INCLUSIVE EDUCATION -UNIT -1.pptx

Inclusive
education
unit-1 C.sasikala

INCLUSION
From Latin word
inclusionem "act of making a part“,
includere (see include)"that which is included" is from
1839.
Meaning
The act of including someone or something as part of a
group or a person or thing that is included.

Why inclusion?
● Education to all.
● Access free and compulsory education.
● Equality, equity, non-Discrimination.
● Right to quality education.
FOUR A’S OF INCLUSION
● AVAILABILITY
● ACCEPTABILITY
● ACCESSIBILITY
● ADAPTABILITY

Education
● From latin word
● Educare –to bring up or to raise
● Educere- to lead forth or to come out
● Educatum- the act of teaching or training
Meaning
The process of facilitating learning, knowledge, skills,
values, beliefs.

CONCEPT OF INCLUSIVE EDUCATION

INGREDIENTS FOR SUCCESSFUL INCLUSION
● I-INFRACTURE
● N-NATIONAL LEVEL OF POLICIES
● C-CAPACITY BUILDING
● L-LEGISLATION REFORMS
● U-UNDERSTANDING
● S-SENSITIZATION
● I-INITIATIVE,INSTRUCTIONAL PLAN
● O-ORGANISATION
● N-NETWORKING

History of Inclusive Education

SHIFT TO EXCLUSION TO
INCLUSION

Special education Integrated education Inclusive education
➔ Special education or special
needs education is the form
of education planned for the
students with special needs in
a way that addresses the
students
● Individual Differences
● Needs
➔ Spl edn means specially
designed instructions that
meet the Unusual Needs of
the Exceptional students
➔ Integrated edn is the
educational programme in
which exceptional children
attend classes with normal
children on either a part or
full time basis.
➔ It is placement of the disabled
children in ordinary schools
with some specialised
educational help and
services
➔ Inclusive education is about
ensuring access to quality
education for all students
by effectively meeting their
diverse needs in a way that
is responsive, accepting,
respectful and supportive.
➔ Students participate in the
education program in a
common learning
environment with support to
diminish and remove
barriers.
MEANING

❖ Communication Disorder (
Speech & Language)
❖ Mental Retardation
❖ Specific Learning
Disability (Dyslexia,
Dysgraphia)
❖ Deaf and Blindness
❖ Visually Impaired
❖ Autism Spectrum Disorder
❖ Orthopedic Impairment
❖ Traumatic Brain Injury
❖ Children with disabilities
❖ Children in remote tribal
areas
❖ Working children
❖ Hiv /AIDS and other chronic
illness
❖ Street children
❖ Migrant laborers
❖ Girls living in difficult
circumstances
❖ Leprosy
❖ Transgender
Who comes under

★ The Individuals with
Disabilities Education Act,
or IDEA, was created in
1990 and is a modification
of the Education for All
Handicapped Children Act.
★ This law ensures that
special needs students
receive appropriate free
public education in the least
restrictive environment
★ The concept of integrated
edn arises as outcome of
NPE 1986 recommended to
provide equal opportunity to
all only for access but also
for success
★ Integration signifies the
process of interaction of
disabled children with
normal children in the same
educational setting
★ Integration means
mainstreaming or
★ The concept of inclusion
was conceived in 1948 with
the declaration adopted by the
UN General Assembly on
the “International Bill of
Rights” which recognises
that all human beings are
born free and equal in
dignity and rights.
★ This declaration
fundamentally seeks to deal
with the issue of
Concept

➔ The goal of special
education is to ensure that
students who have any of
these disabilities can take
part in education along with
students without disabilities
and can access the
curriculum whenever and as
much as possible. Ideally,
all students would have
equitable access to
education in order to reach
➔ The goal of Integrated
education is to bring
together children and adults
from religion and other
backgrounds in each
school. The schools strive
to achieve a religious
balance of pupils, teachers
and governors and
acknowledge and respect
the cultural diversity they
represent.
➔ The goal of an inclusive
education system is to
provide all students with
the most appropriate
learning environments
and opportunities for them
to best achieve their
potential.
➔ All children can learn and
reach their full potential
given opportunity,
GOAL

