1.1.pptx inclusive education for med and bed

1.1 : Definitions, Concept and Need of
Inclusive Education

Definitions
• Inclusion is the provision of services to students with
disabilities, including those with severe impairments, in
the neighborhood school in age-appropriate general
education classes, with the necessary support services
and supplementary aids (for the child and the teacher)
both to ensure the child's success academic, behavioral
and social and to prepare the child to participate as a full
and contributing member of society.
-(US National Centre on Educational Restructuring and Inclusion
1995, cited in Frederickson and Cline, 2002)

Definitions
• Inclusive education describes the process by which a
school attempts to respond to all pupils as
individuals by reconsidering and restricting its
curricular organization and provision and allocating
resources to enhance equality of opportunity. Through
this process the school builds its capacity to accept all
pupils from the local community who wish to attend
and, in doing so, reduces the need to exclude pupils.
-(Sebba and Sachdev, 1997, cited in Frederickson and
Cline, 2002)

Definitions
• Inclusive education is not about containment,
assimilation or accommodation. It is not about
placing particular pupils in changed, under-
resourced and unplanned circumstances.
-(Barton, 2003)
• Inclusion: an approach going beyond the idea that
all children should be educated in the same
place, stressing equity and including everyone, if
possible, in the curriculum. Major ideas are
participation, development of full potential and
involvement in the wider community.
-(Sage, 2004)

Definitions
• Inclusion involves change. It is an unending
process of increasing learning and participation
for all students. It is an ideal to which schools
can aspire but which is never fully reached. But
inclusion happens as soon as the process of
increasing participation is started. An inclusive
school is one that is on the move.
-(Booth and Ainscow, 2002)

Concept of Inclusive Education
• The term inclusion captures, in one word, an all-
embracing societal ideology. Regarding individuals with
disabilities and special education, inclusion secures
opportunities for students with disabilities to learn
alongside their non-disabled peers in general education
classrooms.
• Inclusive education is a relatively controversial topic for
many parents and educators. The idea behind inclusive
education is that students with special needs will be
placed in the same classroom environment as other
students their age who do not have special needs.

Concept of Inclusive Education
• Within inclusive education, there are two main branches
of thinking: mainstreaming and full inclusion.
Mainstreaming is a process that allows children with
special needs to enter certain standard classrooms after
they show the ability to keep up with the rest of their
peers.
• Full inclusion puts students with special needs in
standard classroom environments without testing or
demonstration of skills. Individuals that support full
inclusion believe that all children belong in the same
classroom environment no matter what.

Need of Inclusive Education
• There have been efforts internationally to include children with
disabilities in the educational mainstream. In order to achieve truly
inclusive education, we need to think about and incorporate
children with special needs into regular schools. Especially, because
these kids face some sort of barriers to learning and participation in
the classroom.
• As general education classrooms include more and more diverse
students, teachers realize the value of accepting each student as
unique. In effective inclusive programs, teachers adapt activities to
include all students, even though their individual goals may be
different. We have learned that inclusive education is a better way
to help all students succeed.

• Researches show that most students learn and perform
better when exposed to the richness of the general
education curriculum.
• The growing body of research has shown that children
do better academically when in inclusive settings and
Inclusion provides opportunities to develop
relationships. Some of the benefits include: friendships,
social skills, personal principles, comfort level with
people who have special needs, and caring classroom
environments.

• In an inclusive educational setting, low-achieving
students are able to get extra help even though they did
not qualify for special education.
• Classmates of students with disabilities also experience
growth in social cognition, often can become more aware
of the needs of others in inclusive classrooms. An
interesting side effect is that these parents report that
they also feel more comfortable with people with special
needs because of their children‟s experiences.
• Students with disabilities can create long-lasting
friendships that would not be otherwise possible, and
these friendships can give them the skills to navigate
social relationships later on in life.

