, students and other functionaries is developed through inclusive
education. Inclusive education is for all, irrespective of any social community, caste, class
gender and disability of the child.
The classroom teachers are required to understand a multitude of exceptionalities, manage a
diverse classroom, implement differentiated instructional strategies, and make appropriate
accommodations for individual needs where all students. Experiencing full citizenship in school
and the community forming a wide circle of friends experiencing academic challenges enjoying
the satisfaction of achievements learning to rely more on friends than teachers taking new risks
finding they can master activities they may not have tried in special classes.
AN EFFECTIVE AN INCLUSIVE TEACHER PREPARATION PROGRAMME:
To be effective an inclusive teacher preparation program must instill in the pre-service teacher
an understanding and appreciation of diversity. In general, most educators, and that includes
teacher educators, have not had a great deal of experience in teaching students with diverse
needs and abilities. Exposing pre-service teacher candidates early and often to situations
involving individuals who are uniquely able and who have different learning styles and needs

3. can assist with this. Teacher trainers also need to mirror inclusive practices and accommodate
for diversity in their classrooms. Most teachers have a narrow range of diversity with which
they feel comfortable.
Pre-service preparation should address appropriate accommodations in curriculum,
instructional activities and evaluation procedures, the modification of materials, and the
effective identification, development and utilization of resources. In addition, the pre-service
program should prepare teachers to use various types of instructional arrangements such as
multi-level teaching, cooperative learning and peer tutoring.
EFFECTIVENESS OF INCLUSIVE EDUCATION IN THE CLASSROOM:
Effective inclusion is effective for all students, that effective teaching is effective intervention
for all students (Jordan & Stanovich, 2000/2004). The basis for this assertion is a model of the
characteristics of teachers in elementary schools that espouse a philosophy of inclusion. The
effective teaching skills consist of high levels of student engagement based on good classroom
and time management skills, the ability to scaffold learning that is adapted to students’ current
levels of understanding. Effective inclusive classroom are able to engage all students in
productive learning, value the contribution of all students and work to create environment
where all students can participate in and contribute meaningfully to the learning activities.
EFFECTIVE TEACHING PRACTICES FOR STUDENTS IN INCLUSIVE CLASSROOMS:
Team Teaching
Team teaching is an approach in which two or more teachers, join together, plan together,
teach together and evaluate together. For team teaching you have to plan jointly with others
for teaching and evaluating a particular topic or subject depending upon your
expertise/experience.

4. Co-operative Learning
Co-operative Learning is a strategy used by group/number of students to achieve a common
goal with mutual collaboration and support. In an inclusive classroom where a large number of
children with and without disabilities have been enrolled, children can be taught with the help
of co-operative learning in which they have common goals. Using co-operative learning will
provide opportunities to children with special needs, as they would take turns, ask questions,
seek assistance, answer questions, offer suggestions, learn and display good manners, speak
positively about others and correct others. The teacher would operate only as a planner,
facilitator, evaluator and monitor.
Peer tutoring
Peer tutoring is an instructional strategy that consists of pairing students together to learn or
practice an academic task. The pairs of students can be of the same or differing ability and/or
age range. Peer tutoring allows teachers to accommodate a classroom of diverse learners
including students with learning disabilities. This instructional strategy increases response
opportunities for students, provides additional time for positive feedback, and increases the
amount of time a student is on-task (Maheady, 2001).
Multi Sensory Approach
The Multi Sensory approach is based on the premise that for some children learning is
facilitated if content is presented via several modalities. Kinesthetic and tactile stimulation are
used along with visual and auditory modalities.
Task Analysis
In task analysis, the task to be learnt by the child is broken up into small teachable components.
The components are sequenced and each component is transacted to the child. You should ask
the teacher to task analyze different tasks and administer them on children with Special Need.