➔ To identify disability among
students
➔ To provide appropriate
related services to the
students with disabilities acc
to their needs
➔ To encourage parental
involvement and
understanding of spl.edn
programs
➔ To provide healthy and
friendly environment in and
➔ Does not create a feeling of
differentiation
➔ Helps to remove inferiority
complex
➔ Provides peer group help in
learning from normal
children
➔ Provides disabled children a
chance to enjoy school life
with normal children
➔ Ensures social integration
➔ Less expensive
➔ No discrimination with
students
➔ Equal educational
opportunity to all
➔ Full the constitutional
responsibilities
➔ Enable children to stay with
their families
➔ Achieving the
universalisation
➔ Developing feeling of self
respect
NEED AND IMPORTANCE

➢ Push in services
➢ Pull-out services
➢ Inclusive classrooms
➢ Exclusive education
➢ Speciality schools
➢ Residential programs
➢ Full time integration
➢ Part time integration
➢ Education in special classes
➢ Education in residential
schools
➢ Education in normal classes
➢ Short term education in
hospitals
➢ Full inclusion
➢ Partial inclusion
Types

● Free, Appropriate Public
education
● IEP must be developed
● Zero reject
● Non-discriminatory
identification and
evaluation
● Least Restrictive
environment
● Due process safeguard
● Parents and students
participation
● Provide equal opportunities
● Prompt the children for
early stimulation
● To promote the educational
provisions to meet the
social and cultural needs
● To pave the ways for
availability of habitation and
rehabilitation services
● To alerts the children to be
independent in their daily
living skills and abilities
● Develop self confidence and
● Education for all
● Protection of rights
● Identification of skills
● Development of social
consciousness
● To prepare for new
challenges
● Development of
brotherhood
● To improve quality of
education
Aim of education

Special curriculum
and methodology
Subject centered
constructivist curriculum
and methodology
Subject centered
curriculum and
methodology
Curriculum
Cost
High cost Cost not so high Most cost effective

❖ Form small groups
❖ Create classroom centers
❖ Blend the basics with more
specialized instruction
❖ Rotate lessons
❖ Try thematic instruction
❖ Provide different levels of
books and materials.
❖ Task analysis
❖ Resource Approach
❖ Itinerant approach
❖ Cluster approach
❖ Classroom discussion
❖ Direct instruction
❖ Performance activities
❖ Cooperative learning
❖ Activity based learning
❖ Team work
❖ Individualized edn plan
❖ Multisensory teaching
Teaching methods

➢ Latest innovations in the
field(knowledgeable)
➢ Tactful
➢ Flexible and Friendly
personality
➢ Create positive atmosphere
➢ Able to negotiate
➢ To be facilitator rather than
instructor
➢ To have a sense of humor
➢ Student –centered
➢ Dedicated and commitment
➢ Learn about the students
condition
➢ Learn about the appliances
and special materials the
child uses
➢ Know the strength and
weakness of the students
➢ Satisfy the need of the
students
➢ Interaction with family
➢ Able to solve their problem
➢ Develop new learning
strategies
➢ Provide special facilities
➢ Able to look after their
personal need
➢ Recognize their hidden
talents
➢ Inculcate positive attitude in
the able bodies children
Teacher

Individual intelligence test
❖ Wechsler intelligence scale
for children
❖ Stanford binet intelligence
test
Group intelligence test
❖ Skill evaluation
❖ Developmental and social
history
❖ Observation records
❖ Samples of students work
❖ Screening test
● Reflective portfolio
● Presentation
● Making rubrics
● E-portfolio
● Peer assessment
● Checklist
● Rating scale
● Direct observation
● Project work
● Self assessment
● Student project
● Portfolio
● Even task
● Student log
● Student journal
● Observations - teacher,
peer, self
Evaluation

● Lack of appreciation
● Lack of Parent support
● Non instructional
responsibilities
● Dealing with multiple
disabilities
● Handling the problems of an
inclusive classroom
● Professional isolation
● Difficulty of disciple in a
special needs classroom
● Budget problems
● Lack of cooperation of the
parents.
● Lack of the initiatives of the
headmaster and other
teachers.
● Lack of interest of the
teachers for quality education
to the disable.
● Non acceptance of the disable
by the peer group and the
teachers
● Lack of interest to enrolled
● Lack of experience in an
inclusion setting.
● Lack of experience dealing
with severe and profound
disabilities
● Including all students in all
activities
● Educating students with
less severe disabilities.
● Shortage of teacher aides
● Dealing with parents of
“typically developing”
Challenges