1.2 : HISTORICAL PERSPECTIVES ON EDUCATION OF
CHILDREN WITH DIVERSE NEEDS

HISTORICAL PERSPECTIVES ON EDUCATION OF
CHILDREN WITH DIVERSE NEEDS

In India special education as a separate system of education for disabled
children outside the mainstream education system evolved way back in
1880s.
The first school for the deaf was set up in Bombay in 1883 and the first
school for the blind at Amritsar in 1887. In 1947, the number of schools for
blind increased to 32, for the deaf 30 and for mentally retarded 3. There was
rapid expansion in the number of such institutions. The number of special
schools rose to around 3000 by the year 2000 (Department of Education,
2000).
The Govt. of India in the 1960s designed a scheme of preparing teachers for
teaching children with visual impairment. Similar schemes for teaching
children with other disabilities were gradually developed. However, the
quality of the trained teachers was in question because of lack of uniform
syllabi of various courses, eligibility criteria for admission to these courses
and also due to large extent of non-availability of teacher educators and
literatures in the field. Therefore, in 1980s the then ministry of Welfare,
Govt. of India, realized the crucial need of an institution to monitor and
regulate the HRD programmes in the field of disability rehabilitation.

Historical Perspectives of Inclusive Education More than half-a-century ago in
1948, the Universal Declaration of Human Rights was adopted by the United
Nations General Assembly. In 1975, the same body adopted the Declaration on
the Rights of Disabled Persons.
Many important Conventions, Declarations and Action Plans have been either
ratified, acceded to, or accepted by governments and international and national
non- governmental organizations.
Those which related directly to “Education for All”, particularly disabled children,
are The Convention on the Rights of the Child, 1989, United Nations Economic and
Social Commission for Asia – Pacific (UNESCAP) Report in 1999 on “Education for
Children and Youth with Disabilities into the 21st Century”.
The World Declaration on Education for All and its Framework for Action to meet
Basic Learning Needs, 1990, Article 3, Clause 5, states “the learning needs of the
disabled demand special attention. Steps need to be taken to provide equal access
to education to every category of disabled persons as an integral part of the
education system.” Nothing could be more clearly stated. The Declaration and
Framework were accepted with the year 2000 as the target for completion. But
today, after the deadline is over, the scenario remains disheartening.

Indian Initiatives to Implement Inclusive Education The Indian
Education Commission (1964-66): The Indian Education
Commission was the first statutory body to suggest that the
education of handicapped children has to be organized not merely
on humanitarian grounds, but also on grounds of utility.
The Commission observed that although the Indian Constitution
had issued specific directives about compulsory education for all,
including children with disabilities, very little had been done in this
regard. The Commission also emphasized that the education of
children with disabilities should be “an inseparable part of the
general education system.” At the time when the Commission
made its recommendations there were les than 250 special
schools in India. The Commission set the following targets to be
achieved by 1986: education for about 15 percent of the blind, the
deaf and orthopedic ally handicapped and 5 percent of the
mentally retarded.

The commission also specifically emphasized the
importance of integrated education in meeting this
target as it is cost-effective and useful in developing
mutual understanding between children with and
without disabilities. Integrated Education for Disabled
Children (IEDC, 1974): In 1974, the Ministry of Social
Justice and Employment, Government of India,
initiated the IEDC program to promote the
integration of students with mild to moderate
disabilities into regular schools. Children were to be
provided financial support for books, stationary,
transport, special equipment and aides. The
governments were provided 50 percent financial
assistance to implement this program in regular
schools.

National Policy on Education (NPE, 1986-92): In 1986, the Indian Government
formulated the National Policy on Education for all government schools and
articulated a need to integrate students with disabilities. It emphasized that
whenever feasible, the education of children with motor handicapped and
other mild disabilities should be provided in regular schools.
It also emphasized the need to restructure primary teacher training programs
to prepare teachers to deal with the special difficulties of children with
disabilities. Project Integrated Education for the Disabled (PIED, 1987): In 1987,
the Ministry of Human Resource development (MHRD) in association with
UNICEF and the National Council for Educational Research and Training (NCERT)
undertook “Project Integrated Education for the Disabled” (PIED). The aim of
the project was to strengthen the implementation of the IEDC scheme. District
Primary Education Program (DPEP, 1994): A centrally sponsored scheme, the
District Primary Education Program aims to reduce the overall dropout rates of
all students enrolled in primary classes, to raise their achievement levels and to
provide primary education for all children, including children with disabilities.

