helpful for MA Education students

1. Inclusive Education :
Some Justifications and
Provisions
Dr. Sankar Prasad Mohanty
Lecturer, Department of Education
Ravenshaw University, Cuttack, Odisha
E-mail: spmcuttack@gmail.com

2. Inclusion: A Process
Inclusive education is a process to cater for all children:
including boys, girls,
students from ethnic and linguistics
minorities,
population affected by HIV-AIDS,
those with disability difficulty in
learning.
Aims is to eliminate exclusion- consequence of
Negative attitude of towards the above
Lack of response to diversity in race, economic status,
social class, ethnicity, language, religion, gender and
ability.

3. Contd..
Full inclusion of children
with diverse abilities (i.e. gifted and
disabilities) in all aspects of schooling that
other children are able to access and enjoy
(Loreman and Deppeler, 2001)

4. Inclusive Education: Justifications
Educational Point of View
Irrespective of talent, disability, socio-economic
status, culturally origin in
supportive mainstream schools and
classrooms.
Needs of all students are met –preparing them
for life.
 Teachers improve their professional skills.
Society takes conscious decisions to operate
according to social values.

5. Sociological point of view
Our society needs the schools--
values like wider social acceptance, peace
and cooperation are prevalent.
Segregated education teaches children to
be fearful, ignorant and generate
prejudices. Only inclusive education can
reduce these aspects and build friendship,
respect and understanding (CSIE Report,
2002)

6. Economic point of view
Out of 700 million disable persons of World
10 percent only in India.
Inclusive education is cost-effective in nature
(Salamanca Statement, UNESCO, 1994)

7. Humanitarian point of view
Segregation generates
a feeling of inferiority in respects of child’s
status in the community which may affect his
emotional and cognitive development.
Lack of confidence, motivation, and positive
expectation for achievements are the product
of segregated learning environment (Stainback,
Stainback and Forrest, 1989).

8. Democratic point of view
In a democratic country the value of equality is
most important.
So, to bring disable children in the
mainstreaming education, the fair, ethical and
equitable measures need to be taken to avoid
discrimination.

9. Key Provisions for
Inclusive Education
Constitution of India :
• Article 45: Free and compulsory education
for all children up to 14 years, changed to
ECCE up to 6 years age (86th amendment of
Constitution)
• Article 21 A: Right to Education Act, 2009-
Fundamental right of all children aged 6-14 to
get equitable, free and quality education

10. Contd..
Education for All, 1990:
Intensifies that large numbers of vulnerable
and marginalized group of learners were
excluded from the education system
worldwide.
It made its vision of education as a broader
concept (EFA) than schooling including
women literacy, lifelong education etc

11. Contd..
National Policy on Education-1986 and POA-
1992:
Gives emphasis on the removal of disparities
and equalize educational opportunities by
attending to the specific needs of those who
have been denied equality.

12. Contd..
The Salamanca Conference, UNESCO, 1994:
School should accommodate all children
regardless of their physical, intellectual, social,
linguistic or other conditions.
Includes:
disabled and gifted children,
street and working children from remote or
nomadic population,
children from linguistic, ethnic or cultural
minorities and
children from other disadvantaged or
marginalized areas of groups.

13. Contd..
Persons with Disability Act (Equal Opportunities,
Protection of Rights and Full Participation), 1995:
Direction to ensure equal opportunities for people with
disabilities and their full participation in the nation
building
The Act provides for both preventive and promotional
aspects of rehabilitation of persons with disability,
unemployment and establishment of homes for
persons with severe disability, etc.
Every child with disability - right to free education till
the age of 18 years in integrated schools or special
schools.
Special schools for children with disabilities shall be
equipped with vocational training facilities

14. Contd..
The National Trust Act (1999) :
To facilitate the realization of equal
opportunities, protection of rights and full
participation of persons with disability.
World Education Forum in Dakar, Senegal
(2000):
Education must take into account -the most
disadvantaged including working children,
remote rural dwellers, nomads, ethnic and
linguistic minority children, affected by
conflicts, HIV-AIDS, hunger and poor health and
those with special learning needs.

15. Contd..
Biwako Millennium Framework for Action,
UNESCAP (2002):
The framework envisages that major barriers to the
provision of quality education for children with
disabilities.
These barriers can be overcome through policy,
planning, implementation of strategies and allocation
of resources (BMF-UNESCAP, 2002).

16. Contd..
The National Action Plan for Inclusion in
Education of Children and Youth with
Disabilities (IECYD)-2005:
The goal of the Action Plan is –“to ensure the
inclusion of children and youth with
disabilities in all available general educational
settings, by providing them with a learning
environment that is available, accessible,
affordable and appropriate.”

17. Contd..
National Curriculum Framework-2005:
Schools need to become centres that prepare
children for life and ensure that all children,
 especially the differently abled,
children from marginalized sections,
children in difficult circumstances get the
maximum benefit of this critical area of
education. (NCF, 2005, p.85)

18. Contd..
National Policy for Persons with Disabilities,
2006:
The National Policy recognizes the fact that a
majority of persons with disabilities can lead a
better quality of life if they have equal
opportunities and effective access to
rehabilitation measures

19. Contd..
Inclusive Education of the Disabled at Secondary
Stage (IEDSS, 2009-10):
The scheme aims at enabling all students with
disabilities, after completing eight years of
elementary schooling, to pursue further four
years of secondary schooling in an inclusive and
enabling environment.

20. Contd..
RTE- SSA’s Policy on Inclusion (2001 & 2012):
SSA has adopted a zero rejection policy. This means
that no child having special needs should be deprived
of the right to education and taught in an
environment, which is best, suited to his/her learning
needs (MHRD,GoI,2011).
Every child with special needs should be placed in
the neighborhood schools, with needed support
services
Children with special needs need to be facilitated to
acquire certain skills that will enable them to access
elementary education

21. Inclusive Education vs. Traditional Education
Inclusive Education
• Education for all
• Flexible Individualized
teaching
• Learning in integrated
settings
• Emphasis on learning
• Child centred
• Holistic approach
• Equalization of
opportunities
• Curricular view
• Planning is made on
ability
• Label free
Traditional Education
• for some
• Static or rigid
• Collective teaching
• Emphasis on teaching
• Subject centred
• Diagnostic
• Opportunity limited by
exclusion
• Disability view
• Disability wise
• Labels children

22. Education through Inclusion
• Flexible teaching and learning methods
• Learning styles with innovative approaches to teaching
aids
• equipments as well as the use of ICT and collaborative
approach
• Flexible curriculum responsive to diversify needs and
not overloaded with academic content.
• Initial training to the teachers on physical disability,
multilingual and multicultural teaching
• Creating child friendly environments
• Qualitative assessment of learning
• Involvement of parents and the community

23. Curriculum
address the child’s holistic development
based on the four pillars of education for the
21 century- learning to know, learning to do,
learning to live together and learning to be.
adopts multilingual approaches

24. The teacher
• Explore new methodology and stagey to make
the classroom inclusive
• Adopt child centred curriculum -active and
cooperative learning
• Knows each pupil’s reactions towards
teachings learning process.

25. Suggestions
• Appropriate monitoring & evaluation mechanisms
need to be put in place to evaluate the impact of
inclusive education policies.
• A coordinated action plan of holistic approach is
needed to bring out a change in the entire education
system
• Allow flexible use of funds to support activities for
inclusive schools, education and training
programmes.
• Distance learning education should be provided

26. THANK YOU