Benefits of Inclusive Education
A. Benefits of Inclusive Education.
All children benefit from inclusive education. Here are key findings about the benefits of
inclusion for children and families:
• Families' visions of a typical life for their children can come true: All parents want
their children to be accepted by their peers, have friends and lead “regular” lives.
Inclusive settings can make this vision a reality for many children with disabilities.
• Children develop a positive understanding of themselves and others: When
children attend classes that reflect the similarities and differences of people in the real
world, they learn to appreciate diversity. Respect and understanding grow when children
of differing abilities and cultures play and learn together.

• Develop a school culture: It allows them to foster a school culture of respect and
belonging. Inclusive education provides opportunities to learn about and accept
individual differences, lessening the impact of harassment and bullying.
• Friendships develop: Schools are important places for children to develop
friendships and learn social skills. Children with and without disabilities learn with
and from each other in inclusive classes.
• Children learn important academic skills: In inclusive classrooms, children with
and without disabilities are expected to learn to read, write and do math. With
higher expectations and good instruction children with disabilities learn academic
skills.

• All children learn by being together: Because the philosophy of inclusive education
is aimed at helping all children learn, everyone in the class benefits. Children learn at
their own pace and style within a nurturing learning environment.
• Work on individual goals: When the students participate in the classroom activities
along with other students they is ill he able to fix on their goals and work for that goal.
• Involvement of parents: During the course of study, parents can get involved in the
education of their ward and also in all the activities of the school, since the school is a
neighbouring school.
B. Benefits and Relationships in an Inclusive set up. The benefits and relationships
in an Inclusive Education are numerous for both students with and without disabilities
and for the teachers, parents, community and others. Relationships

Relationships in an Inclusive set up:
students Teachers
Community
Parents
Others

Benefits of Inclusion for Students With Disabilities:
● 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.

● 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

Benefits of Inclusion for Students Without Disabilities:
● Meaningful friendships.
● Increased appreciation and acceptance of individual differences.
● Increased understanding and acceptance of diversity.
● Respect for all people.
● Prepares all students for adult life in an inclusive society.
● Opportunities to master activities by practicing and teaching others.
● Greater academic outcomes.
● All students’ needs are better met, greater resources for everyone.

Benefits of Inclusion for Teachers:
● Setting an example for non-discrimination and acceptance of people
with differences.
● Using creativity in their teaching.
● Working closely with parents to understand student strengths and
needs.
● Working with a wider circle of teachers and specialists.
● Being a leader and role model for other educators.
● Eliminating preconceived ideas about students with disabilities.
● Making significant change in the life of student with disabilities as well
as others.

Benefits of Inclusion for Parents:
● Parents of children without disabilities have an awareness of disabled
students.
● All parents are a part of the community.
● Parents have knowledge of typical development.
● Availability of other parents for support and information.

Benefits of Inclusion for Community:
● To fulfill constitutional responsibility.
● For achieving universalization of education.
● Development of healthy citizenship, social equality and self-reliant.

BENEFICIARIES OF INCLUSIVE EDUCATION
Socially Disadvantaged children due to socio-cultural diversity:
The children who are socio culturally deprived and underprivileged are called as socially
disadvantaged children. The term socially disadvantaged children or simply disadvantage is
used to refer to these children who are economically, educationally, linguistically, or socially
disadvantaged by definition disadvantaged child is one who,
→ Suffers from a continuing inadequacy of basic necessities life
→ Is subject to detrimental environmental stresses of any kind
→ Has been denied form the basic and universal rights of children (i.e. a stable home, loving
mother, a supportive father who provides the material need such as protection clothing adequate
diet, and play space, fresh experience to stimulate language and mental growth; reorganization
and an encouraging atmosphere and contact with other children and adults)

General Benefits:
● Opportunities in inclusive education.
● Curriculum and textbooks incorporating cultural values and beliefs.
● Teaching methods and Teaching/Learning Materials for all.
● No discriminations among students.
● Diversity promotes creativity.
● Develops cognitive skills and critical thinking.
● Others learn about their cultural backgrounds.
● Improves student achievement.
● Collaborative and Co-operative learning.