This is probably the largest program of the central government
in teams of funding. The Persons with Disabilities Act (PWD Act,
1995): A close examination of the national initiative discussed
so far indicates that although the Indian Government had made
several attempts to implementation integrated education
programs; it lacked a firm commitment to promote integration.
This was largely because the Indian Government had
considered provision for children with disabilities to be a
welfare issue rather than an educational imperative. The PWD
Act proposed the provision of improved educational services,
medical care vocational training, employment, and social
security for all persons with disabilities. The Act stated that
whenever possible, students with disabilities should be
educated in regular school settings.

What are the existing practices of Inclusive Education in India?
Both full-fledged inclusive education programs and quasi-
inclusive program are being practiced in various forms by
different organizations in India. At present, at least 7
implementing strategies of inclusive education are observed in
India. They are listed as follows:
1. Resource models where children with disabilities study in
general school and stay in hostels meant for non-disabled
children.
2. Resource models where children with disabilities study in
general schools and stay with parents at home.
3. Semi-resource models or cooperative models where children
with disabilities are taught only by the resource teacher in a
separate class in a general school.
4. Itinerant model where a resource teacher visits the child in
his /her local school and the child stays with parents.

5.Multi- category resource model where disabled
children of different kinds are educated in a general
school by the regular teachers and a particular
locality.
6. Multi- category itinerant model where one special
teacher attend to the needs of disabled children of
different categories in a particular locality.
7. An ideal inclusive education concept aims at
facilitating total integration of the child in the
community.
The upcoming inclusive education programs in India are
avoiding separation of children with disabilities from
their families for the purpose of education.

1.3: Difference between Special Education,
Integrated Education and Inclusive
Education

Special education
• Special education (also known as special needs
education, aided education, exceptional
education or Special Ed) is the practice of
educating students with special educational
needs in a way that addresses their individual
differences and needs.

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 specialized educational help and
services.

Difference between Special Education,
Integrated Education and Inclusive Education

1.4: Advantages of Inclusive Education for
ALL Students

Advantages of Inclusive Education for ALL
Students
• Students without disabilities made significantly greater progress in reading
and math when served in inclusive settings. (Cole, Waldron, Majd, 2004)
• Students who provided peer supports for students with disabilities in
general education classrooms demonstrated positive academic outcomes,
such as increased academic achievement, assignment completion, and
classroom participation. (Cushing & Kennedy, 1997)
• No significant difference was found in the academic achievement of
students without disabilities who were served in classrooms with and
without inclusion. (Ruijs, Van der Veen, & Peetsma, 2010; Sermier
Dessemontet & Bless, 2013)
• Kalambouka, Farrell, and Dyson’s (2007) meta-analysis of inclusive
education research found 81% of the reported outcomes showed including
students with disabilities resulted in either positive or neutral effects for
students without disabilities.

Students
• Time spent engaged in the general education curriculum is
strongly and positively correlated with math and reading
achievement for students with disabilities. (Cole, Waldron, &
Majd, 2004; Cosier, Causton-Theoharis, & Theoharis, 2013)
• Students with intellectual disabilities that were fully included
in general education classrooms made more progress in
literacy skills compared to students served in special schools.
(Dessemontet, Bless, & Morin, 2012)
• Students with autism in inclusive settings scored significantly
higher on academic achievement tests when compared to
students with autism in self-contained settings. (Kurth &
Mastergeorge, 2010)

Students
• Non-Disabled Teach Disabled
In the inclusive classroom, one of the chief
advantages of having mild to moderately disabled
children in the traditional classroom is that these
disabled children are able to learn vast amounts from
their non-disabled peers. In one way, the disabled
child can learn from the other children by seeing their
methods of study, retention, and development.
Likewise, this close proximity allows the disabled
child an intimate look at proper and improper
behavior in non-disabled children. This particularly
helps in children with emotional or psychological
disabilities.

Students
• Disabled Teach Non-Disabled
The inverse of the above advantage to
inclusion is also true in that non-disabled children
can stand to learn a great deal from their disabled
peers. With all of the misconception regarding
disability in our society, one of the best ways to
learn about it as well as those with disabilities is
by being close to and interacting with them on a
regular basis. This learning experience may be
equal to if not greater than the above in its ethical
and educational value.

Students
• Building Community
Benefits Of Inclusive Education, provides a good
rundown as to the community-forming benefits of
inclusion in the classroom. As stated, children learn
more from each other than adults. They also form
bonds and the fruits of young friendships and
relationships. The differences between students is then
acknowledged and respected within the group;
diversity in team and community identity is accepted
and even enjoyed. Teachers can also stand to learn a
great deal in sociological and psychological aspects
when a part of such a communion of students.

