The document discusses the meaning, nature, background and concepts of inclusive education in India. It provides details on key policies and initiatives over time that aimed to promote inclusive education, including the Persons with Disabilities Act of 1995. Barriers to inclusive education are explored, as well as factors that affect its implementation related to families, learners, peers, schools, teachers and the government. Approaches like community-based education, home-based education, and whole-school approaches are summarized as ways to enhance inclusive practices.

1. B.ED – SEMESTER – IV
PERSPECTIVES OF INCLUSIVE
EDUCATION
UNIT -I

2. MEANING OF INCLUSIVE EDUCATION
Inclusive Education is when all students, regardless of any challenges they may have,
are placed in age-appropriate general education classes that are in their own neighborhood
schools to receive high-quality instruction, interventions, and supports that enable them to
meet success in the core curriculum.

3. • Inclusive Education is an approach to educate all children who are at risk,
for neglect in educational system.
• It expects that all learners learn together through access to common
educational provisions.
• The crucial people in the system are the parents, and community,
teachers, administrators and policy makers.
• All these people have to be supportive towards the diverse needs of
children. It should be seen as an experience rather than a problem
NATURE OF INCLUSIVE EDUCATION

4. • The government of India is constitutionally committed to ensuring the right of every child to
basic education.
• The Government of India has created numerous policies around special education since the
country’s independence in 1947.
• One of the earliest formal initiatives undertaken by the GOI was the Integrated Education for
Disabled Children (IEDC) scheme of 1974 (NCERT, 2011).
• The Kothari Commission (1966) which highlighted the importance of educating children with
disabilities during the post-independence period (Pandey 2006).
• In 1980s the then ministry of Welfare, Govt. of India, realized the crucial need of an institution
to monitor and regulate the HRD programmes in the field of disability rehabilitation.
BACKGROUND OF INCLUSIVE EDUCATION

5. • Till 1990s, ninety percent of India’s estimated 40 million children in the age group- four-sixteen
years with physical and mental disabilities are being excluded from mainstream education.
• The National Policy on Education, 1986 (NPE, 1986), and the Programme of Action (1992)
stresses the need for integrating children with special needs with other groups. The Government
of India implemented the District Primary Education Project (DPEP) in 1994–95.
• In late 90s (i.e. in 1997) the philosophy of inclusive education is added in District Primary
Education Programme (DPEP).
• This programme laid special emphasis on the integration of children with mild to moderate
disabilities, in line with world trends, and became one of the GOI‟s largest flagship programmes
of the time in terms of funding with 40,000 million rupees (approximately 740 million US dollars).
CONT….

6. • Sarva Shiksha Abhiyan (SSA) was launched to achieve the goal of Universalisation of
Elementary Education in 2001, is one such initiative. Three important aspect of UEE are
access, enrolment and retention of all children in 6-14 years of age.
• A zero-rejection policy has been adopted under SSA, which ensures that every Child with
Special Needs (CWSN), irrespective of the kind, category and degree of disability, is
provided meaningful and quality education.
• National Curriculum Framework (NCF) 2005 has laid down a clear context of inclusive
education.
• In 2005, the Ministry of Human Resource Development implemented a National Action
Plan for the inclusion in education of children and youth with disabilities.
CONT…

7. • Furthermore, IEDC was revised and named “Inclusive Education of the Disabled at the
Secondary Stage” (IEDSS) in 2009-10 to provide assistance for the inclusive education of the
disabled children at 9thd 10th classes.
• This scheme now subsumed under Rastriya Madhyamik Shiksha Abhiyan (RMSA) from 2013.
• It is important to integrate these children into regular schools to help them socialise and
build their confidence.
CONT…

8. • In our democratic country, equality of opportunity is guaranteed to the
citizens.
• Informal discrimination is commonly observed in our society.
• Restrictions are imposed upon individuals based on their deviation in social,
economical, cultural, physical, intellectual and behavioural attributes.
• Segregation is against the law of nature.
• Some children are deprived of educational opportunity, who are they?
• Realizing this, national and international declarations have expressed
support for including all the children without any discrimination in the
schools.
CONCEPT OF INCLUSIVE EDUCATION

9. • Hence all the recent education plans and policies have supported a system of education
which provides equal opportunity to all the children for education.
• The democratic system of governance worldwide is in tune with this philosophy.
• The same principle is initiated in the field of education in the name of inclusive education.
Inclusion is about building the inner strength and mounting confidence among children.
• It is valuing difference, immaterial of the limitations imposed due to external factors.
• “The problem is not to wipe out the differences but how to unite with the differences intact”
differences intact” - Rabindranath Tagore
CONT….

