Inclusion is a commitment to educate students with special education needs in the same schools and classrooms as their peers without disabilities by bringing necessary support services to them, rather than separating them, and providing special education in the least restrictive environment possible. It involves assessing students' needs, making classroom environments and lessons more accessible and meaningful through individualized plans and adaptations, and using strategies like cooperative learning and peer tutoring to support individual student requirements.

1. What is inclusion?
• It is a commitment to educate students with
special education needs in the schools they
would attend if they did not have disabilities.
• It involves bringing the support services that
they require to them rather than separating
them from their peers and community
settings.
• It is a method of providing special education
services in the least restrictive environment.

2. Syllabus
• Assessment of children to Know their Profile
• Classroom Management and organization for an Inclusive environment
• Making learning more meaningful :-
1. Developing Individual Education Plan
2. Curricular Adaptations
3. Lesson Planning
4. Remedial Teaching
• Pedagogical Strategies to respond to individual needs of students :-
1. Cooperative Learning
2. Peer Tutoring
3. Social Learning
4. Buddy System
5. Reflective Teaching
6. Multisensory Teaching
7. Equipment for an Inclusive Classroom

3. Syllabus contd..
• Developing Partnership in Teaching:-
1. Developing positive relationships between school and
home.
2. Teacher and co-teaching personnel
3. Parents as partners
• Development and Application of Learner-friendly
evaluation procedures :-
1. Using formative tools and adaptations in evaluation
procedures
2. Different provisions by the Boards in respective States.
3. Different provisions and concessions for examination by
the Boards in respective States.

4. ASSESSMENT OF CHILDREN TO KNOW
THEIR PROFILE

5. Good Assessment Practice….
• Includes the child’s perspective and the views of
those who know the child.
• Is based on holistic observations of the child by
adults who can tune into a variety of ways a child
demonstrates knowledge, skill and understanding.
• Is accurate and reliable when based on child
initiated/independent activity in a variety of
contexts.
• Inclusive assessment refers to the design and use of
fair and effective assessment methods and
practices that enable all students to demonstrate to
their full potential what they know , understand
and can do.

6. Assessment is an integral part of
school system since-
• Assessment is an integral part of our curriculum planning and is
inseparable from the teaching and learning process. It has a major
role to play in increasing levels of achievement within the school.
• We believe that effective assessment provides information to
improve teaching and learning. We give our children regular
feedback on their learning so that they understand what it is that
they need to do better. This allows us to base our lesson plans on a
detailed knowledge of each child. We give parents regular reports
on their child’s progress so that teachers, children and parents are
all working together to raise standards for all our children.
• The purpose of this policy is to draw together the many aspects of
good practice from both within and from outside of school in a
coherent and practical framework. This will enable all assessment
activities to have a direct impact on the foci of tracking progress,
planning for improvement, and raising attainment.

7. Assessment Practices
1. Observation
2. Sociometry
3. Projective Technique
4. Grading through rubric.
5. Give specific feedback.
6. Frequent quizzes.
7. Give test. Directions should be simple and clear.
8. Allow alternate test response (oral, computer).
9. Read test.
10. Open-note or take-home tests.
11. Use alternate forms of evaluation (oral report, group projects, and debate).
12. Assignments.
13. Checklist.
14. Accept print or cursive writing.

8. CLASSROOM MANAGEMENT AND
ORGANIZATION FOR AN INCLUSIVE
ENVIRONMENT

9. What are Classroom Management and
organization ?
These are changes in
teaching methods. It can
include changes in:
– where you teach,
– who teaches
– how you teach
– how the student can
respond
– materials you use.

10. Classroom Organisation
-Is seating carefully planned and/or the activity accessible for
students with:
- mobility impairments e.g. circulation space, table height
- hearing impairments e.g. sight line for lip reading/ interpreter/ no
glare
- visually impaired e.g. maximise residual sight, if touch can reach
- challenging behaviour e.g. in adult gaze; at front for eye contact
- short attention span/easily distracted, eg: sit on own
- learning difficulties who need a lot of support, eg: next to peer
supporter
- short attention span, e.g.: distraction free zone
What seating plans are you using and why?
Will seating plans make use of peer support and how?

