This document discusses inclusive education in the context of Education for All and the Right to Education Act in India. It defines inclusive education as educating all children with disabilities and diversities together in general educational settings. The key advantages discussed are social benefits for students, improved academic achievement through individualized instruction, improved behavior, and removal of social prejudice. Barriers to inclusive education include lack of teacher training, infrastructure challenges, and lack of funding. The Right to Education Act aims to make education a fundamental right for children ages 6-14 and includes provisions for inclusive education of children with disabilities.

2. ADVANTAGES OF INCLUSIVE
EDUCATION IN THE CONTEXT OF
EDUCATION FOR ALL AND RIGHT TO
EDUCATION ACT

SYED MAHAMMAD SALMAN

KAVITHA M JAIN

G NITHYA

HARSHA KANTHARAJ


3. 
CHILDREN WHO LEARN
TOGETHER, LEARN TO LIVE
TOGETHER.

4. OUTLINE:
●WHAT DO YOU MEAN BY INCLUSIVE
EDUCATION?
●WHAT IS THE NEED FOR INCLUSIVE
EDUCATION?
●WHAT ARE THE ADVANTAGES OF
INCLUSIVE EDUCATION?
●WHAT ARE THE BARRIERS FOR ADOPTING
INCLUSIVE EDUCATION IN CLASS ROOM?
●WHAT IS RTE?
●HOW INCLUSIVE EDUCATION IS
EMBEDDED IN RTE?

5. ●WHAT DO YOU MEAN BY
INCLUSIVE EDUCATION?
●Integrated education prepared the stage for
inclusive education.
●“Inclusion” refers to the education of all children
with various disabilities and diversities in the
overall general educational structure by
adapting the complete educational system.
●Need to develop and design
classrooms,schools.
●Inclusive education enhances opportunities.

6. ●WHAT IS THE NEED FOR
INCLUSIVE EDUCATION?
●Regular schools with an inclusive orientation
are most effective.
●It embraces the differences and supports the
children with various abilities.
●IMPORTANCE
●To fulfil constitutional responsibility.
●For achieving universalisation of education.
●Social equality.
●Self reliant.

7. BENEFITS OF INCLUSIVE EDUCATION:
McCarty states, ‘’It appears that special needs students in
regular classes do better academically and socially
than comparable students in non-inclusive setting”
Some of benefits include :
• Social benefits
• Individualized instruction and academic achievement
• Improvement in behavior
• Collaboration of faculty and staffs
• Removal of social prejudice

8. 1. Social benefits:
• Research has shown that the benefits of inclusive classroom
reach beyond academics.
• Students can socially interact and develop relationships with their
peers
• Students improve their social skills and behavior.
• Students with disability feel that they are the part of a learning
community in their classroom.
2.Individualized instruction and academic achievement:
• The regular education class can provide an environment in which
special needs have more opportunity to learn, to make
educational progress in academic achievement.
• In an inclusive setting students are exposed to age appropriate
curriculum and are receiving individualized instruction to support
them in the general education.

9. 3)Improvement in Behavior:
• In inclusive classrooms, students with special needs tend to
behave more appropriately
• Also, in general education classrooms, the expectations the
teacher places on appropriate behavior are much higher than in
special education classrooms
4)Collaboration of Faculty and Staff:
• committed to the idea of inclusion and be willing to work together
to make it successful
• By working together, teachers are more likely to create more
diverse, engaging lessons for students who have a wide range of
abilities, interests, and intelligences.
5)Removal of social prejudice:
• By being exposed to inclusive settings, students have a better
understanding and are more tolerant of individual differences
• cooperative learning groups
• Every student should feel comfortable in their classroom and that
they are part of a learning community.

10. BARRIERS TO INCLUSIVE
EDUCATION
●Teachers and lack of teacher training.
●Curriculum.
●Social aspects.
●Physical barriers.
●Language and communication.
●Funding.
●Policies.

11. RTE Act 2009 a tool for inclusive education
 The right of children to free and compulsory Education Act (2009) passed
by the Parliament requires the state to provide free and compulsory
education to all the children from the age of 6 to 14 years
 Historically right to education has derived its legal basis from article 26(1)
of the Universal Declaration of Human Rights(UDHR), which states that
“Everyone has the right to education. education should be free at least
in the elementary and fundamental stages. elementary education shall
be compulsory”
 India has undertaken several initiatives to achieve universalization of
elementary education. The 86th Constitutional Amendment followed by
multiple rounds of discussions which made education a fundamental right
for children in the age group of 6 to 15 years. The Act was introduced in
Rajya Sabha on 4 August 2009 and the president give his assent to it on
26th August 2009 the act came into force on 21st April 2010 as a
fundamental right in India

12. Provisions for inclusive education RTE Act 2009
RTE Act 2009 states that provided that a child suffering from disability, shall
have the right to pursue free and compulsory elementary education
Section 26 of the person with disabilities (equal opportunities, protection and
full participation) act 1996 states that the appropriate Government and the
local authorities shall,
 Ensure that every child with a disability has access to free education in an
appropriate environment till he attains the age of 18 years
 Endeavor to promote the integration of students with disabilities in the
normal schools
 Promote setting up special schools in government and private sector for
those in need of special education in such a manner that children with
disability living in any part of the country have access to search schools
 Endeavor to equip the special schools of children with disabilities with
vocational training facilities

13. Few suggestions are listed below to make inclusive
education more effective
To include disabled people in mainstream education system, legislative or
constitutional barriers should be eliminated.
 To promote inclusive learning environment education policies and
strategies should be ensured
 For ensuring the education for all the children and adults on ministry and
school system be made responsible
 In developing and monitoring education plans, disabled children and adults
parents and other marginalized groups and district officials should be
included
 Developing strategies which increases family and community involvement
in school Management Committee and district education office
 Developing awareness program to facilitate participation by the disabled
children and their parents

14. THANK YOU