Students
• Studies Back Inclusion
Anyone with an agenda can certainly just state
that educational inclusion practices are better than
non-inclusion and that we should just therefore accept
that as fact. However, now that inclusion is no longer
a newborn concept, research has had time to analyze
and interpret the results. So far, the overwhelming
evidence suggests that classroom inclusion yields
much better academic and behavioral results in their
disabled attendees than do non-inclusive approaches.
Results like these are tough to go against.

Students
• Inexpensive Efficacy
In times past, children were split up with the disabled
going to separate classrooms from the non-disabled. Each
disabled child in attendance would then entitle the school to
additional funding in order to cover the increased difficulty in
teaching through that disability. Schools still receive this
additional funding for the disabled in attendance but can now
include them in the regular, less costly classroom. While
additional teacher’s aides and other resources of cost may be
needed in the classroom at this point, there is still a massive
savings experienced via the pricey, specialized classroom’s
extinction. The resulting surplus funding and resources can
then be utilized in other areas of the school in need.

1.5 Concept and meaning of diverse needs

• Student Diversity
As students enter the classroom, they
bring with them a unique background, set of
skills, and educational needs. No two
students learn the same because of these
traits. Diversity in the classroom does not
just refer to cultural diversity but also refers
to diversity in skills, knowledge, and needs.
It is important to understand these attributes
in order to effectively teach your students.

• Who are diverse learners?
diverse learners as those students who
live in rural areas; are homeless, migrant,
neglected, or delinquent; attend schools in
districts that receive impact aid for diverse
learners.

• Learning About Your Students
• The most important thing you can do to help educate your students
is to learn as much about them as possible. You can achieve this in a
wide variety of ways, either by spending time talking to the
students, giving them questionnaires to fill out, or engaging them in
activities that reveal information about them.
• Using a combination of all the above methods can help give you a
clear picture of what each student needs and how they learn best.
For example, talking to students can give you a clear picture of their
verbal skills and personality. A questionnaire can target specific
information about the student and help you learn about their
interests and passions. Different icebreaker activities can allow you
to observe students socializing so you can learn how they act in
groups.

• Another key component for learning about
your students is communicating with parents
and families. This will give you background
information, such as their cultural identity or
personal history. Knowing about your
student's cultural backgrounds, for example,
can help you create a more culturally
sensitive classroom environment so every
student feels welcome and safe.

Children Come Under This
Scheme
Mentally handicapped-educable group (IQ 50-70).

• 1.6 Educational approaches and Measures

Educational approaches and
measures for meeting the diverse
needs
Diversity: This term means the variations and
differences found among any group of
children or adults.

The major issue underlying inclusion is the acceptance of
diversity. We all need to learn that diversity is an asset not a
liability. The concept of diversity encompasses acceptance and
respect. It means understanding that each individual is unique
and recognizing our individual difference as reality and diverse
abilities as one of the dimensions of human diversity. It is the
exploration of these differences in a safe, positive and nurturing
environment. It is about understanding each other and moving
beyond simple tolerance to embracing and celebrating the rich
dimensions of diversity contained within individual. The
pedagogic treatment should be as per the individual needs their

Each pupil is different in terms of learning ability, academic
standards, classroom learning and academic performance, and
each has his own in learning. The aim of Remedial teaching is to
provide learning support to pupils who lag far behind their
counterparts in school performance. By adapting school curricula
and teaching strategies, teachers can provide learning activities
and practical experiences to students according to their abilities
and needs. They can also design individualized educational
programmes with intensive remedial support to help pupils
consolidate their basic knowledge in different subjects, master the
learning methods, strengthen their confidence and enhance the
effectiveness of learning.
Throughout the teaching process, teachers should provide
systematic training to develop pupils' generic skills, including
interpersonal relationship, communication, problem solving, self-
Educational approaches and measures for meeting the
diverse needs- concept of remedial education

Pupils under remedial teaching usually have one or more
than one of the following learning difficulties:
 poor memory
 short attention span and are easily distracted by other things
 relatively poor comprehensive power
 lack of learning motivation
 lack of self confidence
 and relatively low self expectation
 weak in problem solving Power
 fail to grasp information effectively and mix things up easily

 have difficulty in understanding new/abstract
concepts
 fail to transfer knowledge to the related learning
areas appropriately
 need more time to complete assignments or tasks
Apart from various learning difficulties, pupils may
have different abilities and styles of learning. Some are
better in visual learning while others are more
competent in audio learning. Certain pupils have to learn
through sense of touch or practical experiences.