❖ Adjustment of school hours and vocations: it is used to reduce the dropouts and
stagnation and also these children get ample opportunity to assist their parents
❖ Adult education programme (truly speaking educated parents can get their
children educated with little effort they will be able to understand the value of
education, and responsibility for the future generation so govt initiative to open
the anganwadi adult education centers to help the social disadvantage people
❖ Follow up action (students coming from residential type of schools generally go
for higher education or take any job to earn their livelihood govt has plan to help
the students providing the grants to settle down in life

❖ Establishment of residential school (ashram school)
➢ Financial help for disadvantaged children (scholarship, post-matric and pre.
matric scholarship
➢ Appoint of expert teachers (special training in service training refresh
courses teachers are also trained in tribal dialect and tribal culture)
❖ Craft education (carpentry, tailoring, weaving and some useful hand work)
❖ Incentives to indigent families (recently govt taken steps for more enrollment for
these weaker sections of the people and children incentive are provided them so
the they would be able to send their children regularly to school)

❖ Education is the basic right to every child.
❖ Article 45 of the Directive Principles of State Policy – Free and
Compulsory Education until 14 years.
❖ Right to Education Act, 2009 – Free and Compulsory Education until 14
years.
❖ Article 29 (2) of the Indian Constitution, 1949 – State should not deny
admission into educational institutions and right is given to individuals
and not any community.
❖ Article 26 (1) – Instructions in mother tongue. Title VI of 1964 Civil
Rights Act – Anti-discrimination Act.
❖ National Curriculum Framework for Teacher Education (NCFTE), 2009 –
reformed teacher education to meet the needs of diverse learners.
Rights and Acts

Class & Caste:
Benefits:
Scheduled Caste:
a) Constitutional Mechanism for upliftment of SC: Article 16, 46, 15(4), 16(4A), 335, 330
and 338 has prescribed protection and safeguard for SC. These social groups have
also been provided institutionalized commitments through statutory body.
b) Ministry of Social Justice and Empowerment: The main aim of them is to promote
educational, economic and social empowerment.

Class & Caste: Initiatives taken for SC development:
Educational Empowerment: The scholarship is broadly classified into 3 groups;
● Pre-matric scholarship to SC students.
● Pre-matric scholarship to the children of those who engaged in occupations involving
cleaning and prone to health hazards.
● Post-matric scholarship for SC students.
Scholarship for obtaining higher education –
Top class education for SC students. National Fellowship for M.Phil., Ph.D. and equivalent
Research degrees.
National overseas scholarship (Master degree and Ph.D.). Free coaching for SC and OBC
students (Medical and other Professional courses).

Class & Caste:
Economic Empowerment:
● National Scheduled Caste Finance and Development Corporation
(Manual Scavengers).
● Special Central Assistance to SC Sub Plan.
● Scheme of Assistance to Scheduled Caste Development Corporations.
Social Empowerment:
● Protection of Civil Rights Act.
● Schedule Caste Act 1989 (Prevention of Atrocities)
● Prohibition of Employment as Manual Scavengers and their
Rehabilitation Act 2013.

Scheduled Tribe
Navodaya Vidyalaya: Reservation of seats about 7.50% and maximum of
50% for both the categories.
National Institute of Open Schooling: Concession in the admission fee
450/- for secondary and 525/- for higher secondary.
National Council for Educational Research and Training: NCERT
focuses on the textbooks, teacher guides, supplementary reading
materials, evaluation of textbook, vocational education, etc. Out of 1000
scholarships 75 are reserved for ST.

Scheduled Tribe
National Institute of Educational Planning and Administration: It carries
out number of study related programmes and schemes for ST. It has
also been generating material relating to educational institutions and
development of ST students.
University Grants Commission: It provides financial assistance to
universities for ST. Apart from the reservation they also have relaxation
in age for all sort of exams. They provide financial assistance to the
coaching centres for National Eligibility Test (NET).