11. Teacher Accommodations
• Don’t wear cologne (hard on allergies)
• Don’t wear a lot of jewelry (distracts kids with ADHD)
• Count to 10 before letting anyone answer questions
(processing time)
• Vary teaching methods
• Projects for extra credit or in place of timed tests
• Giving instructions one step at a time instead of all at
once
• Ask questions to get repeat of information
• Divide the class (small groups, peer partners, peer
tutors)
• Set up lessons (community instruction, role playing
activities)
• Change the learning goals (more time, cooperate,
share)
• Create alternative activity (learning center, research
teams)

12. Few more ways for classroom
management and organization
• Fewer problems on a page, large print or dark print
• Read things to students and give verbal tests
• Use a tape recorder (taking notes and giving reports)
• Sensory breaks
• Communication device or sign language
• Use a touch screen, voice activated computer, switch controls or adapted
keyboard, mouse, calculator
• Peer tutoring or peer taking notes
• Small group work instead or individual assignments
• Assistance with organizing
• More time to transition to next activity
• Change the materials (counting actual objects, tape recorder)
• Change how much or what kind of personal assistance a student gets
(prompts, verbal cues, gestures, physical assistance)

13. Organization and Task Completion
1. Keep work area clear.
2. Post assignments and work completed in a consistent spot.
3. Assist student with notebook organization.
4. Use assignment notebook.
5. Extend time to complete assignments.
6. Shorten or chunk assignments.
7. Give timeline for longer projects.
8. Give specific feedback.
9. Provide peer tutoring.
10. Use cooperative learning groups.
11. Provide structured daily activities.
12. Explain changes in routine.

14. Developing Individual Education Plan-
• An IEP is an Individualized Education Program developed for students with
disabilities to ensure their educational goals are achieved.
• It is a written statement of the educational program designed to meet a
child's individual needs. Every child who receives special education services must
have an IEP.
• It is a document that is developed for each child who needs special education.
The IEP is created through a team effort, reviewed periodically.
• The IEP describes the goals the team sets for a child during the school year, as
well as any special support needed to help achieve them.
• The IEP is developed by a team of individuals that includes key school staff and
the child's parents. The team meets, reviews the assessment information
available about the child, and designs an educational program to address the
child's educational needs that result from his or her disability.
• The child's IEP is reviewed by the IEP team at least once a year.
Functions of IEP-
• Assessing Current Academic Performance
• Personalized Educational Services
• Measurable Goals and Objectives
• Help kids succeed in school.

16. Curricular Adaptations
• Instructional and curriculum adaptations can be
conceptualized in two categories.
• Routine adaptations include the use of varied
grouping arrangements, materials, and goals
• specialized adaptations are those made above
and beyond routine ones that are in direct
response to specific challenges faced by students
• Weymer and colleagues use the term curriculum
augmentations to refer to efforts to augment or
expand the general education curriculum to
provide additional skills or strategies that help
students succeed.

17. • teachers should adapt the curriculum to accommodate the learning
characteristics and abilities of pupils. They should set some teaching objectives
which are easy to achieve to ensure that pupils may acquire the knowledge as
desired after the completion of each module.
• Teaching should not be directed by textbooks which should not be taken as the
school curriculum. There is no need to cover all the contents in the textbooks
as well. Schools can classify the teaching content into core and non-core
learning aspects according to the teaching objectives and pupils abilities. Core
learning aspects require in-depth studies and application whereas materials in
the non-core or advanced learning aspects may be streamlined or
appropriately selected for teaching.
• Teachers are encouraged to adopt recommendations on cross-curricular
teaching by linking up related teaching areas flexibly so that more time can be
spared for effective activities and learning.
• Teachers should make good use of all teaching materials. For example, they
may select and use the materials in textbooks to meet the teaching objectives,
or compile their own supplementary teaching materials. They may also design
materials of different standards. Materials from the internet, newspapers,
magazines and references provided by the Education Department may help
teachers design interesting and enjoyable activities to enhance pupils’
effectiveness of learning.

