The document discusses inclusive education and defines it as a process that increases participation of all students in mainstream schools, regardless of physical, mental, social, or other challenges. It notes that inclusive education aims to include students who have been excluded from education for any reason. The concepts of integrated education and mainstreaming are introduced as well, with integrated education involving placement of disabled students in regular classrooms with some supports, while mainstreaming involves educating special needs students in regular classes for some time periods based on skills. The key difference between integrated and inclusive education is that inclusive education is a broader concept that aims to include all students through appropriate planning and supports within mainstream schools.
Policies and programmes of inclusive education.pdfBeulahJayarani
It discusses on what are the policies and programmes helps to combine the special students with main stream of education. It also talks about old to new policies
OECD Analyst Ottavia Brussino presents her paper on policies and practices to prepare all teachers for diversity and inclusion.
Classrooms have become increasingly diverse places where students from various backgrounds share their learning experiences.
To promote inclusive school settings for all, building teacher capacity for inclusive teaching represents a key policy area.
Education systems need to ensure that teachers are adequately prepared for inclusive teaching and supported throughout their career.
Mechanisms to attract and retain a more diverse teaching body as well as to monitor and evaluate teacher preparation and work with respect to diversity and inclusion should also be developed.
While teacher policies have increasingly addressed some of these areas, most education systems lack comprehensive capacity-building frameworks for inclusive teaching.
This paper maps policies and practices to build teacher capacity for inclusive teaching across OECD countries.
It then presents core elements and competences to design and implement inclusive teaching strategies.
Finally, the paper reviews some of the evidence available on teacher diversity and interventions for inclusive teaching.
Read the paper -- https://oe.cd/il/46W
Policies and programmes of inclusive education.pdfBeulahJayarani
It discusses on what are the policies and programmes helps to combine the special students with main stream of education. It also talks about old to new policies
OECD Analyst Ottavia Brussino presents her paper on policies and practices to prepare all teachers for diversity and inclusion.
Classrooms have become increasingly diverse places where students from various backgrounds share their learning experiences.
To promote inclusive school settings for all, building teacher capacity for inclusive teaching represents a key policy area.
Education systems need to ensure that teachers are adequately prepared for inclusive teaching and supported throughout their career.
Mechanisms to attract and retain a more diverse teaching body as well as to monitor and evaluate teacher preparation and work with respect to diversity and inclusion should also be developed.
While teacher policies have increasingly addressed some of these areas, most education systems lack comprehensive capacity-building frameworks for inclusive teaching.
This paper maps policies and practices to build teacher capacity for inclusive teaching across OECD countries.
It then presents core elements and competences to design and implement inclusive teaching strategies.
Finally, the paper reviews some of the evidence available on teacher diversity and interventions for inclusive teaching.
Read the paper -- https://oe.cd/il/46W
This presentation on Classroom Management in Inclusive Settings throws light upon the
obstacles faced by teachers and the various effective strategies to eliminate those obstacles by
promoting the diversity of the classroom.
Inclusive education is educating ALL students in age-appropriate general education classes in their neighborhood schools, with high quality instruction, interventions and supports so all students can be successful in the core curriculum. Inclusive schools have a collaborative and respectful school culture where students with disabilities are presumed to be competent, develop positive social relationships with peers, and are fully participating members of the school community. Inclusive education has grown from the belief that education is a basic human right and that it provides the foundation for a more just society. All learners have a right to education, regardless of their individual characteristics or difficulties. Inclusive education initiatives often have a particular focus on those groups, which, in the past, have been excluded from educational opportunities.
This presentation on Classroom Management in Inclusive Settings throws light upon the
obstacles faced by teachers and the various effective strategies to eliminate those obstacles by
promoting the diversity of the classroom.
