The document discusses the need to revamp teacher education programs to promote inclusive education for all students. It outlines several key aspects that teacher education should focus on, including developing a strong commitment to the community, promoting learning strategies for all students, emphasizing collaborative work and interpretative skills, providing contextual preparation, offering cross-categorical training, and implementing mentoring programs for new teachers. The goal is to prepare teachers who can ensure the individual needs of each student are met and help fulfill the vision of providing education for all.

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Inclusion: A Developmental Approach In
Education For All Through Revamping
Teacher Education
presented By: Ms. Neha Madan
Assistant Professor , GRDCE, IP University

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Need to Focus
Ensuring Education for all is a stated priority of
the country Education System as reflected in
UNESCO Declaration on Education for All
(UNESCO, 1990), the Dakar Framework
(UNESCO, 2000) and the Salamanca Declaration
on Inclusive Education (UNESCO, 1994.

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Education to All as fundamental right
in Indian constitution

4. Constitutional and Legal Obligations
Persons With
Disabilities Act,
1995
Educate CWSN
in an
appropriate
environment
till 18 years
Free and
compulsory
education to
children, upto
14 years
CWSN to be
taught by a
trained
teacher
Right to
Education Act,
2009
Rehabilitation
Council of India
Act, 1992
Law, policy, programmes and rights instruments reflect two primary
approaches or discourses that treat disability either as an individual
pathology or as a social pathology.

5. 5
steps from Exclusion to Inclusion :
Education for All
• .

6. Inclusive Education

7. Education from Inclusive
Lens

8. .
• .
FEATURES
OF
INCLUSIVE
EDUCATION
CHILDREN
HAVE
DIVERSIFIED
NEEDS UNIQUENESS OF
THE CHILD
REUIRES
CONTINUOUS
SUPPORT AND
ATTENTION
DEMANDS
FLEXIBILITY IN
LEARNING
NO FIXED
TEACHING
STYLE
MIXTURE OF
VARIOUS MEANS
AND MEDIA
ALONG WITH
STRATEGIES OF
COMMUNICATIO
NS
DIFFERENT
ASSESMENT
AND
EVALUATION

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What does a Child needs?

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How to Ensure Inclusion in
Education ?

12. • . Revamping Teacher Education for
Ensuring Inclusion
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Teacher Education
• .Teacher development has to be the heart of
initiatives for developing inclusive practices in
schools (Aniscow, 2003).
This necessitates building competencies of all “regular
teachers” to deal with diverse population of students and
to learn pedagogical strategies that facilitate the learning
of all students in their classroom.

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Teacher preparation programmes
need to focus on :
• strong commitment of teacher to his/her
community.
• promotes learning strategies for all
• collaborative work
• interpretative and critical paradigms
• Contextual Preparation.
• Cross Categorical/Multi-tiered formation.
• Mentoring.

15. strong commitment of teacher to
his/her community
• The Teacher Preparation Programme should
include subjects with high social and
community content because they need to be
sensitive to the needs of students and the
environment.
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16. promotes learning strategies for
all
• In order to illustrate the individual differences
in the classroom, the tridimensional view
1.seeing his/herself as being like all others,
2.also like some others and
3.finally, in some ways unique
Inclusion promotes co-operation in the
classroom.
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17. collaborative work
• . Inclusion is funded on a collective of teachers,
a team sharing knowledge, making decisions,
solving problems together and generating
actions in order to improve the school and to
increase the learning for all.
Teacher Preparation Programmes need to focus
on collaborative work
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18. interpretative and critical
paradigms
• Allowing encounter with others, and the
collective and interpretive insight into
environments and circumstances and the
development of research activities are
fundamental. The inclusive teacher need to
have strong skills in action research methods.
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19. Contextual Preparation
• For teachers to promote inclusive education,
their training should link directly with the
educational services in so called contextual
professional practices.
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20. Cross Categorical/Multi-tiered
formation
• Inclusive education must characterize all
training teacher programs, offering skills and
common benchmarks for everyone
regardless of education level to be entered
(e.g. Primary, Secondary and High
Education).
• This versatile training enables various
teachers, regardless of their field or level of
training, to collaborate and participate in the
diversity of educational contexts together.03/30/14

21. Mentoring.
• New teachers must participate with
experienced teachers at least during the first
two years. This includes dialogue sessions,
reviews of situations, decision-making
arrangements and work plans, among others to
provide the following to the new teacher:
intervention (guidance), facilitation (advice),
and cooperation (co-responsibility).
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22. • From the above discussion it can be concluded
that for fulfilling the dream of Education for All
it is utmost important for the teachers to have
the power to decide what they are to teach,
and how they are to assess the children. As it is
the teacher who experiences first hand the
difficulties children encounter while negotiating
social, cultural and linguistic barriers.
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23. Inclusion: A Developmental Approach In Education
For All Through Revamping Teacher
Education --------is possible if
• .
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24. And this can be done by preparing
committed teachers from the initial
stage of Pre-service .

25. Inclusive Education just=
• .
• Vision + Placement + Support + Resources +
Leadership + 5As (Acceptance, Access,
Adapted Curriculum, Adapted Assessment,
Adapted Teaching)
Just make it possible ensure Education for All !
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