Educationally Backward and Economic Status
The government schemes and scholarships for educationally backward and economic
status are as follows;
Scholarships: -
● Pre-matric and Post-matric scholarship for educationally backward class.
● National Fellowship for backward class students.
● Dr. Ambedkar Central Sector Scheme of interest subsidy on educational loan for overseas
studies for economically backward class.
● Dr. Ambedkar Post-matric scholarship for the economically backward class students.

Entrepreneurial Scheme: Members of backward class having annual family income of less than
Rs. 89,000/- in rural areas and Rs. 1,20,000 in urban areas.
Micro Finance Scheme: Maximum loan for education limit up to Rs. 50,000 at 5% rate of
interest. Saksham Scheme: Loan for young professionals belonging to be backward in economic
status.
Girls Hostel Scheme: There are 3479 hostel for secondary and higher secondary school. It was
started in the year 2009-2010.
The main objective is to give education to girl child at the age group of 14-18 years. Priority is
given to students passing out of Kasturba Gandhi Balika Vidyalayas.
Pradhan Mantri Jan Dhan Yojna (2014): Finance for education.
Sukanya Samriddhi Yojna: Started by Narendra Modi in 20015 for girl child education.
Rashtriya Swasthya Bima Yojana (2008): Health Insurance for people

Transgender:
Transgender persons are deprived of social and cultural participation and hence they have
restricted access to education, health care and public places which further deprives them of
the Constitutional guarantee of equality before law and equal protection of laws.
Beneficiaries of Inclusive education to Transgender students:
● Inclusion through Vocational Education / Training.
● Financial Assistance (Government should provide financial assistance for children
like scholarships for their studies, books, hostel facilities)

● Anti-discrimination Cell for Transgender Children/Persons.
● Training of Teachers and thus creates Awareness in Society.(Rights, acts,
policies…)
● National Commission for Transgender Children/Persons (for their development)
● Tamil Nadu Government has sanctioned two seats in Arts and Science College.
● Samanwaya – Basic education and free accommodation.
● Umbrella Scheme – education facilities, financial aid, monetary resource to
families.
● The three main components of this schemes are;
● Pre-matric (9th, 10th) and Post-matric scholarship (11th, 12th, UG and Diploma).
● Pension to (40-60 years) families with transgender children.

Juvenile delinquent:
A young person who habitually commits criminal acts or offences.
Beneficiaries of Inclusive education to Juvenile delinquent students:
❖ Special Training is given to teachers to correct the students.
❖ Engage Students in various creative activities. Help to learn the subject matter with real life
experience.
❖ Feeling of Belonging.
❖ Experience Success.
❖ A chance to make significant contribution.
❖ Conducting Community programmes.
❖ Avoiding Discrimination.

Juvenile delinquent:
Social skills development programs
● Focus on lessons involving skills for emotional understanding and communication,
friendship, self-control, and social problem solving.
● Cognitive coping strategies Involve psycho educational tasks and/or cognitive self-
instructional training where participant children are taught to verbalize commands to
cue or guide nonverbal behaviour.
● Relaxation training sessions focus on meditation and deep breathing techniques To
encourage children to regulate their own behaviour.

Leprosy Cured:
A person cured of leprosy might face disabilities such as physical activity limitations, stigma
and discrimination.
Beneficiaries of Inclusive education to leprosy cured students:
❖ Provides educational scholarships.
❖ Creates awareness about leprosy in schools, with a focus on reducing stigma.
❖ Empowers families affected by leprosy to know the importance of education and supports
them to access various educational schemes and services provided by the government
and other organisations.

❖ Provides assistance to access educational loans/grants, up to professional
courses (engineering, nursing, teaching, etc).
❖ Facilitates study environments and family situations that promote learning.
❖ Provides support to access education concerning life skills and survival
needs, including information on reproductive health, sexuality and
HIV/AIDS.
❖ Provides support to access appropriate, flexible and effective learning
opportunities throughout life

HIV/AIDS Children:
All school should Create a supportive environment that puts the interests of the child first, treats all
children equally and promotes inclusion, including of HIV – infected and affected children. Ministries of
Education should provide schools management and teachers with training and tools to help them
promote inclusive school policies and practices.
Beneficiaries of Inclusive education to students with affected and effected
HIV/AIDS
§ Ensure Awareness of availability and access to Service
§ Make the fellow students to learn “Acceptance”.
§ Tell the Students that Sickness is not an Identity.
§ Engage parents and Communities in supporting access to education:

HIV/AIDS programme, NGO and Schools need to educate parents and communities about a
child’s right to receive education and to promote awareness of the value and importance of
Education. Adult literacy programme is one approach that had been Successful.
§ Provide Life Skill based education as a part of overall quality education.
§ Addressing the various needs of the children especially girl children.
§ Building friendly environment:
§ Ensure a positive and Non-discriminatory learning Environment.
Respect for Human Rights: Respect should be given to them without any
discrimination to Right to Education and Employment, for termination, suspension,
involuntary transfer.

Access to Education and Employment: They should not be debarred, dismissed or
prohibited.
Access to treatment, care and support: They have right to access care, treatment and
support.
Supportive and caring environment: Protective and supportive school and workplace
environment.
Privacy and Confidentiality: No information about the patients should be given to
anyone.
Safe and Healthy work environment: “Sex free zones” meaning that sexual activities
on the premises would not be tolerated.

Differently -abled Children:
● Educating the children with disabilities with the non-disabled children creates an
atmosphere of understanding and tolerance that prepares the students of all abilities
to function in a world beyond school.
● The non-disabled children also showed increased awareness of self-concept,
tolerance, self-worth and better understanding of other people.
● Children develop a positive understanding of other people with disabilities.
● The children of the regular school learn to appreciate diversity, when they attend the
classes with the other children. In fact, the peers of the Children with disabilities can
assist in various ways in the classroom as a scriber, as a helper, reader, and also to
move the wheel chair around the school.

Beneficiaries of Inclusive education to students with differently-abled:
● A sense of belonging, being loved, having relationships and friendships with
others enriches our lives.
● Peer tutoring/ child to child learning.
● Higher academic achievement: Mainstreaming has shown that these children have
done academically well than in exclusion practices.
● Higher self-esteem: By being included in a regular school the children with disabilities
have shown to be more confident and display qualities of self-efficiency.

● Better social skills and communication: Social skills are learnt just through
observation and imitation. They get a better understanding of the world around them
and feel happy about being part of the regular community.
Schemes
Educational Schemes and Scholarships:
Scheme of National Scholarship for Persons with Disabilities: This schemes provides
scholarships to differently abled people who want to pursue post matric/technical/
professional courses, the duration of which is more than one year.
Comprehensive Education Scheme for Disabled Children: This scheme provides books,
uniforms, stationery, special learning equipment, accessible infrastructures, transport
facilities, as well as scholarships to the differently abled children.
Inclusive Education for the Disabled at Secondary Stage (IEDSS): This scheme offers
help to disabled children of 14 years or above for completing the secondary education from
Class 9 to Class 12 in government or local schools. Rajiv Gandhi Fellowship Sch

Rajiv Gandhi Fellowship Scheme: Students who want to pursue higher education such as
M.Phil. / Ph.D. can apply for Rajiv Gandhi Fellowship.
Scheme of Integrated Education for the Disabled Children (IEDC): It is a central government
sponsored scheme run by the Directorate of Education which provides educational
opportunities for disabled children in common schools and also help them to integrate
themselves with the society at all levels.
Economic and Employment Assistance: In Government Jobs:
Students are provided 3% reservation in seats in government and government-aided
schools and educational institutes.
There is reservation of 3% posts in positions in Groups A, B, C and D in Government
Services.
In Private Sector and Self-Employment: The government provides for employment of
differently abled people

Teacher preparation
The current context in which teachers are working is one of rapid change. All areas of
education have changed during the past decades, with major changes to the role of
teachers, together with the introduction of new approaches to the curriculum and
assessment.
In addition, the legislation has seen changes in how difficulties in learning are
conceptualized from special educational needs to additional support for learning. These
changes have involved the development of new understandings about the interactive nature
of children’s needs and a shift in focus from ‘what is wrong with the child?’ to ‘what does
the child need to support their learning?’
Such developments have substantially affected the professional identity as well
as the roles and responsibilities of many teachers. It also has implications for how teachers
are trained and supported in their professional development.