18. • For many students with disabilities—and for many without—the
key to success in the classroom lies in having appropriate
adaptations, accommodations, and modifications made to the
instruction and other classroom activities.
• Some adaptations are as simple as moving a distractible student to
the front of the class or away from the pencil sharpener or the
window. Other modifications may involve changing the way that
material is presented or the way that students respond to show
their learning.
• Adaptations, accommodations, and modifications need to be
individualized for students, based upon their needs and their
personal learning styles and interests. It is not always obvious
what adaptations, accommodations, or modifications would be
beneficial for a particular student, or how changes to the
curriculum, its presentation, the classroom setting, or student
evaluation might be made.

19. 9 Types of Adaptations
• Adaptations necessary to meet the needs of students with
disabilities in the general education class.
1. #/SIZE - Adapt the number of items the learner is expected to learn or
complete.
2. TIME - Adapt the time allotted or allowed for learning, task completion,
or testing.
3. LEVEL OF SUPPORT - Increase the amount of personal assistance
with a specific learner.
4. INPUT - Adapt the way instruction is delivered to the learner.
5. OUTPUT – Adapt how the student can respond to instruction.
6. DIFFICULTY – adapt the skill level, problem type, or the rules on how
the learner may approach the work.
7. PARTICIPATION – Adapt the extent to which a learner is actively
involved in the task.
8. ALTERNATE – Adapt the goals or outcome expectations while using
the same materials.
9. SUBSTITUTE CURRICULUM – provide different instruction and
materials to meet a student’s individual’s goals.

20. Lesson planning
How will you support the needs of all learners?
• Consider:-
- timing,
- variation of activities,
- types of activities [concrete/abstract],
- reinforcement of key ideas,
- extension work
- recall of previous work,
- links to future work,
- clear instructions.
• Will the content of the lesson engage all pupils from the beginning? Will
there be sufficient variation in activities and pace to engage all?
• Are you able to access specially adapted equipment for some pupils to
enable them to participate fully?
• If not, can an alternative way be found?
• Will the diversified and differentiated work allow all pupils to experience
success at their optimum level?

21. Four key questions to help develop inclusive
practice in lesson preparation.
• 1. As you are planning any lesson for pupils ask yourself
what are the essential knowledge, skills or
understanding you want all students to get from the
lesson?
• 2. How do my pupils learn best? Take account of
learning styles. Most pupils can learn in visual, auditory
or kinaesthetic ways, though most have a preference
and it is good to know these.
• 3. What modifications to the lesson plan would permit
more pupils to learn more effectively in my classroom?
All teachers are very used to modifying their lessons to
enhance their pupils learning.
• 4. How will my pupils show what they have learned? Ask
the pupils to respond in ways they can handle. Assess
pupils through their strengths not their weaknesses.
• Gary Bunch How to Book of Inclusion

22. The Planning Pyramid
• The Planning Pyramid has three layers, termed
Degrees of Learning. The layer at the base of the
pyramid represents "what all students will learn."
This layer contains the largest volume of material.
The middle layer represents ''what most, but not
all students will learn"; and the smallest layer
represent "what some students will learn." The
premise is that all students can learn, but all
students may not be ready to learn all of the
content covered. The most important part of the
Planning Pyramid occurs before instruction.

23. Planning Pyramid

24. Lesson Planning Pyramid should Include-
1. Lesson overview-Begin by thinking about the lesson. Use the Points of Entry as a
guideline to ensure that an array of variables is considered. How will the topic, teacher,
students, and setting affect the instruction for this lesson?
2. Degrees of learning-Identify concepts for each of the Degrees of Learning and record
them on the lesson planning form.
3. Instructional strategies- Identify the instructional strategies that will be used during this
lesson.
• Grouping (cooperative learning with assigned roles, pairs)
• Presenting information (introduce key vocabulary, modify pacing of instruction)
• Learning strategies (provide outline for note taking, teach comprehension strategies)
• Reading levels (supply study guides, peer to read questions; provide books at different
reading levels)
4. Sequence of activities-List the sequence of activities on the lesson planning form.
5. Evaluation-Decide how progress will be monitored and record it on the lesson planning
form.
6. Reflection-After the lesson, reflect on how concepts at all degrees of learning were
presented and evaluate student understanding.

