This document discusses the challenges of teacher education in the 21st century in light of inclusive education. It begins with introducing the concepts of children with special needs and inclusion. Some key challenges identified include the lack of focus on special education in university curriculum and teacher training programs. There is also a shortage of special educators and resource teachers in Chhattisgarh, India where data shows about 65,000 school-aged children with disabilities but less than 200 resource teachers. The document argues that teacher education needs interventions like curriculum modification, pre-service teacher training, and involvement of special educators to effectively support the growing number of children with special needs in the region.

1. CHALLENGES TO
TEACHER EDUCATION
IN 21ST CENTURY :
IN THE LIGHT OF
INCLUSIVE EDUCATION
RAJNISH KUMAR ARYA
Assistant Professor
John Milton B. Ed. College
Berhampur, Odisha

3. Dedicated to Children with Special Needs,
their families, those working with them

4. About this Presentaion
Introduction
Inclusion
Challenges to Teacher
Education in 21st Century

5. 1. Introduction

6. Do you agree with it?

7. Tell About Pictures
B
A
C
D
E

8. A collective or common
name for these Children
…………..
CWSN or CWSEN

9. CWSN / CWSEN
i.e. Children with Special
Needs or Children with
Special Educational Needs

10. Who are CWSN?
• Children who have more than 40 % disability in
any category :
• As per PWD Act, 1995•
1. blindness;
2. low vision;
3. leprosy-cured;
4. hearing impairment;
5. locomotor disability;
6. mental retardation;
7. mental illness;

11. • As Per National Trust Act, 1999
1. Autism
2. Cerebral Palsy
3. Multiple Disabilities

12. Do you think that
CWSN
are similar to other
Children

13. IF YES,
then why we are talking
about the inclusion of
these children

15. Indian Scenario

18. THAT’S
ChildrenWith Special Needs
NEED EDUCATION

19. Need of Education for CWSN
• Education is one of the most effective tools
by which Children with special needs could
achieve the social and economic
empowerment. Education holds importance
for Children with Speical Needs as they
have been a subject of discrimination for a
long period of time.It is crusical for
developing their potential, self-confidence,
self-reliance and making them career
oriented
Chaudhuri,

20. 2. Inclusion

21. DO YOU KNOW
INCLUSION?

22. THE EVOLUTION OF INCLUSION

23. WAY TO INCLUSIVE EDUCATION

24. MEANS OF INCLUSIVE EDUCATION
• Inclusive education refers to an
education
system
that
accommodates
all
children
regardless
of
their
physical,
intellectual,
social,
emotional,
linguistic or other conditions.

26. Means of Inclusive Education for CWSN
“Inclusive Education implies that children
and youth with special educational needs
should be included in the educational
arrangements made for the majority of
children….
Inclusive
Schools
must
recognize and respond to the diverse needs
of students, accommodation of both
different styles and rates of learning and
ensuring quality education to all through
appropriate
curricula,
organizational
arrangements,
teaching
strategies, resources use and partnerships
with their communities.”
(UNESCO - Salamanca Statement,1994)

27. Rational for Inclusive Education
for CWSN
• Education of CWSN is more than
100 years old but the present
service delivery system have not
even covered 5% of the total
population of CWSN.
• When more than 90% of CWSN are
found in the rural areas, majority of
the Special School Integrated
Education and Inclusive Education
Program are located in the
Cities/Urban areas.

28. Rational for Inclusive Education
for CWSN
• Due to lack of sensitivity of the
general education to the needs
of CWSN, even the mild and
moderate
cases
are
not
attending schools

29. Component of Inclusive Education
•
•
•
•
Physical Inclusion
Social Inclusion
Curriculum Inclusion
Educational Environment Inclusion

30. Phyiscal Inclusion
Simply being physically present
• Attending Neighbourhood School
• Playing in Neighbourhood School
• Playing in the same Playground
• Being in the same Classroom

32. Social Inclusion
• Here in the reference of classroom /
school
• Try to mingle the CWSN to peer group
in class as well as school
• CWSN should not be sit alone or work
alone
• In any activity like game or play must
include the CWSN as part

34. Curriculum Inclusion
• This requires the invlovment of
all children in the same daily
learning event
• For example, if you are teaching
addition in Mathematics class
and topic should be same and
level may be different

35. Educational Environment Inclusion
• It requires positive emotional
environment
• Barrier- free environmemt
• Attitudenal Change

36. 3. Challenges
to
Teacher Education
in
st Century
21

37. Overview of Population in Chhattisgarh
• Description
• Approximate Population
• Population Growth
• % age of total Population
• Total Child Population (0-6 Age)
• Literacy
Source: Census 2011, Government of India
2011
2.56 Crores
22.61%
2.11%
3,661,689
70.28 %

38. Child Population in Chhattisgarh
Age
6-10 years
11-13 years
6-13 years
Population
27,42,292
12,05,736
39,48,028
Source: Census 2011, Government of India

39. Education Indicators in Chhattisgarh
Enrolment I – V
Boys
Girls
Total
15,95,018 15,27,113 31,22,131
Source: DISE 2011-12
Enrolment VI - VIII
Boys
Girls
8,23,269
7,99,725
Total
Enrolment I - VIII
Boys
Girls
Total
16,22,994 24,18,287 23,26,838 47,45,125