Teaching preparation
Before preparing for their lessons, remedial teachers should
identify pupils' diverse learning needs as soon as possible so
that they may design appropriate teaching plans to facilitate
pupils' effective learning.
Devise various learning activities
Since pupils have different characteristics in learning,
teachers must devise different learning activities with the
same teaching objective to develop pupils' varied abilities
and skills in problem solving. It is more effective for
teachers to adopt a series of relevant and simple teaching
activities than assigning one long teaching activity since
pupils may acquire the required knowledge and skills
through diversified activities.
Design meaningful learning situations
Remedial teachers should specifically design meaningful

Teaching approaches
Teachers should give concrete examples before
proceeding to abstract concepts by way of simple and
easy steps at a pace in line with the learning abilities of
students. Teachers may teach new concepts from
different perspectives by various approaches so that
pupils can grasp the ideas through meaningful and
repeated illustrations. Teachers should encourage
pupils' active participation by more frequent use of
teaching aids, games and activities. They can also make
use of information technology and all the teaching
resources available to help pupils understand the main
points.
Provide clear instructions
Pupils with learning difficulties are less competent in

Summarize the main points
At the course of teaching, teachers should always sum up
the main points in teaching and write the key phrases on
the board to enhance pupils' audio and visual memories.
Teachers can guide their pupils to link up the knowledge
they learn from class with their life experiences so as to
enhance the effectiveness of learning. Besides, guiding
pupils to repeat the main points in verbal or written
form is also an effective way of learning.
Enhance learning interest and motivation
Suffering from frequent frustrations in their work,
pupils with learning difficulties may gradually lose their
interest in learning. Therefore, teachers should adapt
the curriculum to meet the needs of pupils. With less
pupils in the IRTP, teachers can design interesting

diverse needs-
Special Education
Special education classes provide a unique service to
physically or mentally challenged students. The ideal special
education classroom provides quality instruction to students with
disabilities. While the push in education these days seems to be
toward online education and the inclusion of special education
students within mainstream classrooms, special education classes
are still needed for more severely disabled students. The purpose
of the special education classroom setting is to provide more
intensive, individualized attention to the students who most need
it.

1. Form small groups
Forming small groups of two or three students within the class
grouped according to their level can help with personalizing the
teaching while not sacrificing class instruction time.
2. Create classroom centers
Classroom centers are another effective way students can be
grouped. Each center would specialize in one area or level. The
centers would be self-contained in terms of instructions and all
lesson materials.
3. Blend ‘the Basics’ with more specialized
instruction
Still another way of instructing multiple levels of students is to

4. Rotate lessons
Lessons within the different groups or centers could be rotated so
that on any given day the teacher could introduce new material to
one group, while only having to check in on others who are doing
more independent activities. The teacher assistant could also be
of service within such a lesson cycle.
5. Try thematic instruction
Thematic instruction is where a single theme is tied into multiple
subject areas. This method of teaching has been shown to be very
effective in special education classrooms.
6. Provide different levels of books and
materials
Since there will be a variety of proficiency levels in the classroom,
be sure to have different levels of textbooks and other teaching
materials available for each subject. Having a range of levels on
hand will ensure that each student can learn at the appropriate

diverse needs-
Integrated Education
Integrated education is usually bringing together,
in one combined process, more than one element,
subject, method or stream in the educational process. If
we mix teaching history and geography, chemistry and
biology, formal and informal education, or theoretical
and practical education we are implementing integrated
education.
In the same manner holistic education may also be
delivered as an integrated education. For example moral

1. Integration of school subjects
Combining and integrating school subjects will reduce the number
of subjects to be included in the curriculum. For example one
subject to be called “Our Environment” could be a combination of
physical, political and economic geography together with
environmental protection and some aspects of civics. Another
subject to be called “Our Health” could be a combination of
biology, hygiene, nutrition, and some aspect of moral education.
2. Integration of at-school education with self-learning at home
Modern educational technology is gradually making it possible to
learn some subjects through various “distance education” or self-
learning methods. This approach if properly devised and