25. Remedial Teaching
• REMEDIAL TEACHING is identifying slow learners and giving them the necessary
guidance to help them overcome their problems, after identifying their areas of
difficulty. Contrary to what is said, remedial teaching is done perfunctorily
without identifying their areas of difficulty and underlying cause for lagging
behind.
• Learning takes place from simple to complex. If for some reason the student has
not learnt the basics, it is futile to teach him the advanced topics. Remedial
teaching is not revising the topics taught repeatedly. Careful analysis of the
students' performance in the examination and diagnosing the areas of difficulty
are key aspects in remedial teaching. Once the difficult areas are identified, the
next task is to plan the learning experiences to teach the basics to understand
the given topic.
• Teachers often feel that what has not been learnt at the primary level, cannot be
taught simultaneously with the prescribed topics at the secondary level as they
are busy completing the syllabus. Experience shows that once the basics are
taught, the learning process is accelerated and the slow learners comprehend
and grasp the given topics of the class, since they have already attained the
mental age.
• Remedial education (also known as developmental education, basic skills
education, compensatory education, preparatory education, and academic
upgrading) is signed to assist students in order to achieve expected
competencies in core academic skills such as literacy and numeracy.

28. Functions of Remedial Teaching
• Student may be struggling with one area such as reading,
writing, etc.
• To provide individual assistance to the students so that
they need to build their skills and confidence.
• Good for the student’s wellbeing.
• One-on-one remediation with Special Educators, 2-4
times a week
• Focus on academic as well as cognitive skills
• Curriculum and methodology recognised by the
International Dyslexia Association (IDA)
• Include Brain Gym, field visits, summer camps and other
fun learning activities

29. Cooperative Learning
• Cooperative learning is an
educational approach which
aims to organize classroom
activities into academic and
social learning experiences.
There is much more
to cooperative
learning than merely
arranging students into
groups, and it has been
described as "structuring
positive interdependence."

30. Objectıves
• develop positive interdepence
• contribute each others’ learning
• take responsibilities in group Works
18-Sep-23 30
Prof. S. S. Chepe

31. What is the importance of cooperative
learning?
• promote student learning and
academic achievement
• enhance student satisfaction with
their learning experience
• help students develop skills in oral
communication
• develop students' social skills
• promote student self-esteem
• increase student retention
• develop a community of learners
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Prof. S. S. Chepe

32. 5 Elements of collaborative learning
1. Positive interdependence
2. Face-to-face interaction
3. Individual and group accountability
4. Interpersonal and small group skills
5. Group processing
18-Sep-23 32
Prof. S. S. Chepe

33. Peer Tutoring
• Peer tutoring is a flexible, peer-mediated strategy
that involves students serving as academic tutors
and tutees. Typically, a higher performing student
is paired with a lower performing student to
review critical academic or behavioural concepts.
• Both individuals gain a broader and deeper
understanding of the material.
• The tutor learns not only how to ask useful
questions, but also develops social listening skills
that are a sought-after ability in the professional
world.