40. Out of School Children in Chhattisgarh
Out of School Children
6-11 Years
11-14 Years
6-14 Years
Boys
Girls
Total
Boys
Girls
Total
Boys
Girls
Total
22,618
19,319
41,937
12,119
10,804
22,923
34,737
30,123
64,860
Source : SSA : Fact Sheet – 2013-14, Chhattisgarh

41. Percentage of Children with Disability by
nature and sex as per Census, 2001
State
Children with Special Children with Special Children with Special
Needs, 0-4 years
Needs, 5-14 years
Needs, 0-14 years
Total
Male
Female
Total
Male
18160
9126
9034
69458
34903
Female
Total
Male
Female
87618
44029
43589
Chhattisgarh
Source : Census 2001, Govt. of India
34554

42. Number of Resource Teachers in
Chhattisgarh under SSA RGSM
Name of
State
No. of
District
No. of Block
No. of
Resource
Teachers
Required (As
per National
norms)
Chhattisgarh
27
146
438*
No. of
Resource
Teachers
Required (As
Sectioned in
CG)
292
No. of
Resource
Teachers in
State up to
2009-10
177**
* 3 Resource teacher required in every block/BRC from the specialization of VI, HI and MR
** Including all specialization i.e. VI, HI and MR

43. Teachers Trained in Chhattisgarh under
SSA on Inclusive Education
Total No. of
Teachers
57193
(up to Sep,
2011)
1 Day Training
3-6 Days Training
90 Days Training
In 2009-2010
71 168
44 399
843

44. Number of Resource Teacher
under RMSA
• 2013-14, IEDSS has been formulated, so there
recruitment of Teachers are planned.

45. Universities which impart Teacher
Education in Chhattisgarh
• Central University
Guru Ghasi Das Central Uni. Bilaspur
B. Ed. / M. Ed / B. Ed. (Spl.)*
• State Universities
Pt. Ravishankar Shukla Uni. Raipur
B. Ed. / M. Ed
Pt. Sunder Lal Sharma Open Uni. Bilaspur B. Ed. (Distance Mode)
• Private University
Dr. C. V. Raman Uni.
B. Ed. / M. Ed. / M. Phil.
MATS Uni.
B. Ed. / M. Ed.
* Courses (LD/HI) is running from 2013-14 session

46. Fact:
• In Chhattisgarh as per my best of knowledge
no any university have included Special
Education as a paper (Compulsory / Optional),
an Unit or a chapter in its B. Ed. or M. Ed.
Syllabus as well as have no expert faculty in
this field.
• Only Guru Ghasi Das Central Uni., has started
a B. Ed. Special (LD/HI) from this academic
session i.e. 2013-14.

47. Educational Regulatory, Which impart
Teacher Education in Chhattisgarh
• SCERT, Shankar Nagar, Raipur
DIET
16
BTI
03

48. Fact:
• In D. Ed. Course there is a chapter
“Introduction to Disabilities” which merely
deals with disabilities and focuses only on
Mental Retardation and just fulfills the
quorum. While other type of disabilities has
been left.
• It is specific to mention that there is no any
special faculty in DIETs and BITs to teach this
portion.

49. Need of Intervention I
• Curriculum Modification: Curriculum
modification is essential in Teacher
Education so that their knowledge
may be enhanced in respect of
Children with Special Needs and
positive attitude towards Children
with Special Needs may also be
developed.

50. Need of Intervention II
• Pre- Service Teachers’ Training: Training teachers
in teaching methods that include students of
all ability levels, as well as spreading
awareness to teachers about the importance
and benefits of inclusion, is one of the most
important parts of implementing a system of
inclusive education, because the teachers are
the people on-the-ground who are going to
accommodate the students. (Kohama, 2012)

51. Need of Intervention III
• Need of Special Educator as Teacher Educator:
• Education of the disabled children is the most important
issue in the rehabilitation process of the child. Teaching a
disabled child, other than Locomotor disability, needs a
specific kind of training. (Sharma, 2009)
• For the effective implementation of inclusive education for
all types of disabled children, general classroom teachers
need training on understanding the educational and
emotional needs of these children. It is ideal to teach about
special needs children in the pre-service teacher
preparation course itself. Till the time, all general
education teachers are capable of serving children with
special needs; presence of specialist teacher for a cluster of
schools is inevitable. (Singh, 2006)

52. Conclusion
• After going through the above mentioned statistics it
can be easily concluded that a huge number of
Children with Special Needs are being identified year
by year in Chhattisgarh. Only during the session 201011 approx 30,000 Children with Special Needs have
been identified. As per the norms there Teacher Pupil
Ratio should be 1: 8 in elementary level and 1: 12 in
Secondary level. And in the proportion of Children with
Special Needs the number of Resource Teachers
(Special Teacher) available in Chhattisgarh is very
scarce. Keeping in view of above mentioned facts one
can easily understand that there is acute shortage of
trained man power who can tackle the problems of
Children with Special Needs.

53. Final Remarks
• Finally, the greatest challenge for the State
Government is the achievement of
accessicibility, inclusion and empowerment of
Children
with
Special
Needs
The
Government alone cannot accomplish this
task of making the “Right Real”. It can be
concluded that these types of gaps can only
be fulfilled with the help of collaboration to
all the stake holders like Universities /
Teacher Education Institute etc.

54. rajnish.spledu_bhu@yahoo.com