10. INFRASTRUCTURE AND ACCESSIBILITY
Availability of Physical Facilities
All weather roads
School Building
 Water Facility
Functional drinking water facility
 Playground
Ramp facility
Boundary Wall
Electricity facility
Library Facility
Computer Facility
CAL Facility
Girls’ Toilet
Boys’ Toilet
Condition of Classroom,

11. Accessibility is a broad concept that encompasses the usability of environments, amenities and
resources by persons with disabilities.
Environments include physical spaces such as schools, playgrounds and Water Sanitation and
Hygiene (WASH) facilities.
Amenities include facilities such as a pump, well or school furniture within a classroom.
Within the context of schools, resources include books and other learning materials, as well as
computers, computer software and internet services where they are available.
WHAT IS ACCESSIBILITY?

12. In order to be fully inclusive of all children and young people whatever their abilities or
learning needs it is beneficial for schools to adopt a whole school approach to teaching and learning.
A whole school approach focuses on the responsibilities of every member of the school community
to ensure all students have the opportunity to maximise their learning experience. This includes all
school staff, parents/carers and community members.
WHOLE SCHOOL APPROACH

17. Community education, also known as community-based education or community
learning & development, is an organization's programs to promote learning and social
development work with individuals and groups in their communities using a range of formal and
informal methods.
Empowerment – increasing the ability of individuals and groups to influence issues that affect
them and their communities;
Participation – supporting people to take part in decision making;
Inclusion, equality of opportunity and anti-discrimination – recognising that some people may
need additional support to overcome the barriers they face;
Self-determination – supporting the right of people to make their own choices; and
Partnership – recognizing that many agencies can contribute to CLD to ensure resources are
used effectively.
COMMUNITY BASED EDUCATION

18. Home-based education is defined as the education of
children with severe intellectual/physical disabilities, who can be
educated in the combination of home-based and alternate
educational settings to enable them to achieve independent
living skills. Home-based education aims at school preparedness
and preparation for life. Alternate educational settings provide
opportunities for learning of social skills, vocational skills and
implementation of life skills.
HOME-BASED EDUCATION

19. • Some disabled children need highly specialized skills taught by specially trained
teachers.
• Some disabled children might never respond to the demands of an academic
curriculum and will require alternatives.
• Some disabled children could participate in an academic curriculum but would
require an inordinate amount of time and attention from a regular class teacher,
such that it would be inequitable for the other children in the class.
• Some disabled children need the support of a peer group that is more like they are,
rather than being pushed out into the mainstream.
• Some disabled children might experience school failure without a special education
curriculum tailored to their needs.
• Some disabled children have greater opportunities to success in an alternative
setting because there is a greater emphasis on parental partnerships, parental
cooperation, and active parental participation in the education of the child.
• Some disabled children might not succeed in a regular classroom, as they might
not respond to a standardized curriculum.
REASONS FOR HBE

20. • Friendships
• Increased social initiations, relationships and networks
• Peer role models for academic, social and behavior skills
• Increased achievement of IEP goals
• Greater access to general curriculum
THE BENEFITS OF INCLUSIVE EDUCATION

21. • Enhanced skill acquisition and generalization
• Increased inclusion in future environments
• Greater opportunities for interactions
• Higher expectations
• Increased school staff collaboration
• Increased parental participation
• Families are more integrated into community
CONT…

22. • Family Related Factors
• Learner Related Factors
• Peer Related Factors
• School Related Factors
• Teacher Related Factors
• Government Related Factors
• NGO Related Factors
FACTORS AFFECTING INCLUSIVE
EDUCATION

23. Family Related Factors
• Attitude of Parents towards Education and Disability
• Awareness about Rights and facilities
• Socio-economic condition
Learner Related Factors
 Learner’s attitude
 Early identification and intervention
FAMILY RELATED FACTORS AND LEARNER
RELATED FACTORS

24.  Peers play an important role in the process of inclusion and have immense contribution towards
the placement of children with special needs and marginalized groups in inclusive education.
The interaction and support that a child has from peers creates a physical, mental and
psychological environment which fosters inclusion. The peer interaction that the child with
special need have, both in the community as well as in the learning environment contributes to
placement in inclusive education in the true sense. Peer support can be rendered in the form of;
 Academic support
 Emotional support
 Social support
 Physical support
PEER RELATED FACTORS

25. School Related Factors
• Availability and accessibility of schools
• Guiding Philosophy and policies of schools
• Infrastructure
• Availability of support resources
• Evaluation system
Teacher Related Factors
• Readiness of the teacher
• Professional competence of the teacher
• Instructional Strategies
• Evaluation system
SCHOOL RELATED FACTORS AND TEACHER
RELATED FACTORS

26. Teacher Related Factors
•Readiness of the teacher
•Professional competence of the teacher
•Instructional Strategies
•Curriculum modification
Government Related Factors
•Government policies
•Legal provisions
•Curriculum design
•Linkages between different departments
TEACHER RELATED FACTORS AND
GOVERNMENT RELATED FACTORS

27. • Identifying children in need and ensuring their placement
• Keeping track of the identified children
• Providing resources
NGO RELATED FACTORS