34. Benefits
• Benefits for tutees
– more individual teaching
– gains in learning
– gains in social/relationship skills, for example, communicating, accepting help
– improvement in attitude towards learning
– improvement in self-esteem
• Benefits for teachers
– increased opportunity to interact effectively with range of individual students
– more effective use of time
– greater coverage of individual needs
– opportunities to observe students at work, assess skills
• Benefits for tutors
– practice/reinforcement of skills at earlier level
– gains in learning
– insight into the learning process
– development of social/relationship skills, for example, listening, encouraging
– development of responsibility
– development of self-esteem

35. Social Learning

36. Social Learning is-
Within the school setting, all students are expected to learn academic
concepts as well as behavioural skills. Because both of these areas
often times are potential barriers for disabled students, they can
develop low self esteem issues which hinder them socially. It is
important that academic content and social skills are addressed
within the classroom.
Albert Bandura developed the social learning theory which states that
learning, both cognitive and behavioural, takes place through the
observation, modelling, and imitation of others.
This theory proposes that academic and behaviour modelling takes
place through verbal instruction, live modelling by a person, and
symbolic modelling through four steps:
attention, retention, reproduction, and motivation.

37. In inclusive classes social learning is
essential since-
Inclusion classes capitalize on this theory because disabled peers can observe their
nondisabled peers and their teachers and then imitate them both academically
and behaviourally. It focuses on teaching children important real life social
behaviours.
this course of action would help students with disabilities by emerging them into a
learning community that mimics a mini society. Through this learning community
students with disabilities are able to interact with their peers and develop
friendships. When included in the regular classroom, special needs students have
the opportunity to see their peers working habits, and they can model those
habits and behaviours to reflect their own.
When a student sees a peer being praised for their hard work, the student learns to
try that behaviour in hopes of pleasing the teacher and being praised also. This
plays into the observational theory, where students with special needs can watch
the correct behaviour and model that desired performance.

38. Buddy System
• The buddy system is a procedure in which two
people, the "buddies", operate together as a
single unit so that they are able to monitor
and help each other.
• A buddy system in a school is where a child
gets paired with another child, usually one
that is older and of higher abilities.

39. • A buddy system helps to promote friendship, better support of
coursework, behavioural and social needs, and can foster a greater
sense of belonging and a more inclusive school community.
• Students create friendships that enable both older and younger
‘buddies’ to bond more closely with their school, increasing the
likelihood of more positive school behaviour and positive response
towards learning for all students.
• In a new school, the older children learn to take on responsibility,
while the younger children know that they have a fellow student
they can confidently turn to for support.
• promoting an inclusive environment for all.
• better acceptance of differences, promoting better self-control,
expansion of communicative interaction with peers.
• decrease in behavioural problems.
• and even personal maturation or growth in career aspirations
• The buddy system positively affects the culture of the school and it
greatly affects the troubled student as well as the older buddy.
• The students learn and share from their peers and learn
collaboratively.

40. • The students actively participate with each other and enjoy the informal setting
and feel comfortable discussing with peers rather than a teacher.
• Clearing doubts and joy and creates a depth in the subject matter
• The buddy system helps to increase self-confidence for all involved in the system
and in the process helps build trust and co-operation within individuals.
• It benefits the buddies, buddy learner, school/university and the parents as well.
The buddies involved also learn leadership skills and in turn can take up the role of
buddy leader.
• The buddy system helps in reducing the stress level of the learner. It reduces the
levels of anxiety experienced by the students who struggle to engage with course
material or with the school/university in general.
• Teachers at progressive schools collaborate to improve their students' learning—
and their own.
• It gives independence to all students, and increases self-esteem and peer
acceptance. Children become protectors of each other.
• The technique not only works with peers of the same nation but has also proved
to be of particular importance to foreign students.

41. Reflective Teaching
• Reflective practice, the process of examining
one’s own actions and learning about oneself.
• Reflective teaching is a process
where teachers think over
their teaching practices, analyzing how
something was taught and how the practice
might be improved or changed for better
learning outcomes.

42. • Reflective teaching
means looking at what
you do in the
classroom, thinking
about why you do it,

43. Reflective Teaching is beneficial for
teachers
• A major way that teachers improve their decision
making is through reflection. Reflective teachers are
thoughtful, analytical, and even self-critical about their
teaching. After you have taught a lesson, you will want
to reconsider your planning and the decisions you have
made.
• Reflection, whether written or mental, is an effective
tool for refining professional thoughts, ideas, and
beliefs. Reflection enables us to evaluate our
experiences, learn from mistakes, repeat successes,
and revise and plan for the future.