Inclusive education is educating ALL students in age-appropriate general education classes in their neighborhood schools, with high quality instruction, interventions and supports so all students can be successful in the core curriculum. Inclusive schools have a collaborative and respectful school culture where students with disabilities are presumed to be competent, develop positive social relationships with peers, and are fully participating members of the school community. Inclusive education has grown from the belief that education is a basic human right and that it provides the foundation for a more just society. All learners have a right to education, regardless of their individual characteristics or difficulties. Inclusive education initiatives often have a particular focus on those groups, which, in the past, have been excluded from educational opportunities.
The goal of special and inclusive education is to ensure that all students, including those with disabilities or diverse learning needs, have access to quality education that meets their individual requirements. Here's a breakdown of the goal and scope of special and inclusive education:
**Goal**:
1. **Equitable Access**: Special and inclusive education aims to provide equitable access to education for all students, regardless of their abilities, backgrounds, or differences. This means removing barriers to learning and ensuring that every student has the opportunity to reach their full potential.
2. **Student Success**: The primary goal is to promote the academic, social, emotional, and vocational success of all students. Special education focuses on addressing the specific learning needs of students with disabilities, while inclusive education emphasizes creating environments where all students can thrive.
3. **Inclusion and Participation**: Special and inclusive education seek to foster inclusive schools and classrooms where every student feels welcome, valued, and supported. This involves promoting participation, collaboration, and positive relationships among students, teachers, and the broader school community.
4. **Individualization and Differentiation**: Special and inclusive education recognize that each student is unique and may require different types and levels of support. The goal is to provide individualized instruction and interventions tailored to the strengths, needs, and preferences of each student.
5. **Empowerment and Self-Advocacy**: Special and inclusive education aim to empower students to advocate for themselves, make choices about their education, and participate actively in decision-making processes. This includes promoting self-determination, self-confidence, and self-advocacy skills.
**Scope**:
1. **Early Intervention**: Special and inclusive education may begin in early childhood with interventions and support services designed to identify and address developmental delays or disabilities as early as possible.
2. **K-12 Education**: Special and inclusive education encompass all levels of education, from kindergarten through grade 12. This includes providing accommodations, modifications, and support services to students with disabilities in general education classrooms, as well as specialized instruction in special education settings when needed.
3. **Transition Planning**: Special and inclusive education involve preparing students with disabilities for post-secondary education, employment, and independent living. This may include transition planning, vocational training, job placement services, and community integration programs.
4. **Collaboration and Professional Development**: Special and inclusive education require collaboration among educators, administrators, families, and community stakeholders to ensure that the needs of all students are met effectively. This involves ongoing professional development,
Difference Between Special Education, Integrated Education and Inclusive Education-
By- Dr. Manu Sharma
Assistant Professor
Faculty of Education, Dayalbagh Educational Institute((Deemed to be University) Dayalbagh Agra
A Review of Inclusive Education Curriculum at primary level in PakistanSamia Dogar
The study was designed to review of curriculum of inclusive education at primary
level.The procedure of the study involved the selection of 100 students from the public
schools of Islamabad randomly. The data was collected through questionnaires. Analysis
and interpretation of the data was carried out by the help of the frequencies of the data.
Keeping in view the collected data it has been concluded that students learn less with the
help of verbal lecture only. Teachers did not use A/V aids for their class room teaching,
because A/V aids have not been provided to their institute. Most of the teachers were not
trained for teaching inclusive education curriculum. They should be provided training
through in-service refresher courses or workshops. It was also concluded that contents are
too lengthy and most of the students, feeling bored, start daydreaming during their classes.
The Data also shows that curriculum sometimes does not match with the mental level and
needs of special students. It is recommended that books should be colorful and Teachers
must be trained through workshops/seminar about inclusive educations.
Presented at the Regional Consultation on the Development of New Education and Training Policy and Strategy at CDB in St. Michael, Barbados on July 2016
The Importance of Promoting Inclusion Of Persons With Disabilities for All KidsNehaNaayar
The collaborative education of children with special needs and those who are generally developing is referred to as inclusive education. It’s a concept that is frequently misinterpreted and abused; whereas many schools make the claim to be inclusive, very few actually are. But what does it mean to “promoting inclusion of persons with disabilities”?
