Inclusive education - Definition, concept and significance of Inclusive education,Issues and problems,Teacher preparation etc

Inclusive education - Definition, concept and significance of Inclusive education,Issues and problems,Teacher preparation etc

• 1.
  Suresh Babu G AssistantProfessor CTE CPAS Paippad , Kottayam
• 2.
   Meaning ofInclusive Education  Definition of Inclusive Education  Concept of Inclusive Education  Aims and objectives of Inclusive Education  Need and significance of Inclusive Education  Significance of Inclusive Education – RTE  Benefits, Difficulties and Problems of Inclusive Education  Challenges and barriers of Inclusive Education  Teacher Preparation for Inclusive Education
• 3.
  “Inclusive Education isdefined as a learning environment that promotes the full personal, academic and professional development of all learners irrespective of race, class, colour, gender, disability, sexual preference, learning styles and language.”
• 4.
   ”Inclusion” wasdefined by Stainback & Stainback (1990) as : 1. Education of all students in in regular classes 2. Appropriate educational programs for every student 3. Everyone is accepted and supported.  Inclusive education means that all students in a school regardless of their difference are part of the school curriculum.
• 5.
  Inclusive Education asdefined by NCF 2005  Disability is a social responsibility.  Failure of a child is an indication of the failure of school.  No selection procedures to be adopted for denying admission to learner with disabilities.  Accept difference and elaborate diversity.  Inclusive is not confined to the disabled it also means non-existence.  Learn human rights and conquer human wrong.  Handicap is a social construct, deconstruct handicap.  Make provisions and not restrictions; adjust to the needs of the child. • Remove social, physical and attitudinal barriers.  Partnership is our strength such as: School-community; school-teacher; teachers-children; children-children; teachers-parents; school systems and outside system.  All good practices of teaching are practices of inclusion.  Learning together is beneficial for every child.  Support services are essential services.  If you what to teach, learn from the child. Identify his strengths and not limitations. • Inculcate mutual respect and inter-dependence.
• 6.
  It includes allthe 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.
• 8.
   Education forall  Protection of rights  Identification of skills  Development of social consciousness  To prepare for new challenges  Development of brotherhood  To improve quality of education
• 9.
   To fulfilthe constitutional responsibilities  To enable children to stay with their families  For the development of healthy citizenship  For achieving the universalisation  Developing feeling of self respect  For the use of modern technology  For social equality  Self reliant
• 13.
  Right to Education(RTE) RTE is an Act of parliament enacted on 4 August 2009, which describes the modalities of the importance of free and compulsory education for children between 6 and 14 in India under Article 21(A) of Indian constitution.
• 14.
  Highlights of RTE The Act makes education a fundamental right of every child between the ages of 6 and 14 and specifies minimum norms in elementary schools. It requires all private schools to reserve 25% of seats to children from poor families It also prohibits all unrecognized schools from practice, and makes provisions for no donation or capitation fees and no interview of the child or parent for admission  The RTE Act is the first legislation in the world that puts the responsibility of ensuring enrolment, attendance and completion on the Government. It is the parents' responsibility to send the children to schools in the U.S. and other countries.  The Right to Education of persons with disabilities until 18 years of age has also been made a fundamental right. A number of other provisions regarding improvement of school infrastructure, teacher-student
• 15.
  Major Provisions ofIntegrated Education  The Integrated Education for Disabled Children Scheme,(IEDC) launched in December, 1974 Replaced by IEDSS(2009- 10)  The District Primary Education Programme , 1994  The National Policy on Education, 1986  The Project Integrated Education for the Disabled(PIED), launched in 1987  The person with Disabilities Act, 1995  The Sarva Shiksha Abhiyan, 2000 Rehabilitation Council of India act (1992) made a historic collaboration with National Council for Teacher Education (NCTE) on January 19, 2005.  A Comprehensive Plan of Action for Children and Youth with Disabilities (Making all schools “disabled-friendly” by 2020... (march, 2005))
• 16.
   The IndianEqual Opportunities and Right of Persons with Disabilities Act 1995, rule 26, speaks about free education of children with disabilities up to the age of 18 years in an appropriate environment. There is no specific mention of IE in the Act.  Equal Opportunities , Protection of Rights and Full Participation Act was initiated in 1995 and implemented in 1998
• 17.
   All thechildren 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 peer help.
• 18.
   Characteristics ofindividual 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.
• 19.
   Teachers attitude(intolerance, labelling child and his teacher  Rigid methods and rigid curricular  Environment is inaccessible  Many drop-outs, many repeaters  Teaching aids and equipment are lacking  Poor quality training of teachers and learners
• 21.
   The challengeof poverty associated with disability  The challenge of modifying deeply held attitudes  Dissemination and public education  The challenge of providing adequate levels of training to key stakeholders  Provision of resources  Training of teachers  Need to design innovative system of training  Need for collaboration between different ministries  Involve NGO’s in implementing inclusive education programs  Establish an alternative system of examination  School-university partnership
• 27.
   Attitude changesand awareness rising in teachers – organizing workshops, regular professional development activities, integrate knowledge about the benefits of inclusive education, develop mass media activities, increases the confidence of teachers.  Pre-services training programmes for inclusive education.  In-services training programmes for inclusive education.
• 28.
   Attitude andbelief – Change the attitude of teachers, increases the responsibility of school, attitude of school personals and students should be changed, Support programmes for parents, collaboration of special education professionals with school.  Proper services and physical accommodations in school.  School support to accommodate disabled  Collaboration with special educators in instruction and planning team
• 29.
   Teaming approachesfor problem solving  Collaboration with regular teachers, special education teachers, and other specialists  Knowledge and skill needed to select and adopt curricula and instruction methods according to students needs  Adopting verity of teaching strategies  Teacher foster a cooperative learning environment and promote socialization.