For this presentation, in-service Itinerant Teachers were population. Here I tried to cater their needs. Before preparing it, they were given a questionnaire containing 40 items. After analyzing its result I come to know their requirement.

1. RAJIVE GANDHI SHIKSHA MISSION
RAIPUR, C.G.
STATE LEVEL WORKSHOP
ON INCLUSIVE EDUCATION
From 24/09/2013 to 26/09/2013

3. Inclusive Education
AND
Its Implication
in
Classroom Teaching
Rajnish Kumar Arya
Registered Professional
Rehabilitation Council of India

4. Dedicated to Children with Special Needs,
their families, those working with them as a
Special Teacher / Teacher / MRA

5. Out-line of Session
1. Introduction
2. Inclusion
3. Implication in Classroom

6. Inclusive Education AND Its
Implication in Classroom
Teaching
INTRODUCTION

7. Do you agree with it?

8. Tell About Pictures
B
A
C
D
E

9. Do you think that
CWSN
are similar to other
Children

10. IF YES,
then why we are talking
about the inclusion of these
children?

12. In Indian Scenario

15. THAT’S
ChildrenWith Special Needs
NEED EDUCATION

16. Need of Education for CWSN
• Education is one of the most effective tools
by which Children with special needs could
achieve the social and economic
empowerment. Education holds importance
for Children with Speical Needs as they
have been a subject of discrimination for a
long period of time.It is crusical for
developing their potential, self-confidence,
self-reliance and making them career
oriented
Chaudhuri,

17. Inclusive Education AND Its
Implication in Classroom
Teaching
INCLUSION

18. DO YOU KNOW INCLUSION?

19. THE EVOLUTION OF INCLUSION

20. WAY TO INCLUSIVE EDUCATION

21. MEANS OF INCLUSIVE EDUCATION
• Inclusive education refers to an
education
system
that
accommodates
all
children
regardless
of
their
physical,
intellectual,
social,
emotional,
linguistic or other conditions.

23. Means of Inclusive Education for CWSN
“Inclusive Education implies that children
and youth with special educational needs
should be included in the educational
arrangements made for the majority of
children….
Inclusive
Schools
must
recognize and respond to the diverse needs
of students, accommodation of both
different styles and rates of learning and
ensuring quality education to all through
appropriate
curricula,
organizational
arrangements,
teaching
strategies,
resources use and partnerships with their
communities.”
(UNESCO - Salamanca Statement,1994)

24. Rational for Inclusive Education
for CWSN
• Education of CWSN is more than
100 years old but the present
service delivery system have not
even covered 5% of the total
population of CWSN.
• When more than 90% of CWSN are
found in the rural areas, majority of
the Special School Integrated
Education and Inclusive Education
Program are located in the
Cities/Urban areas.

25. Rational for Inclusive Education
for CWSN
• Due to lack of sensitivity of the
general education to the needs
of CWSN, even the mild and
moderate
cases
are
not
attending schools

26. Component of Inclusive Education
•
•
•
•
Physical Inclusion
Social Inclusion
Curriculum Inclusion
Educational Environment Inclusion

27. Phyiscal Inclusion
Simply being physically present
• Attending Neighbourhood School
• Playing in Neighbourhood School
• Playing in the same Playground
• Being in the same Classroom

29. Social Inclusion
• Here in the reference of classroom /
school
• Try to mingle the CWSN to peer group
in class as well as school
• CWSN should not be sit alone or work
alone
• In any activity like game or play must
include the CWSN as part

31. Curriculum Inclusion
• This requires the invlovment of
all children in the same daily
learning event
• For example, if you are teaching
addition in Mathematics class
and topic should be same and
level may be different

32. Educational Environment Inclusion
• It requires positive emotional
environment
• Barrier- free environmemt
• Attitudenal Change

33. Inclusive Education AND Its
Implication in Classroom
Teaching
IMPLICATION IN CLASSROOM

34. Implication in Classroom
• TEACHERS
• TEACHING STRATEGIES

35. Teachers in Classroom should have ability
to : Part I
• problem-solve
• take advantage of children’s individual
interests
and use their internal
motivation for developing required
skills
• set high but alternative expectations
that are suitable for the sutdent i.e
developing alternative assessment