What is inclusive education?
In inclusive education, regular students and students with special needs connect socially and academically while learning in the same physical area. Sharing the same physical area while taking part in entirely separate activities is not inclusive; it is not an either-or situation. Because of this, it’s critical for the entire school community to recognise the value of inclusion and make it a priority. This includes school administrators, instructors, parents, and students. When that occurs, everyone wins.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2. INCLUSIVE EDUCATION
Definition:
Inclusive education can be defined as the
process of increasing the participation of
students in the cultures, curricula, and
communities of local mainstream schools.
Concept:
It includes all the students who are away from
the education for any reasons like physically or
mentally challenged, economically, socially,
deprived or belonging to any caste creed,
gender etc.
3. Inclusive education implies all young
learners, young people-with or without
disabilities being able to learn together
through access to common pre-schools
and schools with an appropriate network
of support services.
4. Need? / The Background?
The question of what kind of education to
provide for children with different abilities
disabled or challenged and disabled
children were therefore initially segregated
from other children
5. lack of knowledge,
educational access and technology
Traditional classification- general
education and special education.
General schools /‘Special Schools’
Since the last three decades criticism
against this segregation
Inclusive education as consensus
approach
Owing to the efforts during last two
6. Each child should be allowed to learn in
his own way along with his peer group.
Inclusive Education to the disabled
students within the regular education
system with some extra support (i.e.
resource room, resource teacher etc.).
7. Inclusive Education -
UNESCO
Inclusive Education as a process of
addressing and responding to diversity of
needs of all learners through increasing
participation in learning, cultures and
communities, and reducing exclusion within
and from education.
8. It involves changes and modifications in
content, approaches, structures and
strategies, with a common vision which
covers all children of appropriate age range
and a conviction that it is the responsibility of
the regular system to educate all children
9. Special Needs Education:
Access and Quality”,
Salamanca, Spain, in 1994.
Inclusive Education means ”schools should
accommodate all children regardless of their
physical, intellectual, social, emotional,
linguistic or other conditions. This should
include disabled and gifted children, street
and working children, children from remote or
nomadic populations, children from linguistic,
ethnic or cultural minorities and children from
other disadvantaged or marginalised areas
or groups.” (para 3)
10.
11. Mainstream Education
A Mainstream School is any school that
principally meets the needs of pupils who do
not have special educational needs. They are
regular schools.
12. Special Education
Primitive Era meaning:
Special education meant categorised
education for Brahmins, Kshatriyas,
Vaishyas, Shudras etc.
Modern meaning:
Education for Special need children.
Specifically designed instruction that meets
the unusual needs of special children.
The term special education includes all
aspects of education which are applied to all
exceptional children– Physically and mentally
13. For special education, some special
infrastructure is needed. Also it can be
included in mainstream education with some
special facilities for it.
Special education requires following three
elements:
1.Trained professionals including teachers,
educationists, physiotherapists.
2.Special curriculum made for students with
different disabilities.
3.Infrastructure facilities like building features,
14. Need of Special education
To fulfil needs of exceptional children for
education.
To help exceptional children for self
sufficiency, occupation etc.
To help them for better life.
To cater their daily needs.
They need to be educated in order to get
acquainted with surrounding happenings.
15. Mainstreaming of education
Mainstreaming, in the context of education is
the practice of educating students with
special needs in regular classes during
specific time periods based on their skills.
This means regular education classes are
combined with special education classes.
16. Mainstreaming does not involve putting a
child full-time in a special school.
Mainstreaming does not involve placing a
child full-time in a regular classroom.
A student who spends the entire day in a
regular classroom with non-disabled peers is
considered fully included. Most students with
mild levels of disabilities such as dyslexia or
attention deficit disorder, or with non-
cognitive disabilities such as diabetes are
fully included.
Mainstreaming does not involve teaching the
child outside of school.