3. Integrating school- education with out-of-school education
There are various opportunities at home and in the
community that can provide certain knowledge and skills that are
normally offered by the school. Public libraries, summer jobs,
assuming some responsibilities at home, services offered by
public agencies and institutions can be enlisted to cover a portion
of what is now expected to be included in school curriculum. This
will be a kind of integration of formal and non-formal education.
4. Integrating education and learning with recreational and
entertainment activities
Computer games, television programs, educational video
and DVD, some sport activities, summer camps, boy and girl

5. Integrating academic and vocational education
Dividing the education process into two separate streams by
separating ordinary secondary level education from vocational
training, has resulted in bringing up two groups of individuals,
thus dividing the society into tow camps: in one camp are those
who utilize their hands namely their physical abilities and in the
other camp are those who are expected to use their heads namely
intellectual capabilities.

A succinct definition of inclusive education is
provided by Lipsky & Gartner (1996, 1999), who
described it as students with disabilities having full
membership in age-appropriate classes in their
neighbourhood schools, with appropriate
supplementary aids and support services. To Antia et
al. (2002), inclusion denotes a student with a
disability unconditionally belonging to and having
diverse needs-
Inclusive Education

They contrasted this with ‘integration’, or
‘mainstreaming’, both of which imply that the student
with a disability has the status of a visitor, with only
conditional access to a regular classroom, but primary
membership of a special class or resource room.
In their review of 28 European countries, Meijer
et al. (2003) described three different approaches to
including pupils with special educational needs: one-
track (including almost all pupils in the mainstream),
multi-track (a variety of services between mainstream

In recent years, the concept of inclusive
education has been broadened to encompass not
only students with disabilities, but also
all students who may be disadvantaged. Earlier,
Skrtic et al. (1996) had argued that inclusive
education goes far beyond physical placement of
students with disabilities in general classrooms,
but should involve schools meeting the needs of all

This broadened conceptualisation of inclusive
education was recently articulated in the meeting
at the forty-eighth session of the UNESCO
International Conference on Education, held in
Geneva in November 2008, where it was
acknowledged that ‘inclusive education is an
ongoing process aimed at offering quality
education for all while respecting diversity and the
different needs and abilities, characteristics and

In implementing inclusive education, attention should be paid to three levels: the
broad society and education system, the school and the classroom.
Societal and education system level. At this level, factors such as the
following have been identified as playing important roles:
(a) the policy context of the wider community,
(b) collaboration between government agencies and between them and non-
government organisations, and
(c) collaboration among educators, parents, peers, other school personnel, and
community agency personnel.
To bring about inclusion, according to Oliver (1996), changes must take
place at all levels of society. These include differences becoming positively
valued, education systems becoming morally committed to the integration of all
children into a single education system, schools becoming welcoming
environments, teachers becoming committed to working with all children,

School level. At this level, the key question is what evidence is
there that mainstream schools can act in ways that enable them to
respond to student diversity to facilitate participation by all
students in the cultures, curricula and communities of those
schools? After extensively reviewing the literature on this topic,
Dyson et al. (2003) were able to find only six studies that provided
trustworthy evidence relevant to this question. In determining the
extent to which schools facilitate (or inhibit) inclusion, two school-
level themes ran through these studies: the importance of school
culture (e.g., the values and attitudes held by staff) and leadership
and decision-making. School leadership was also emphasised by

Classroom level. Of course, the success or otherwise of inclusive
education critically depends on what takes place minute-by-
minute in regular classrooms. Inclusive education does not mean
the coexistence of one programme for a student with special
educational
needs and another for the other students. Rather, it implies
changing the programme and teaching approaches for all students
in a class.
Inclusive education also requires close collaboration between
regular class teachers and a range of other people, including
specialist teachers, teaching assistants, therapists, and parents.
Features of consultation models that have been advocated include
(a) the regular classroom teacher having primary responsibility
for students’ overall programmes,
(b)equal professional status of the regular teacher and the

Brief account of existing
special, integrated and
inclusive education services in
India.

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