SPPU S.Y.B.Ed. Course Code BED-203 Unit -1 INTRODUCTION OF INCLUSIVE EDUCATION

1. SAVITRIBAI PHULE PUNE UNIVERSITY, PUNE
(FORMERLY UNIVERSITY OF PUNE)
FACULTY OF EDUCATION B.Ed. TWO YEAR PROGRAMME Choice Based Credit System
MAEER’s
MIT SAINT DNYANESHWAR B. ED. COLLEGE
Alandi Devachi, Pune
BED :203:
SCHOOL & INCLUSIVE SCHOOL
By
DR.VIKAS S. TUPSUNDAR
(MA., M.ED., M.PHIL., PGDME., NET & PH.D.)
DATE : 18/08/2020

3. UNIT : 1:
INTRODUCTION
OF
INCLUSIVE
EDUCATION

4. INTRODUCTION
An estimated 93 million children worldwide live with
disabilities. Like all children, children with disabilities have
ambitions and dreams for their futures. Like all children, they
need quality education to develop their skills and realize their full
potential.
Yet, children with disabilities are often overlooked in
policymaking, limiting their access to education and their ability
to participate in social, economic and political life. Worldwide,
these children are among the most likely to be out of school.
They face persistent barriers to education stemming from
discrimination, stigma and the routine failure of decision makers
to incorporate disability in school services.
Nearly 50 per cent of children with disabilities are not in
school, compared to only 13 per cent of their peers without
disabilities. Robbed of their right to learn, children with
disabilities are often denied the chance to take part in their
communities, the workforce and the decisions that most affect
them.

5. CONCEPT
OF
INCLUSIVE
EDUCATION

6. CONCEPT OF INCLUSIVE EDUCATION
MEANING DEFINITION

7. What is Inclusive
Education ?
Inclusive Education means that all students attend and
are welcomed by their neighborhood schools in age-
appropriate, regular classes and are supported to learn,
contribute and participate in all aspects of the life of the
school.

8. Inclusive education is about how we develop
and design our schools, classrooms, programs
and activities so that all students learn and
participate together.
Inclusive education is about ensuring access to quality
education for all students by effectively meeting their
diverse needs in a way that is responsive, accepting,
respectful and supportive. Students participate in the
education program in a common learning
environment with support to diminish and remove
barriers and obstacles that may lead to exclusion.

9. Inclusive education is carried out in a common
learning environment; that is, an educational setting
where students from different backgrounds and with
different abilities learn together in an inclusive
environment. Common learning environments are
used for the majority of the students’ regular
instruction hours and may include classrooms,
libraries, gym, performance theatres, music rooms,
cafeterias, playgrounds and the local community. A
common learning environment is not a place where
students with intellectual disabilities or other special
needs learn in isolation from their peers.

10. Effective common learning environments:
 Enable each student to fully participate in the learning
environment that is designed for all students and is shared with
peers in the chosen educational setting;
 Provide a positive climate, promote a sense of belonging and
ensure student progress toward appropriate personal, social,
emotional and academic goals;
 Are responsive to individual learning needs by providing
sufficient levels of support and applying student-centred
teaching practices and principles.
 Common learning environment: an inclusive environment
where instruction is designed to be delivered to students of
mixed ability and with their peer group in the community
school, while being responsive to their individual needs as a
learner, and used for the majority of the students’ regular
instruction hours.

11. DEFINITION
OF
INCLUSIVE
EDUCATION
Allen :
“Inclusive Education is about responding to diversity; it
is about listening to unfamiliar voice , being open
empowering all members and about celebrating
‘difference’ in dignified ways. From this perspective ,
the goal is not to leave anyone out of school.”

12. CONCEPT OF INCLUSIVE EDUCATION
THE CHILD
EDUCATION SYSTEM TAKING EDUCATION TO ALL
COMMUNITY

13. The Child
Children with special needs.
Children with severs special needs requiring
additional support , which may be already in
school , but might not achieve adequately.
Children who are not enrolled in school , but
could participate, if alternative forms of schooling
in their community were made available.

14. Education system taking Education to all

15. Community

16. What is
mean by
Inclusive
Education ?
State the
concept of
Inclusive
Education.

17. NATURE
OF
INCLUSIVE
EDUCATION

18. Nature of Inclusive Education
Depend on Teacher’s Attitudes Towards Students
Enhance the Level of Resources
Support of External Services
Models of Inclusive Teaching

19. SCOPE
OF
INCLUSIVE
EDUCATION

20. Scope of Inclusive Education
 A Constantly Evolving Process of
Change & Improvement :
 Restructuring Education Cultures ,
Policies & Practices :
 Changing the Education System :
 Identify & Remove Barriers :
 Presence :
 Participation :
 Process in Which All Stakeholders
should Participate :
 Outside the Formal Education System

21. NEED OF
INCLUSIVE
EDUCATION

22. Fulfill Student’s Special Need
Consideration of Employment & Living Conditions
Beneficial for Special Needs Children
New Concept in Education
Inclusion of Society in Education
Inclusive Education Beliefs on Culture & Modern Values
Economic Considerations

23. IMPORTANCE OF
INCLUSIVE
EDUCATION

24. BETTER QUALITY EDUCATION
PERPETUATES DISCRIMINATION
SCHOOL COMMUNITY WORKING
ACADEMIC SKILLS
FRIENDSHIP DEVELOPMENT

25. PRINCIPLES
OF
INCLUSIVE
EDUCATION

26. PRINCIPLES
OF
INCLUSIVE
EDUCATION
TEACHING ALL
STUDENTS
EXPLORING MULTIPLE
IDENTITIES
PREVENTING
PREJUDICE
PROMOTING SOCIAL
JUSTICE
CHOOSING
APPROPRIATE
MATERIALS
TEACHING &
LEARNING ABOUT
CULTURE &
RELIGIONS
ADAPTING &
INTEGRATING
LESSONS
APPROPRIATELY

27. PROBLEMS OF INCLUSIVE EDUCATION IN INDIA

28.  Skills of Teachers :
 Lack of Awareness about Children with Disabilities Among
General Teachers :
 Improper Curriculum Adaptation :
 School Environment Including Difficulties in Physical
Access :
 Support Services :
 Family Collaboration :
 Insufficient & Improper Pre-service Teacher Education :
 Negative Self-perception of Children with Disabilities :
 ICT Availability & Related Competencies :
 Improper Policy Planning & Lack-luster Implementation :
 Expenses Involved :

29. BENEFITS OF INCLUSION IN INCLUSIVE EDUCATION

30. SPECIAL NEEDS STUDENTS
FAMILIES OF SPECIAL NEEDS STUDENTS
TYPICALLY DEVELOPING STUDENTS
TEACHERS
SOCIALISATION
PEER TUTORING
POSITIVE ENVIRONMENT