17. TYPES OF MAINSTREAMING OF
EDUCATION
Mainstreaming can be done in three ways.
1.Integrated Education.
2.Inclusive Education.
3.Exclusive Education.
18. Exclusive education
is exclusion of all the students who are not
able to fit in the curriculum or in school
settings for any reason.
No aim of including all students
Very narrow concept.
19. Integrated Education
Integrated Education is the educational
programme in which exceptional children
attend classes with normal children on either
a part or full time basis.
It is placement of the disabled children in
ordinary schools with some specialised
educational help and services.
It does not necessarily integrate all the
students who are away from the education
for any reason like physically, mentally,
socially deprived or because of any cast,
creed, gender, race, ability, disability, life
20. The concept of integrated education arises as
outcome of National policy of education, 1986
which recommended to provide equal
opportunity to all not only for access but also
for success.
Integration signifies the process of interaction
of disabled children with normal children in the
same educational setting.
Integration also means ‘mainstreaming’ or
‘Normalisation’. As disabled children are
treated with normal children.
21. Importance
It does not create a feeling of differentiation
among disabled children.
It helps to remove inferiority complex among
disabled children.
It provides peer group help in learning from
normal children.
It provides disabled children a chance to enjoy
school life with normal children.
It ensures social integration.
22. It inculcates affection, love and respect for
disabled children among normal children.
It is less expensive as special infrastructure
is not required. Special learning material and
specially trained teachers are not appointed.
Disabled or challenged students may get
help from peers for learning and get
motivated for learning.
23. INCLUSIVE EDUCATION
Definition:
Inclusive education can be defined as the
process of increasing the participation of
students in the cultures, curricula, and
communities of local mainstream schools.
Concept:
It includes all the students who are away
from the education for any reasons like
physically or mentally challenged,
economically, socially, deprived or belonging
to any caste creed, gender etc.
24. It is more broader and wider concept than
integrated education as it includes all the
students in mainstream education.
For inclusive education special planning can
be done in mainstream education like special
infrastructure, specially designed classes,
special curriculum.
Children with some special need can be
made to sit in different classes or same
classes with catering their needs.
25. Eg:
Hearing impaired children can be provided
with audio aids for hearing.
Visually impaired children can be provided
with books in Braille.
Teaching aids for visually impaired children.
Teaching aids for hearing impaired children.
Special arrangement and provision of ramps
for physically handicapped children.
26.
27. Difference between Integrated
and Inclusive education
Integrated education
Main aim is not integrating all the children
who are away from education. So not very
broad concept.
Children with some disability are integrated
in normal school only.
No formal planning is required.
No special infrastructure, trained staff,
special curriculum is required.
All the students away from education are not
necessarily included in mainstream schools.
28. Can have their own criteria of integrating
students with some disability or ability.
Not very expensive as inclusive education.
Regular curriculum is also followed by
challenged students with generally same
school timing.
Challenged or gifted students in any way are
occupied in same normal classrooms.
29. Benefits of inclusive
education.
All the children away from education will be
benefitted from education.
Disabled or challenged students may get a
support and help from normal students.
All the students excluded from school
because of some reason may get a chance
to enjoy school life with normal students.
Disabled or challenged students get
motivated for learning.
They may get a confidence and can learn to
face problems, and challenges because of
30. Disadvantages of inclusive
education.
Disabled or challenged students may not get
proper help from teachers and peers which
may lower down their moral.
They may face any other problems because of
inadequate facilities and teaching aids
required to meet their needs.
They may get inferiority complex in them
because of some disability.
Gifted children may get feeling of ignorance.
Can you suggest any other disadvantages?
31. Difficulties in inclusive
education:
Characteristics of individual pupils should match
to facilitate participation in schooling.
Curriculum limitations.
No tested methods and techniques and teaching
aids available to cater their needs.
Teachers or trained staff must be enthusiastic to
promote greater participation of challenged
students.
Formal planning.
Response of parents and students.