44. Three Key Stages in Learning
Reflective Practice
The stages are-
1. Understanding the
reality.
2. Recognizing one’s own
contribution to that
construction.
3. Taking action to
reshape that
construction.
18-09-2023 Prof. S.S. Chepe 44

45. Multisensory Teaching

46. Multisensory Teaching
• Using a multisensory
teaching technique means
helping a child to learn
through more than one
sense.
Most teaching techniques
are done using either sight
or hearing (visual or
auditory). The child's sight is
used in reading information,
looking at text, pictures or
reading information based
from the board.

47. What different teaching styles are you
going to use?
• Visual e.g. use photos, mind maps, maps and
diagrams, pictures, film clips, digital cameras,
wall displays?
• Auditory e.g. use story telling, talking,
effective questions, problem solving, clear
sequencing, music, singing?
• Kinaesthetic e.g. use movement, role play,
artefacts, use the environment

49. Equipment for an Inclusive Classroom
1. Use a multisensory approach.
2. Use a highly structured format for presentations.
3. Use graphic organizers.
4. Present material in small, sequential steps.
5. Teach specific strategies (e.g. taking notes, reading comprehension).
6. Review key points frequently.
7. Assign a buddy reader or note taker.
8. Provide students with outline of notes.
9. Use colour coding to match materials and concepts.
10. Reduce visual distractions.
11. Seat student close to board, teacher, or student helper: away from door or window.
12. Provide a quiet work area.
13. Allow students to move if needed.
14. Use visual reminders as memory aids.
15. Use teacher-initiated signals for redirecting attention.
16. Highlight sections of text.
17. Provide tape recording of lecture or required texts.
18. Give oral and written directions.
19. Speak slowly and clearly.
20. Allow for longer response time.

50. Tips for regular classroom teachers to
create an inclusive environment
• Low-tech learning aids
– Sticky notes
– Highlighter pens
– Calculators
– Digital clocks
– Tape recorders
– Carbon paper note pads
– Fanny packs to keep track of personal belongings

51. DEVELOPING PARTNERSHIP IN
TEACHING

52. Developing Positive Relationships
between School and Home
• Families are interested in and concerned about their children’s
learning. They want to be involved, but typically report not knowing
what they might do at home to help their child be more successful
at school.
• Families from all strata—including those from diverse cultural,
ethnic, and socioeconomic backgrounds—are involved in
supporting their children’s education.
• Families in general—and those from diverse cultural, ethnic, and
socioeconomic backgrounds in particular—often wait for guidance
from educators before interacting with the school.
• Educators generally value family involvement but report needing
information on how to form collaborative partnerships with
families.

53. • In general, family
involvement in schooling is
associated with many
benefits for students that
are the kinds of benefits
desired by educators.
Among those are:
• Improved grades and test
scores.
• Positive attitude toward
schoolwork.
• Positive behaviour.
• Work completion.
• Increased participation in
classroom activities.
• Increased attendance.

54. Teacher and Co-teaching Personnel

55. Co-teachers..
• With inclusion on the rise, teachers
are sharing classrooms more than
ever and becoming an effective co-
teaching partner is a teaching
essential. With the onset of a new
school year right around the corner,
meanwhile, it's imperative to begin
devising and building positive co-
teaching strategies.
• A co-teaching team typically includes
a general and a special educator who
teach the general education
curriculum to all students as well
as implement IEP for special children
Both educators on the co-teaching
team are responsible for
differentiating the instructional
planning and delivery, assessment of
student achievement, and classroom
management.

56. Characteristics of Co-teaching
• Two or more co-teachers in the classroom.
• Capitalizes on specific strengths & expertise of co-teachers.
• Provides greater teacher/student ratio and brings additional 1-1
support for students in the classroom.
• All approaches have benefits and cautions associated with their
use.
• Students are heterogeneously grouped by mixed abilities and
interests.
• Shared responsibilities.
• Requires trust, communication, planning time, and coordination of
effort.
(Note: The need for all of these elements increases as you move from
supportive to parallel, parallel to complementary, and
complementary to team teaching co-teaching.)

