INCLUSIVE EDUCATION

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INCLUSIVE
EDUCATION AND
ITS
FOUNDATION

01 02
03 04
DEFINITION AND ITS
IMPORTANCE
GOALS, PRINCIPLES
AND PRACTICES
ADVANTAGES,
DISADVANTAGES AND
INCLUSIVE LANGUAGE
BARRIERS OF
INCLUSIVE EDUCATION
What is Inclusive Education? How
does it differ from Special
Education? What is the significance
of having this program?
What are the main objectives of
Inclusive Education? How are
principles and practices being
integrated?
What are the possible barriers of
Inclusive Education?
What are the merits and demerits when
pushing for inclusivity among persons
with disabilities?

-Sevenly
When you
judge someone
based on a
diagnosis, you
miss out on
their abilities,
beauty, and
uniqueness.

DEFINITION AND IMPORTANCE
OF INCLUSIVE EDUCATION
01

WHAT IS INCLUSIVE EDUCATION?
 Inclusive Education is a learning environment
where children with and without disabilities are
taught together, as equals.
 This approach is different to more traditional
approaches to the education of children with
disabilities.

WHAT IS INCLUSIVE EDUCATION?
Inclusive Education is recognized by
teachers, families and policy makers to be a
more beneficial way of ensuring that
children with and without disabilities
achieve their full educational potential.

SPECIAL EDUCATION VS. INCLUSIVE EDUCATION
SPECIAL
Inclusive education is the
system in which
differently abled children are
provided formal
education together and together
with normal children.
INCLUSIVE
Special education is the system
in which differently abled
children are provided formal
education is specially established
institution with specially
designed curriculum.

THE IMPORTANCE
 For achieving the universalization
 For the development of healthy citizenship
 Developing feeling of self respect
 For social equality
 Self-reliance
 To enable children to stay with their families
 To fulfill the constitutional responsibilities

OBJECTIVES, PRINCIPLES
AND PRACTICES
02

THE OBJECTIVES
 Education for all
 Protection of rights
 To improve quality of education
 Development of social consciousness
 Development of brotherhood
 Identification of skills
 To prepare for new challenges

 No discrimination with students
 Equal educational opportunity to all
 School adapt to the needs of students
 Equal educational benefits for all students
 The student’s views are listened to and taken seriously
 Individual differences between students are a source of
richness and diversity, and not a problem
THE PRINCIPLES

The practice of developing inclusive
schools involves:
 understanding inclusion as a continuing
process, not a one time event.
 strengthening and sustaining the
participation of all students, teachers,
parents and community members in the work
of the school.
THE PRACTICES

 Restructuring the cultures, policies and practices
in schools to respond to the diversity of pupils
within their locality.
 Providing an accessible curriculum and
appropriate training programs for all (teachers
and students).
 Identifying and providing support for staff as well
as students.
THE PRACTICES

ADVANTAGES, DISADVANTAGES
AND LANGUAGE GUIDELINES
03

THE ADVANTAGES
1. Children learn significant academic skill
2. Children develop a positive understanding
of themselves and others
3. Develop friendship
4. All children learn by being together (share
feeling, learn new skill)
5. Every one is granted an equal education
6. Help develop social skills through
consistent social interactions.

THE DISADVANTAGES
1. The children with disabilities may show
disruptive behaviors
2. Cases of bullying is inevitable
3. The teacher may tend to become
impatient towards a “disabled” child
4. The teacher has to slow down to teach the
“disabled” child thus creating boredom
among the students

THE INCLUSIVE
LANGUAGE
03. Tips on
behaviour
02. Words to use
and avoid
01. Language
Guidelines
What to watch
out for when
speaking with
person/s with
disabilities or a
disabled person
Avoid passive,
victim words.
Use language
that respects
disabled
people as
active
individuals
with control
over their own
lives.
 1.1
Collective
terms and
labels
 1.2 Positive
not
negative
 1.3
Everyday
phrases

1.1 Collective Terms
and Labels
• The word ‘disabled’ is a description not a group of people. Use ‘disabled people’ not
‘the disabled’ as the collective term.
• However, many deaf people whose first language is BSL consider themselves part
of ‘the deaf community’ – they may describe themselves as ‘Deaf’, with a capital
D, to emphasize their deaf identity.
• Avoid medical labels. They say little about people as individuals and tend to
reinforce stereotypes of disabled people as ‘patients’ or unwell.
• Don’t automatically refer to ‘disabled people’ in all communications – many
people who need disability benefits and services don’t identify with this term.
Consider using ‘people with health conditions or impairments’ if it seems more
appropriate.

1.2 Positive not
negative
• Avoid phrases like ‘suffers from’
which suggest discomfort, constant
pain and a sense of hopelessness.
• Wheelchair users may not view
themselves as ‘confined to’ a
wheelchair – try thinking of it as a
mobility aid instead.

1.3 Everyday phrases
• Most disabled people are comfortable with the
words used to describe daily living. People who
use wheelchairs ‘go for walks’ and people with
visual impairments may be very pleased – or not
– ‘to see you’. An impairment may just mean
that some things are done in a different way.
• Common phrases that may associate
impairments with negative things should be
avoided, for example ‘deaf to our pleas’ or ‘blind
drunk’.

AVOID USE
02. Words to Use and Avoid
(the) handicapped, (the) disabled disabled (people)
afflicted by, suffers from, victim of has [name of condition or impairment]
confined to a wheelchair, wheelchair-bound wheelchair user
mentally handicapped, mentally defective, retarded,
subnormal
with a learning disability (singular) with learning
disabilities (plural)
cripple, invalid disabled person
spastic person with cerebral palsy
able-bodied non-disabled
mental patient, insane, mad person with a mental health condition
deaf and dumb; deaf mute deaf, user of British Sign Language (BSL), person with
a hearing impairment
the blind people with visual impairments; blind people; blind and
partially sighted people
an epileptic, diabetic, depressive, and so on person with epilepsy, diabetes, depression or someone
who has epilepsy, diabetes, depression
dwarf; midget someone with restricted growth or short stature
fits, spells, attacks seizures

03. Tips on Behaviour
• use a normal tone of voice, don’t patronize or talk down
• don’t be too precious or too politically correct – being
super-sensitive to the right and wrong language and
depictions will stop you doing anything
• never attempt to speak or finish a sentence for the person
you are talking to
• address disabled people in the same way as you talk to
everyone else
• speak directly to a disabled person, even if they have an
interpreter or companion with them

BARRIERS OF INCLUSIVE
EDUCATION
04

THE BARRIERS
• Negative approach
• Lack of physical facilities
• Lack of funds
• Lack of trained teachers
• Social discrimination
• Emotional problems
• Educational problems

“In an effective classroom, students
should not only know what they are
doing, they should also know why and
how.” —Harry Wong

LIST OF REFERENCES:
• https://www.gov.uk/government/publications/inclusive
-communication/inclusive-language-words-to-use-
and-avoid-when-writing-about-disability
• https://www.slideshare.net/girijapanda56/inclusive-
education/
• https://www.slideshare.net/PriyankaChaurasia3/barrier
s-and-benefits-of-inclusive-education

Thanks! 

INCLUSIVE EDUCATION

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