helpful for BEd and MEd students

1. INCLUSIVE
EDUCATION
MUSFAR RASHAD .K
Dept of Education, University of Calicut

2. INCLUSIVE EDUCATION
 Definition:
Inclusive education can be defined as the
process of increasing the participation of
students in the cultures, curricula, and
communities of local mainstream schools.
 Concept:
It includes all the students who are away from
the education for any reasons like physically or
mentally challenged, economically, socially,
deprived or belonging to any caste creed,
gender etc.

3.  Inclusive education implies all young
learners, young people-with or without
disabilities being able to learn together
through access to common pre-schools
and schools with an appropriate network
of support services.

4. Need? / The Background?
 The question of what kind of education to
provide for children with different abilities
disabled or challenged and disabled
children were therefore initially segregated
from other children

5.  lack of knowledge,
 educational access and technology
 Traditional classification- general
education and special education.
 General schools /‘Special Schools’
 Since the last three decades criticism
against this segregation
 Inclusive education as consensus
approach
 Owing to the efforts during last two

6.  Each child should be allowed to learn in
his own way along with his peer group.
 Inclusive Education to the disabled
students within the regular education
system with some extra support (i.e.
resource room, resource teacher etc.).

7. Inclusive Education -
UNESCO
 Inclusive Education as a process of
addressing and responding to diversity of
needs of all learners through increasing
participation in learning, cultures and
communities, and reducing exclusion within
and from education.

8.  It involves changes and modifications in
content, approaches, structures and
strategies, with a common vision which
covers all children of appropriate age range
and a conviction that it is the responsibility of
the regular system to educate all children

9. Special Needs Education:
Access and Quality”,
Salamanca, Spain, in 1994.
 Inclusive Education means ”schools should
accommodate all children regardless of their
physical, intellectual, social, emotional,
linguistic or other conditions. This should
include disabled and gifted children, street
and working children, children from remote or
nomadic populations, children from linguistic,
ethnic or cultural minorities and children from
other disadvantaged or marginalised areas
or groups.” (para 3)

11. Mainstream Education
 A Mainstream School is any school that
principally meets the needs of pupils who do
not have special educational needs. They are
regular schools.

12. Special Education
 Primitive Era meaning:
Special education meant categorised
education for Brahmins, Kshatriyas,
Vaishyas, Shudras etc.
 Modern meaning:
 Education for Special need children.
 Specifically designed instruction that meets
the unusual needs of special children.
 The term special education includes all
aspects of education which are applied to all
exceptional children– Physically and mentally

13.  For special education, some special
infrastructure is needed. Also it can be
included in mainstream education with some
special facilities for it.
 Special education requires following three
elements:
1.Trained professionals including teachers,
educationists, physiotherapists.
2.Special curriculum made for students with
different disabilities.
3.Infrastructure facilities like building features,

14. Need of Special education
 To fulfil needs of exceptional children for
education.
 To help exceptional children for self
sufficiency, occupation etc.
 To help them for better life.
 To cater their daily needs.
 They need to be educated in order to get
acquainted with surrounding happenings.

15. Mainstreaming of education
 Mainstreaming, in the context of education is
the practice of educating students with
special needs in regular classes during
specific time periods based on their skills.
This means regular education classes are
combined with special education classes.

16.  Mainstreaming does not involve putting a
child full-time in a special school.
 Mainstreaming does not involve placing a
child full-time in a regular classroom.
 A student who spends the entire day in a
regular classroom with non-disabled peers is
considered fully included. Most students with
mild levels of disabilities such as dyslexia or
attention deficit disorder, or with non-
cognitive disabilities such as diabetes are
fully included.
 Mainstreaming does not involve teaching the
child outside of school.

17. TYPES OF MAINSTREAMING OF
EDUCATION
 Mainstreaming can be done in three ways.
1.Integrated Education.
2.Inclusive Education.
3.Exclusive Education.

