The document discusses the history and development of inclusive education in India. It notes that while the constitution initially guaranteed basic education for all children up to age 14, the education of children with disabilities was not explicitly addressed. Several committees and policies from the 1960s onward emphasized the importance of inclusive education. The Persons with Disabilities Act of 1996 provided legislative support for inclusive education. The goals of inclusive education are to fulfill constitutional responsibilities, promote social equality and self-reliance, and achieve universal education for all. The document outlines strategies for implementing inclusive education, such as cooperative learning and peer tutoring, as well as roles and reforms needed to support it.

1. INCLUSIVE EDUCATION.
Created By : Monika Tayade.
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2. Introduction
• After independence, the Indian Constitution directed
the state to ensure provision of basic education to all
children up to the age of 14 years.
• The education of people with disabilities was,
however not explicit in the early constitutional
provisions except for guaranteeing similar rights for
people with disabilities as other member of society.
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3. Background
The Education Commission of 1966(Kothari
Commission) drew attention to the education of children
with disabilities.
The scheme Integrated Education for Disabled Children
in 1974 emphasized the necessity of integrated
education.
National Policy of Education (1986).
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4. Background
The World Declaration for All (1990).
The Rehabilitation Council of India Act 1992 initiated a
training program for the development of professionals to
respond to the needs of students with disabilities.
People with Disability Act (1996) enactment provided
legislative support.
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5. Background
National Trust for Welfare of Persons with Autism,
Cerebral Palsy, Mental Retardation and Multiple
disabilities Act (1999) was passed by the government
for the economic rehabilitation of people with
disabilities.
To achieve Universalization of Elementary Education
(UEE): the Government has launched, District Primary
Education Program (DPEP) in 1994 & Sarva Shiksha
Abhiyan (SSA) in 2002.
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6. Concept:
• Inclusive Education requires that schools should
be free from the effects of negative forms of
discrimination based on gender, disability,
culture, ethnicity, religion or differences arising
from student’s socio-economic & or geographic
backgrounds (UNESCO 1994).
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Concept:

7. Meaning
• Inclusion means understanding that all
children in spite of any form of disability are
equal and that every child has right to learn
and that school should cater to the need of
educating all type of children. It is the
responsibility of the school to educate all
children.
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8. Need:
To fulfill the constitutional responsibilities.
To enable children to stay with their families.
For development of healthy citizenship.
For achieving the universalization of
education
Developing feelings of self-respect.
For social equality.
For self-reliance.
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9. Inclusive Education: Definition
• Inclusive education
refers to a concept of
inclusion that is “based
on the notion that
schools should, without
question, provide for
the needs of all the
children in their
communities, whatever
the level of their ability
or disability.”
• It is an approach that
seeks to address the
learning needs of all
children, growth and
adults with a specific
focus on those who are
marginalized &
excluded.
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10. Aims & Objectives
Education for All – Protection of Rights –
Identification of Self.
Development of social consciousness.
To prepare for new global challenges
Development of brotherhood and equality
To improve quality of education.
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11. Practice of Inclusive Education include
 Understanding inclusion as a continuous process, not
a one time event.
 Strengthening & sustaining the participation of all
students, teachers, parents & community members in
the work of the school.
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12. Continue……
 Restructuring the cultures, policies & practices in
schools to respond to the diversity of pupil within
their locality.
 Providing an accessible curriculum & appropriate
training programs for all (Teachers & student).
 Identifying & providing support for staff as well as
student.
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13. Problem Faced by Student
 Inferiority complex.
 Lack of understanding.
 Adjustment problem.
 Isolated & segregated.
 Lag behind.
 Feeling of extra burden.
 Insecurity.
 Lack of expression.
 Introvert nature.
 Negative approach.
 Shyness.
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14. Teaching Strategies for Inclusive Education.
Cooperative Learning.
Peer Tutoring.
Multi-Sensory Teaching.
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15. Role of Teacher.
• Interaction with family.
• To be able to solve their problem.
• To indicate positive attitude in the able bodied children
• To be able to recognize their hidden talents.
• To be able to look after their personal needs.
• To develop new learning strategies.
• To be able to develop self-confidence.
• To be able to provide special facilities.
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16. Reforms in Curriculum for Inclusive Education
• - Use of Teaching Aids.
• - Simple Curriculum.
• - Adequate Facilities
• - Participation in games.
• - Providing reading material.
• - Participation in co-curricular activities.
• - Multilevel and flexible curriculum.
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17. Strategies to improve Inclusive Education
• Mainstreaming.
• Encourage student.
• Improve Textbooks.
• Special Training to teachers.
• Effective use of Assistive Technology
• Involvement of parents and the society in
general
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18. Present Scenario
Although the concept of inclusive education has been
promoted internationally for more than a decade.
There are multiple barriers remains to the full
participation of children with disabilities.
Lack of information about the facility available for
inclusion.
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19. Continue:
There is discriminating attitudes towards person with
disabilities at all levels of society.
It is known fact that educators are facing difficulties,
discomfort and lack of ability in including children with
special needs in their study programs.
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20. Action Plan:
• Government & NGO’s are initiating measures to
review & plan appropriate strategies for special needs
and inclusive education.
• These measures include evolving policy guidelines,
analyzing practices, developing teacher training
programs, & creating resource persons & special
teachers by establishing linkages to complement
each other.
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21. International Level
A number of international, regional and national
agencies (for e.g., OECD, UNESCO, UNICEF,
World Bank, European Commission and the
Council of Europe , as well as numerous
ministries and departments of education) has
expressed concern about the numbers of children
who do not attend school, who underachieve in
schools.
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