57. Parents as Partners
Barriers for Free Communication
between parents and Teachers-
Unknown Expectations
Attitude
Language Barriers
Lack of Presence

58. Parents role is very important
• The parents are the first
teachers in the home.
• They are responsible for
the development of
values, attitudes and
habits that will be
needed as their children
associate with
classmates in school.

59. Parents as Partners
• CreatePositiveMindset
Building relationships between your child's classroom and home sets her up for a positive school
experience. She sees the collaboration between you and her teacher, which may help her
perform better at school. Teachers work to build relationships with parents in different ways,
but you also play a role in getting to know your child's educators.
• Initiate Contact
Waiting for the teacher to contact you means you'll miss out on opportunities to build a
relationship between home and school. Between planning her lessons, teaching her class
and managing all of the paperwork, your child's teacher is spread thin. You may see her in
the hallway or get a mass emailing about upcoming classroom events, but those situations
don't allow the teacher to learn more about your family. Reaching out to the teacher in
person or through email shows her that you want to build a relationship. She may be more
likely to come to you throughout the school year if she knows you are a parent who will
respond.
• Accept Opportunities
Everyone has a busy schedule, so it's tempting to ignore pleas for help from the school. But
those opportunities to get involved help you learn more about your child's teacher in a
positive way. Elementary teachers often ask for classroom volunteers -- a chance for you to
get into the classroom to see the teacher's interactions with your child. If you can't spend
time at school during the day, ask the teacher if you can do anything at home, such as
collating papers. School-wide events, such as back-to-school night and school carnivals, give

60. • Communicate Back
Teachers communicate with parents in a variety of ways -- newsletters,
emails, phone calls, conferences. Instead of just blowing off those
communication attempts, use them as a way to strengthen the connection
between home and school. Follow up on an item in the newsletter. Ask
questions about upcoming classroom activities. A call or email from the
school about your child isn't always negative. Instead of ignoring the call,
respond to the teacher immediately. Even if your child has a behaviour
issue, you can work together with the school from the beginning to keep
the problem from escalating.
• Show Respect
You may not agree with every decision your child's teacher makes, but
maintaining respect for her keeps the relationship positive and shows your
child how to treat others. Her teacher is human -- she can't always treat
the students fairly or accommodate every little request from parents.
Before you storm her classroom, take a step back to assess the situation.
Your child's account of an incident may leave out relevant details. Instead,
ask key questions, gather information and focus on working with the
teacher instead of always finding a problem in what she's doing. If the
teacher is acting inappropriately, such as using inappropriate language or
bullying students, address the situation immediately.

61. DEVELOPMENT AND APPLICATION OF
LEARNER-FRIENDLY EVALUATION
PROCEDURES

62. Using formative tools and adaptations
in evaluation procedures
• Formative assessment, including diagnostic
testing, is a range of formal and informal
assessment procedures conducted by teachers
during the learning process in order to modify
teaching and learning activities to improve
student attainment. It typically involves
qualitative feedback (rather than scores) for both
student and teacher that focuses on the details of
content and performance. It is commonly
contrasted with summative assessment, which
seeks to monitor educational outcomes, often for
purposes of external accountability.

63. Tools of Evaluation
• Day to day observation
• Oral Work ( Question-Answer, loud reading, dialogues,
conversation, role-play, interview, group discussion, etc.)
• Practicals/Experiments
• Activity (Individual/Group)
• Self Study
• Projects
• Tests (Informal, small duration, surprise tests, class tests, open-
book tests etc.)
• Class work/Homework (informative, descriptive, essay, report,
story, letter, dialogue, expressing imagination, etc.)
• Others (Questionnaire, self evaluation, peer evaluation, group
work, sociometry, etc.)