36. Teachers in Classroom should have ability
to : Part II
• make appropriate expectations for each
students regardless of the student’s
capabilities if teacher can do this it
allows all students to be included in a
class and school
• learn how to value all kinds of skills
that students bring to a class, not just
the academic skills

37. Teachers in Classroom must be able to
Part I
• informally access the skills a student
need rather than relying solely on
standardised curriculum
• recognise and respond to the diversity
of students in their calssroom
• be awere of the rights of students with
education support needs

38. Teachers in Classroom must be able to
Part II
• accommodate to students’ different
learning styles and rate of learning with
the help of different teaching methods like
cooprative group learning, peer tutoring,
team
teaching
and
individualised
instruction
• locate appropriate materia, equipment or
specialist
• identify and overcome berriers to learn

39. Teachers in Classroom must be able to
Part III
• consult with and develop partnerships with
parrents / caregivers and colleagues
• use sppropriate forms of assesments
• adapt their instruction to the prior
knoweledge and beliefs of students
• create an inclusive community that extends
beyond the walls
• seek to enhance the self-esteem of all
students

40. Teaching Strategies : Cooperative
Learning Part I
Requirement:
• The class has to be divided into
mixed ability groups to achieve a
goal
• A large room or an open space

41. Teaching Strategies : Cooperative
Learning Part II
Factors (in respect of student)
• A group may have same or different
goals to achieve
• Be assigned different roles
• Accept ideas for others
• Help each other to learn
• Interact with each other to solve
problems

42. Teaching Strategies : Cooperative
Learning Part III
Classroom Design Modification
• Make CWSN sit with a competent peer
• Speak and Write on the blackboard
simultaneously
• Put posters and displays at eye level of students
• Provide flexible time schedules
• Have flexible time schedule
• Personally interact with CWSN

43. Teaching Strategies : Cooperative
Learning Part IV
Strategy for Teacher:
•
•
•
•
•
•
•
Observe carefully and plan intervaentions for CWSN
Use hands-on approach (use of all senses)
Maintain high expectations for all
Give examples
Provide positive reinforcements
Use a pleasent tone of voice
Provide extra time if required to complete
assingments
• Collaborate with experts to teach learning strategies
and study skills of students

44. Teaching Strategies : Peer Tutoring
Part I
Requirement:
• No any specific
• Two Child, One Tutee another Tutor
(here CWSN will be Tutee and a
common child would be Tutor)
• As usual Classroom setup is
sufficient

45. Teaching Strategies : Peer Tutoring
Part II
Factors (in respect of student)
• Be assigned same topic or content
• Accept ideas for others
• Help each other to learn
• Interact with each other to solve problems

46. Teaching Strategies : Peer Tutoring
Part III
Classroom Design Modification
• Make CWSN sit with a competent peer
• Speak and Write on the blackboard
simultaneously
• Put posters and displays at eye level of students
• Provide flexible time schedules
• Have flexible time schedule
• Personally interact with CWSN

47. Teaching Strategies : Peer Tutoring
Part IV
Strategy for Tutor
• Monitoring (supervision and regulation of
the performance of a tutee)
• Reinforceing
(poviding
appropriate
contigencies for approved behaviour)
• Modelling (demonstation of a particular
activity or behaviour of the peer)
• Explaining (exposing the relationships on a
topic and providing appropriate examples to
clearify dobuts)

49. Bibliography
Books
• Introduction to Special Education Merrill, Ohio
• Learning through Doing; Blind People
Association, Ahmadabad
• Sikshak Prashikshak Lekhmala
• Visual Impairment Handbook; Blind People
Association, Ahmadabad
• Meeting Special Needs in School A Manual;
NCERT, New Delhi
• Elementery
Education;
APH
Publishing
Corporation, New Delhi
• A Tool for Mainstreaming RCI, New Delhi

50. Bibliography
Websites
• Texas Department of Assistive and Rehabilitative
Services: Organizing Items
• www.euacademic.org/UploadArticle/ pdf
• https://www.europeanagency.org/admin/publications/ereports/inclusiv
e-education-and-effective-classroompractice/IECP-secondary-Literature-Review.pdf
• http://www.catea.gatech.edu/scitrain/kb/FullText
_Articles/Teaching% in% Inclusive% Classr
ooms.pdf

51. For any further query may contact:
rajnish.spledu_bhu@yahoo.com
or
Mob. No. +91 99935 95564