The document discusses inclusive education, which promotes the full development of all learners regardless of attributes. It aims to educate all students together without discrimination through principles like listening to students, adapting schools to meet needs, and providing equal opportunities. Barriers include lack of understanding, feelings of burden, and inadequate facilities or training. Strategies to implement inclusive education involve cooperative learning, peer tutoring, encouraging students, and improving teaching methods and resources. The role of teachers is to interact with families, develop new learning strategies, and help students build confidence and recognize their talents.

1. EDUCATION
Suchitra Laishram
B.Ed 2nd year ,R.K Sanatombi Devi College of Education

2. MEANING
 Inclusive education is defined as a learning environment
that promotes the full personal , academic and
professional development of all learners irrespective of
race , class , color ,gender , disability , sexual , preference
, learning styles and language.

3. PRINCIPLES
 No discrimination with students.
 The student’s views are listened to and taken seriously.
 School adapt to need of students.
 Equal educational opportunity to all equal educational
benefits for all students.

4. AIMS AND OBJECTIVES
 Education for all.
 Protection of rights.
 Identification of all.
 Development of social consciousness.
 To prepare for new challenges.
 Development of brotherhood.
 To improve quality of education.

5. NEED AND IMPORTANCE
 For achieving the universalization.
 To fulfill the constitutional responsibilities.
 Developing feeling of self respect.
 To enable children to stay with their families.
 Developing feeling of self respect.
 For social equality.
 Self reliant.

6. PRACTICE
 Understanding inclusive as a continuing process , not a
one time event.
 Strengthening and sustaining the participation of all
students , teachers , parents and community members
in the work of the school.
 Reconstructing the cultures , policies and practices in
school to respond to the diversity of pupils within their
locality.
 Providing an accessible curriculum and appropriate
training programs for all(teacher and students.
 Identifying and providing support for staff as well as
students.

7. PROBLEMS AND BARRIERS
 Lack of understanding.
 Adjustment problem.
 Feeling of extra burden.
 Insecurity.
 Negative approach.
 Emotional problems.
 Isolated and social discrimination.
 Lack of physical facilities.
 Lack of trained teachers.

8. STRATEGIES
 Co-operational learning.
 Peer tutoring.
 Multi-sensory teaching.
 Mainstreaming.
 Encourage students.
 Improve textbooks.
 Special training to students.
 Special care of special students.
 Improve methods of teaching.
 Provision of required resources.

9. REFORMS IN CURRICULUM
 Use of teaching Aids.
 Simple curriculum.
 Participation in games.
 Multi-level flexible curriculum.
 Providing reading materials.
 Special attention to disabled children.
 Adequate facilities.
 Co- operative curriculum.

10. ROLE OF TEACHER
 Interaction with family.
 To develop new learning strategies.
 To be able to develop self confidence.
 To be able to develop special facilities.
 To be able to recognize their hidden talents.
 To be able to solve their problems

11. BENEFITS
 Meaningful friendship.
 Increased appreciation.
 Acceptance of individual differences.
 Respect for all people.
 Increased understanding and acceptance of diversity.

12. HISTORY
 The District education Programme,1995.
 The National Policy on Education,1986.
 The Project Integrated Education for the disabled,1987.
 The person with disabilities,1995.
 The Integrated Education for Disabled Children
Scheme,1974.
 The Sarva Shiksha Abhiyan 2000.

13. THANK YOU