64. Different Provisions by the Boards in Respective
States
• Make schools (buildings, approaches, toilets, playgrounds,
laboratories, libraries etc.) barrier free and accessible for all types
of disability.
• Medium and method of teaching will be suitably adapted to the
requirements of most disability conditions.
• Technical/supplementary/specialized system of teaching/learning
will be made available within the school or at a common centre
easily accessible to a cluster of schools.
• Teaching/learning tools and aids such as educational toys,
Braille/talking books, appropriate software etc. will be made
available. Incentives will be given to expand facilities for setting up
of general libraries, e-libraries, Braille-libraries and talking books
libraries, resource rooms etc.
• National Open School and distance learning programmes will be
popularized and extended to other parts in the country.

65. • Sign language, Alternative and Augmentative Communications (AAC) and other modes as
a viable medium in interpersonal communication will be recognized, standardized and
popularized.
• Schools will be located within easy travelling distance. Alternatively, viable travel
arrangements will be made with the assistance of the community, State and NGOs.
• Parent-teacher counselling and grievance redressal system will be set up in the schools.
• There will be separate mechanism to review annually the intake and retention of the girl
child with disability at primary, secondary and higher levels of education.
• Many children with disabilities, who cannot join inclusive education system, would
continue to get educational services from special schools. Special schools shall be
appropriately re-modelled and reoriented based on technological development. These
schools will also help and prepare children with disabilities to join mainstream inclusive
education.
• In some cases due to the nature of disability (its type and degree), personal circumstances
and preferences, home-based education will be provided.
• Course curriculum and evaluation system for children with various disabilities shall be
developed keeping in view their capabilities. Examination system will be modified to make
it disabled friendly by exemptions such as learning mathematics, learning only one
language, etc. Further, facilities like extra time, use of calculators, use of Clarke’s tables,
scribes etc. would be provided based on the requirement.
• Model schools of inclusive education will be set up in each State/U.T. to promote
education of persons with disabilities.
• In the era of knowledge society, computers play very important role. Efforts will be made

66. Different Provisions and Concessions for Examination
by the Boards in Respective States - Maharashtra
• 25% Extra time
• Oral Test along with the written examination for Standard I to IX
• Promotion to next class on the basis of the Average
• Writer/ typewriter
• Question papers to be read out
• Exemption from the Second and Third Language
• Physiology-Hygiene and Home Science in place of Science
• Arithmetic -
• Standard I to IV – errors of interchanging of computation signs and number reversal to be ignored
– Arithmetic of Standard V in Standard V & VI
– Arithmetic of Standard VI in Standard VII & VIII
– Arithmetic of Standard VII in Standard IX & X
– Use of Calculator at Class X Examination
• Spelling errors and incorrect sentence construction to be ignored.
• Errors in respect of showing directions in Geography to be ignored.
• Students between Standard I & IX exempted from drawing diagrams, graphs, and charts.
• Marks for such questions proportionately distributed to the other questions or students to be
provided with supplementary questions.
• 20% consolidated grace marks in one or more subjects
• Students are permitted to write in ordinary print
• Exempted from having to write answers in detail during exams

67. CBSE Exam Provision
• Students with Dyslexia have been granted the
following provisions by the CBSE Board:
• •Use of a writer as per the rules of the board.
• •Additional 1 hour for each paper.
• •One compulsory language as against 2 in
addition to any 4 of the following subjects:
Mathematics, Science, Social Science, another
language, Music, Painting and Home Science.

68. The ICSE Board
• The ICSE Board selectively grants the following provisions
as per the specific needs of individual students:
• Exemption from the study of a Second Language
• Allowance of additional time – 15 minutes for a 1-hour
paper, 30 minutes for a 2-hour paper and 45 minutes for a
3-hour paper
• Use of an/a Amanuensis/Reader/Reader-cum-Writer
• Use of a Casio fx-82 MS (Scientific) Calculator for
Mathematical Calculations only in the following Subjects –
Mathematics, Science & Geography
• Condoning Spelling Errors
• Use of a Magnifying Glass

70. • https://cft.vanderbilt.edu/guides-sub-
pages/disabilities/