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Inclusivity in education

The document discusses inclusivity in education in India. It notes that Indian society remains highly segregated along lines of caste, gender, religion, socioeconomic status and more. It advocates for inclusive education, where students with disabilities learn alongside their non-disabled peers, rejecting separate special schools or classrooms. Inclusive education aims to provide equal opportunities and freedom for all students through awareness, sensitization and capacity building.

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INCLUSIVITY IN EDUCATION Dr. Jagannath K. Dange Associate Professor Department of Education Kuvempu University Shankaraghatta Dist: Shimoga,Karnataka jkdange@gmail.com http://jkdange.blogspot.com
There is a quantitative expansion of Education after Independence…. From Primary to Higher Education; Budget allocations, Human resource, plans and projects. Now it is a time to check its quality; there are different dimensions to measure the quality education. Indian society is highly segregated and diversified. Components of segregation are Caste, gender, creed, religion, class, SES, Regional, and also emotionally, psychologically, physically, morally, culturally, sociologically and many other.
TYPES OF EXCEPTIONAL CHILDREN  Mentally Retarded  Visually Impaired  Hearing Impaired  Gifted Children  Physically Handicapped  Learning Disabled
Segregation is also seen in…. Type of Schools- Government, Private, Aided Socio-Economic Status- High, Middle, Low Health- Global Hunger Index-2018 India ranked 103 among 119 countries National family Health survey-2016 Stunted children under 5yrs (53.3 million) Low height- India (38%), Global (22.9) Low weight- India (35.7%), Global (13.5) Food intake India- Listed 19 Food items- only 23% of children consumed more than 5 items. World Development Report- Poverty Hinders biological development and Undermines learning “One country One Education system”
It’s a hard need to provide the space for inclusion under one umbrella… Education is one such… Which should provide equal opportunities and freedom to all. We all know that, students with specially challenged have received their education in special schools, but many a times special schools do not fulfill the objectives of education. Obviously the main purpose of education is to prepare the students to face the challenges of life and that happen more effectively when there is a social interaction among the students. But in special schools the children with challenges will not get much exposure of social interaction with normal children. To solve this problem the concept of Inclusive education was introduced in which normal children with challenged children get education under one roof.
MEANING OF INCLUSIVE EDUCATION Inclusive education implies all young learners, young people-with or without disabilities being able to learn together through access to common education with an appropriate network of support services.
EQUALITY AND SOCIAL JUSTICE……. Characterize fundamental rights in present civil society Education - a prime medium to achieve equality through – AWARENESS ENLIGHTENMENT SENSITIVITY CAPACITY BUILDING
Every child has the right to education according to the limits of his capacity, whether that capacity be small or great. Indian Constitution provides this….. Education without discrimination: It is unlawful for any education provider, including a private or independent provider, to discriminate between pupils on grounds of race, sex, disability, sexual orientation, gender reassignment, pregnancy and maternity, and religion or belief in admissions, access to benefits or services, exclusions, and in the employment of staff.   
WHY INCLUSION? Valuing some people more than others is unethical. Maintaining barriers to some students’ participation in the cultures, curricula and communities of local schools is unacceptable. Thinking that inclusion mostly concerns disabled learners is misleading. (discrimination on any ground is illegal) Thinking that school changes made for some will not benefit others is short-sighted. Segregated schooling for disabled learners violates their basic human right to education without discrimination. Identifying academic achievement as the main aim of schooling detracts from the importance of personal and moral development. Perceiving inclusion in education as a separate issue from inclusion in society is illogical.
Inclusion in education is an approach to educating students with special educational needs. Under the inclusion model, students with special needs spend most or all of their time with non-special needs students. Inclusion rejects the use of special schools or classrooms to separate students with disabilities from students without disabilities. Feeling included is not limited to physical and cognitive disabilities, but also includes the full range of human diversity with respect to ability, language, culture, gender, age and of other forms of human differences. Inclusion is about the child’s right to participate and the school’s duty to accept the child. Inclusion is an effort to improve quality in education.
MOST COST EFFECTIVE RIGHTS REALISED AND ACTUALISED TEACHER EFFECTIVE IN INCLUDING ALL CHILDREN IN LEARNING PROCESS EQUAL OPPORTUNITIES FOR PARTICIPATION CHILD CENTRED LEAST RESTRICTIVE CHILD REMAINS AS NATURAL SELF INCLUSIVE EDUCATION
LEGAL ISSUES: EDUCATION LAW AND DISABILITY LAWS The anti-discriminatory climate has to be provided the basis for much change in policy and statute, nationally and internationally. Inclusion has been enshrined at the same time that segregation and discrimination have been rejected. Articulations of the new developments in ways of thinking, in policy and in law include: The UN Convention on the Rights of the Child (1989) which sets out children’s rights in respect of freedom from discrimination and in respect of the representation of their wishes and views. The Convention against Discrimination in Education of UNESCO prohibits any discrimination, exclusion or segregation in education. The UNESCO Salamanca Statement (1994) which calls on all governments to give the highest priority to inclusive education. The UN Convention on the Rights of Persons with Disabilities (2006) which calls on all States Parties to ensure an inclusive education system at all
The right to education for all: access and quality • 1989 UN Convention on the Rights of the Child • 1990 World Conference on Education for All (EFA) by the year 2000, Jomtien, Thailand • 1993 UN Standard Rules (on Disability) • 1994 Salamanca Statement – on Special Needs Education: access and quality • 2000 World Education Forum, Dakar, Senegal, Review of progress on EFA Conference Millennium Development Goals (Goal 2 UPE) • 2006 UN Convention on the Rights of people with Disabilities (Article 24: Education)
THE UN CONVENTION ON THE RIGHTS OF THE CHILD, 1989 Article 2 Non-discrimination Regardless of race, colour, sex, language, religion, political or other opinion, property, disability, birth Article 28/29 The right to quality education develop the child’s personality, talents and mental and physical abilities, develop respect for the child’s own cultural and national values Article 23 Disabled children’s education ensure disabled children have access to education while recognising their need for special care and assistance
Inclusion requires some changes in how teachers teach, as well as changes in how students with and without special needs interact with and relate to one another. Inclusive education practices frequently rely on active learning, authentic assessment practices, applied curriculum, multi-level instructional approaches, and increased attention to diverse student needs and individualization
Inclusion in education involves: Putting inclusive values into action. Viewing every life as of equal worth. Supporting everyone to feel that they belong. Increasing participation for children and adults in learning and teaching activities, relationships and communities of local schools. Reducing exclusion, discrimination, barriers to learning and participation. Restructuring cultures, policies and practices to respond to diversity in ways that value everyone equally.
Linking education to local and global realities. Learning from the reduction of barriers for some children to benefit children more widely. Acknowledging the right of children to an education of high quality in their locality. Fostering mutually sustaining relationships between schools and surrounding communities. Recognising that inclusion in education is one aspect of inclusion in society.
PRACTICING INCLUSIVE EDUCATION Understanding inclusion as a continuing process. Encouraging the participation of all students, teachers and parents. Making the curriculum flexible according to the needs of the disabled ,while keeping the objectives of education the same for all learners. Providing support for the teachers as well the students.
COMPETENCIES NEEDED FOR AN INCLUSIVE TEACHER Should have the ability to solve problems. Should know about the interest, aptitude and abilities of the disabled children and use them to develop various skills in them. Have the ability to set high targets for disabled children. Have the ability to provide success experiences to the disabled children. Should have the knowledge of special instructional material and how to use them. Should be highly patient, welcoming, polite and devoted. Should work as team with parents and special
Inclusivity in education
Inclusivity in education
Inclusivity in education