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3 challenges in inclusive education

This document discusses inclusive education in India. It defines inclusive education as a system that provides opportunities for students with special needs or disabilities to pursue education alongside neurotypical students. The objectives of inclusive education are to ensure no child is denied admission, promote access to education for all, and provide support services. It aims to serve people ages 0-21 with disabilities. Challenges include enrollment and retention, but strategies exist like awareness campaigns and ensuring physical access. Teachers play a key role by supporting individual student needs. Benefits are seen through improved academic performance and grade levels over time. The conclusion states the goals of inclusive education are enrollment of all children with disabilities and providing needed support in mainstream schools.

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 MEANING OF INCLUSIVE EDUCATION  DEFINITION OF INCLUSIVE EDUCATION  OBJECTIVE OF INCLUSIVE EDUCATION  TARGET GROUP  CHALLENGES & STRATEGIES OF INCLUSIVE EDUCATION  ROLE OF TEACHER  BENEFITS OF INCLUSION (SUBJECT WISE)  BENEFITS OF INCLUSION (YEAR WISE)  CONCLUSION  BIBLIOGRAPHY
 It is term inclusion is an International buzz word in education and Indian education has no exception.  The Universal Declaration of human rights, the United Nations General Assembly charter, and United Nations Convention on the rights of the child all acknowledged education as a human right.  It may also be seen as a continuing process of breaking down barriers to learning and participation for all children and young people.
 ACCORDING TO SIMONE ASPIS “INCLUSIVE EDUCATION SHOULD CREATE OPPORTUNITIES FOR ALL LEARNERS TO WORK TOGETHER.”  ACCORDING TO NATIONAL EDUCATION’S MINISTRY REGULATION “INCLUSIVE EDUCATION IS AN EDUCATIONAL SYSTEM THAT PROVIDES OPPORTUNITIES FOR SPECIAL NEEDS AND TALENTED STUDENTS TO PUSUE EDUCATION AT MAINSTREAM SCHOOLS ALONG WITH OTHER NEURO-TYPICAL OR “NORMAL” STUDENTS.
 To ensure that no child is denied admission in mainstream education.  To ensure that every child would have the right to access an Aanganwadi and school.  To ensure that mainstream and specialist training institutions serving persons with disabilities in govt. and non-govt. sector.  To provide home based learning.  To promote distance education.
 To facilitate access of disabled student from rural and remote area.  To emphasize job-teaching and job-oriented vocational training.  To promote an understanding of the paradigm shift from charity to development.
 Infants and children with special needs in the age group 0-6 yrs.  Children with special needs in the age group 6-14 yrs.  Young persons with disabilities in the age group 14-21 yrs.
 Enrolment and retention of all children with disabilities in the mainstream education system. Strategies : -  Review implementation of existing programmes.  Generating awareness in the general community.  Ensure enrollment and intervention for all children with special needs.  Facilitate free and compulsory elementary education for children with special needs in the age group 6-14 in mainstream education.  Ensuring physical access for children and youth with disabilities in schools and educational system.
 Providing need based education and other support in mainstream schools to children in order to develop their learning and abilities. Strategies : -  Development of national norms for inclusive education.  Provide inputs in all pre service and in service training for mainstream and special education teachers.  Appropriate resource services support.  Put in place an effective communication and delivery system.
 Support higher and vocational education through proper implementation of the existing reservation quota in all educational institutions and creation of barrier free learning environment.  Strategies : -  Ensuring physical access for young persons with disabilities in all colleges and educational institutions.  Facilitate college /vocational education for young persons with disability through proper implementation of existing reservation quota and provision of support for educational material are during examinations.
 Disability focused research and interventions in universities and educational institutions.  Strategies : -  Setting up of centers for disability studies and chair disability studies in universities.  Supporting research in areas related to inclusive practices.
 Teachers are the key actor to successfully implementing inclusive education. Proper knowledge and educational qualifications are required from them as well as a high commitment to students individual needs.
% of Students Receiving C or Better in Respective Classes
% of Students’ Grades Improving Over 1-year Period
 Enrolment and retention of all children with disabilities.  Providing need based education and other support in mainstream schools to children.  Support higher and vocational education through proper implementation.  Disability focused research and interventions in universities and educational institutions.
 http://www.education.nic.in/INCLUSIVE.asp  ThakurA.S.and Berwal S “Development of learner and teaching learning process” Agarwal publications, Agra.  Singh.V “Technology based social inclusion for children with special needs” Learning CommunityVol.1 no.1 June 2010  Oza D.and Madhvi R.L. “Developmental challenges of special groups and technological determinism. University News Vol48oct.2010  EENET (1998) Inclusive education: Making a difference A report of an International Disability and Development Consortium seminar, Agra.  Finkelstein, V (1992) Issues in the Terminology of Disability: A synposis. An edited version of a paper submitted to the Open University Advisory Committee on Students with Disabilities Milton Keynes:Open University  Finkelstein, V & Stuart, O (1996) 'Developing New Services' in Hales, G (ed), Beyond Disability: Towards an Enabling Society London: Sage