Thus, this focuses more specifically on how to prepare teachers to work
with children with disabilities. Teachers are a critical component to creating
inclusive classrooms that allow children with disabilities to learn and thrive.
Careful attention to teacher preparation is therefore a must if we are to
continue to ensure that this marginalized group has access to quality
education today.

PRE-SERVICE TRAINING PROGRAMS
● In order to build human resources in the field of education, training must be done both at
pre-service and in-service levels. Pre-service training refers to training individuals before
they become teachers.
● This includes training at teacher training colleges and universities at both the national and
provincial levels. Ideally, inclusive education should be a compulsory subject for all teacher
candidates and an integral part of teacher training curricula.
● Fundamental knowledge and skills of inclusive education, such as understanding needs and
abilities of children with special needs and pedagogic skills such as instructional
accommodation and activity differentiation, should be provided widely to teacher candidates.

IN-SERVICE TRAINING PROGRAMS
● In-service training includes professional development for teachers who are
already working in the classroom. In addition to developing the skills of
professionals before entering the workforce, it is essential that teachers already
teaching be provided skills and techniques for inclusive education.
● Teachers in many countries are required to upgrade their professional skills on an
annual or regular basis to enhance their teaching performance. In-service
training programs offer Pre-school teachers enjoy thematic training on inclusive
education particularly effective strategy to improve the quality of an entire
educational system for all children regardless of their needs.

● Inclusive education methods are child-centered, employing active and
participative learning techniques that improve teachers’ capacity to teach
children both with and without disabilities.
● Collaborative and participative techniques not only enhance learning
outcomes, but also reduce prejudice and discrimination among children.
● Regardless of whether countries have adopted inclusive education as a
national mandate or are still in the pilot stages, this type of training will have a
positive impact on all teachers and children in participating schools.

FUNDAMENTALS FOR CAPACITY BUILDING IN INCLUSIVE EDUCATION
Three Essential Components for Capacity Building in Inclusive Education
➔ Increase Awareness and Attitudinal Change through Advocacy
➔ Create a Future of Trained Professionals: Pre-Service Training
➔ Build on Existing Human Resources: In-Service Training and Professional
Development
“It is vitally important that teachers, principals and other education stakeholders maintain a
positive attitude towards inclusion.”

ATTITUDINAL CHANGES AND AWARENESS RISING:
● For inclusive education to succeed, it is vitally important that teachers, principals and other
education stakeholders maintain a positive attitude towards inclusion. They must be firmly
convinced of the benefits that inclusive practices bring to all children.
● Even if inclusive education is mandated by law, it will never succeed without the enthusiastic
support of its practitioners.
● Obtaining such support involves behavior and attitudinal change which is not a quick or
easy process.

● Organize training workshops for educators and key community members on
general inclusive education techniques, especially those which highlight how
such techniques can benefit all children by improving overall quality of
teaching.
● Integrate awareness about inclusive education into schools’ regular
professional development activities.
● Integrate knowledge about the benefits of inclusive education into initial
training programs for student teachers in colleges and universities.
● Develop mass media activities and materials that emphasize the value of
inclusive education.

● Child with disability is helped by his non-disabled peer increasing awareness about
inclusive education improves the confidence of teachers in their ability to teach
students with diverse learning needs.
● Increase awareness of the many benefits of inclusive education through the
interaction of educators and key community members with people with disabilities.
It was found that increased interaction helps to bring about mutual understanding
and respect.
● People with disabilities should also be encouraged and helped to become trained
teachers themselves
There are a number of ways to accomplish such change, and the following are
examples of activities and strategies that have been used successful.

An Inclusive Teacher Preparation Model
Figure One illustrates a proposed model for developing and implementing
an inclusive teacher preparation program.

Components of an Inclusive Teacher Preparation Program
The first, Collaborative Teaching, concerns the instructional approach used in the
classroom. If we want to prepare teachers to teach collaboratively we must utilize that model in
our preservice classes

The second component involves Techniques and Strategies. Teachers who will be
expected to teach in diverse settings must have the instructional tools to do so
successfully.

The third component of an inclusive teacher preparation model relates to Collaborative
Experiences. The two previous components apply primarily to the classroom. This
component relates to the field based experiences of the prospective teacher.

INCLUSIVE EDUCATION -UNIT -1.pptx

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