5. EFFECTIVE INSTRUCTIONAL STRATEGIES FOR THE INCLUSIVE CLASSROOM:
1. Establish prior knowledge.
2. Pre-plan lessons with structured objectives, but also allow for inter/post planning.
3. Proceed from the simple to the complex by using discrete task analysis, which breaks up the
learning into its parts.
4. Use a step-by-step approach, teaching in small bites, with much practice and repetition.
5. Reinforce abstract concepts with concrete examples, such as looking at a map while learning
compass directions or walking around a neighborhood to read street signs.
6. Think about possible accommodations and modifications that might be needed such as using
a digital recorder for notes, reducing the amount of spelling words, and having enrichment
activities prepared.
7. Teach to strengths to help students compensate for weaknesses such as hopping to math
facts, if a child loves to move about, but hates numbers.
8. Provide opportunities for success to build self-esteem.
9. Use modeling with both teachers and peers.
10. Vary types of instruction and assessment, with multiple intelligences and cooperative
learning.
11. Establish a pleasant classroom environment that encourages students to ask questions and
become actively involved in their learning.

6. SWOT (STRENGTHS, WEAKNESS, OPPORTUNITY & THREATENED) ANALYSIS OF INCLUSIVE
EDUCATION:
Strengths: Governments and donors need to strengthen investments in educational
improvement, and prioritise improving the educational opportunities of marginalised children
and communities. An inclusive education system puts the individual student at its heart and
nurtures and supports his/her learning through pedagogical strategies, methods,
accommodations and approaches that are effective and respectful and encourages high
expectations and achievement. An inclusive education system is not designed to support the
few at the expense of the many; it is designed to support everyone.
Weakness: The teacher, who is responsible for the education of all his/her students, may not
have the necessary specialized training to address the needs of students with special needs.
He/she may not be capable of managing her classroomtime so that he/she gives the special-
needs students the time they need to succeed academically, while managing his/her time with
her other pupils as well.
Opportunity: Inclusive education is the practice of educating students with disabilities in
general education classrooms alongside their classmates who don’t have disabilities, with
supports provided so that each and every student feels a sense of belonging, meets high
expectations, develops meaningful social relationships, and leaves school ready for post-
secondary education and a career. Inclusive education doesn’t work, we usually find that
teachers have not been taught what to do, and supplemental aids and services have not been
provided. Most high quality educational practices require preparation, training, leadership,
vision, and the creative allocation of resources; inclusive education is no different.
Threatened: Never put down a child for not being able to do something, take someone to one
time to support the child. When asking a child to demonstrate or respond to something, be sure
that the child is in the comfort zone, always capitalize on the strengths. Showing sensitivity to
each of your students is extremely important in protecting their confidence and self esteem.

7. CONCLUSION:
The preparing teachers for inclusion are a pressing issue for teacher educators. Field experience
is an essential ingredient for teacher preparation, including the preparation of teachers for the
inclusive classroom. The effective teaching was investigated among teachers working in
inclusive classrooms to determine whether the appearance of “constructivist” skills is
independent. Teacher should have the ability to solve problems, know about the interest,
aptitude and abilities of the disabled children and use them to develop various skills in them
have the ability to set high targets for disabled children, to provide success experiences to the
disabled children. Teacher should have the knowledge of special instructional material and how
to use them, highly patient, welcoming, polite and devoted, should work as team with parents
and special educators, and keep a record of the child’s achievements and failures.
Teacher should create an environment in the classroom which facilitates child to child learning
to promote a cohesive and inclusive environment recognizing the strength and weakness of
students and providing an opportunity to interact share their experience and learn together.

8. References:
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works: Seven research based principles for smart teaching. San Francisco, CA: Jossey
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 Booth, T. and Dyssegaard, B. (2008) Quality is not enough, the contribution of
inclusive values to the development of Education for All, Copenhagen, Danida.
 Cossio et al., (2012). Inclusive Schools are Effective Schools, XXXIII(2), 81–87.
http://doi.org/10.1007/s13398-014-0173-7.2
 Disabilities, S. (1975). Equity , Opportunity and Inclusion for People with Significant
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 Jordan, A., Schwartz, E., & Mcghie-richmond, D. (2009). Preparing teachers for
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mild disabilities. Remedial & Special Education, 22(1), 4-15.
 Pordan, A., Schwartz, E., & Mcghie-richmond, D. (2009). Preparing teachers for
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