18. Exclusive education
 is exclusion of all the students who are not
able to fit in the curriculum or in school
settings for any reason.
 No aim of including all students
 Very narrow concept.

19. Integrated Education
 Integrated Education is the educational
programme in which exceptional children
attend classes with normal children on either
a part or full time basis.
 It is placement of the disabled children in
ordinary schools with some specialised
educational help and services.
 It does not necessarily integrate all the
students who are away from the education
for any reason like physically, mentally,
socially deprived or because of any cast,
creed, gender, race, ability, disability, life

20.  The concept of integrated education arises as
outcome of National policy of education, 1986
which recommended to provide equal
opportunity to all not only for access but also
for success.
 Integration signifies the process of interaction
of disabled children with normal children in the
same educational setting.
 Integration also means ‘mainstreaming’ or
‘Normalisation’. As disabled children are
treated with normal children.

21. Importance
 It does not create a feeling of differentiation
among disabled children.
 It helps to remove inferiority complex among
disabled children.
 It provides peer group help in learning from
normal children.
 It provides disabled children a chance to enjoy
school life with normal children.
 It ensures social integration.

22.  It inculcates affection, love and respect for
disabled children among normal children.
 It is less expensive as special infrastructure
is not required. Special learning material and
specially trained teachers are not appointed.
 Disabled or challenged students may get
help from peers for learning and get
motivated for learning.

23. INCLUSIVE EDUCATION
 Definition:
 Inclusive education can be defined as the
process of increasing the participation of
students in the cultures, curricula, and
communities of local mainstream schools.
 Concept:
 It includes all the students who are away
from the education for any reasons like
physically or mentally challenged,
economically, socially, deprived or belonging
to any caste creed, gender etc.

24.  It is more broader and wider concept than
integrated education as it includes all the
students in mainstream education.
 For inclusive education special planning can
be done in mainstream education like special
infrastructure, specially designed classes,
special curriculum.
 Children with some special need can be
made to sit in different classes or same
classes with catering their needs.

25. Eg:
 Hearing impaired children can be provided
with audio aids for hearing.
 Visually impaired children can be provided
with books in Braille.
 Teaching aids for visually impaired children.
 Teaching aids for hearing impaired children.
 Special arrangement and provision of ramps
for physically handicapped children.

27. Difference between Integrated
and Inclusive education
 Integrated education
 Main aim is not integrating all the children
who are away from education. So not very
broad concept.
 Children with some disability are integrated
in normal school only.
 No formal planning is required.
 No special infrastructure, trained staff,
special curriculum is required.
 All the students away from education are not
necessarily included in mainstream schools.

28.  Can have their own criteria of integrating
students with some disability or ability.
 Not very expensive as inclusive education.
 Regular curriculum is also followed by
challenged students with generally same
school timing.
 Challenged or gifted students in any way are
occupied in same normal classrooms.

29. Benefits of inclusive
education.
 All the children away from education will be
benefitted from education.
 Disabled or challenged students may get a
support and help from normal students.
 All the students excluded from school
because of some reason may get a chance
to enjoy school life with normal students.
 Disabled or challenged students get
motivated for learning.
 They may get a confidence and can learn to
face problems, and challenges because of

30. Disadvantages of inclusive
education.
 Disabled or challenged students may not get
proper help from teachers and peers which
may lower down their moral.
 They may face any other problems because of
inadequate facilities and teaching aids
required to meet their needs.
 They may get inferiority complex in them
because of some disability.
 Gifted children may get feeling of ignorance.
 Can you suggest any other disadvantages?

31. Difficulties in inclusive
education:
 Characteristics of individual pupils should match
to facilitate participation in schooling.
 Curriculum limitations.
 No tested methods and techniques and teaching
aids available to cater their needs.
 Teachers or trained staff must be enthusiastic to
promote greater participation of challenged
students.
 Formal planning.
 Response of parents and students.

32. History of Inclusive
Education