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KEY DEBATES ON INCLUSIVE EDUCATION

This document discusses inclusive education at the elementary and secondary levels. It addresses key debates around inclusive education, including whether teaching methods should be adapted to students' needs, if inclusive education implies greater family and community involvement, and the role of governments and authorities in supporting inclusive policies. It also outlines barriers to inclusive education like inadequate funding, attitudinal issues, and physical barriers. The document advocates for strategies like multi-disciplinary support services, accessible facilities, varied teaching methods, and fostering socialization to overcome these barriers. However, it notes research showing inclusion may not benefit all students, such as those with severe disabilities or behavioral disorders.

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PAPER-XX INCLUSIVE EDUCATION AT ELEMENTARY AND SECONDARY LEVEL SANA FATIMA M.ED(SEM-IV) GHULAM AHMED COLLEGE OF EDUCATION, BANJARA HILLS,HYDERABAD. OSMANIA UNIVERSITY
KEY DEBATES ON
INCLUSIVE EDUCATION  Inclusive education – also called inclusion – is education that includes everyone, with non- disabled and Disabled people (including those with “special educational needs”) learning together in mainstream schools, colleges and universities.
INCLUSIVE EDUCATION  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.  Inclusive education is about how we develop and design our schools, classrooms, programs and activities so that all students learn and participate together.
KEY DEBATES ON INCLUSIVE EDUCATION  1. Should teaching methods be adapted to students’ needs?  This principle is at the core of inclusive teaching and learning practices and seems to be broadly accepted, especially in light of the Convention on the Rights of the Child, which stresses the need to make children the focal point of educational policies.
1.Should teaching methods be adapted to students’ needs?  Inclusive education requires teachers who are well trained pedagogically and willing to take a stand in support of a model that integrates all students into the school.  This type of training should propel teachers to adopt a more holistic approach to their work, hand in hand with other professional educators (such as teachers, educational and cognitive psychologists, counselors, school doctors, and social workers).
2. Does inclusive education necessarily imply greater participation by families and community networks in the educative process?  Inclusion implies encouraging schools to promote community dialogue and to establish networks of mutual support among families, schools, and other members of the community.
2. Does inclusive education necessarily imply greater participation by families and community networks in the educative process?  Families must collaborate and share responsibility with teachers by supporting education-related initiatives.  The success of the inclusive model depends not only on parents’ involvement with the schools, but also on their own interaction with their children at home.
3. Are resources the key to the development of inclusive education policies?  To achieve the desired objectives governments must commit resources for inclusive education to succeed. Priority must be given to the most critical of elements, for example establishing adequate infrastructures, developing teacher competencies, and implementing suitable pedagogies.
4. What role should the state and public education authorities play in the move for inclusive education?  Great emphasis is placed on the role of teachers in implementing inclusive education approaches, but often insufficient attention is given to the responsibility of the public authorities who promote these policies.  Because the inclusive model of education is complex and requires more time to be implemented effectively, strategies based on political dialogue are indispensable, as is the development of medium- and long-term policies based on a broad consensus and agreements.
5. Inadequate Funding:  Insufficient funding is a chief threat to the implementation of inclusion. It is reflected in the scarcity of resources like insufficient classrooms, inadequate facilities, lack of teachers, and/or dearth of qualified staff, scarce learning materials, and absence of support.
6. Barriers to Inclusive Education  ATTITUDINAL BARRIERS:  Some of the greatest barriers related to inclusion in education are negative attitudes.  Many people are not prepared to interact with people with disabilities.They think that persons with disabilities lack the skills needed to live in the community or to be educated with non- disabled children.
6. Barriers to Inclusive Education  PHYSICAL BARRIERS:  The lack of wheelchair ramps in school buildings, malls, parks, playgrounds, washrooms, and public transportation is a main difficulty identified by several students with disabilities when going to school and public places. Undoubtedly, most school structures do not respond to this requirement.
7. Overcoming Barriers  The multi-disciplinary services, such as physical, occupational and speech therapy, must be available. The building must be designed to accommodate students with physical disabilities (which includes: accessibility to the classroom, playground and all other facilities on campus)  A variety of instructional methods should be available and utilized. Teachers must promote a cooperative learning environment and encourage socialization.
8. “Inclusion may not be beneficial for all students”  Results of various research projects and studies indicate that…“Inclusion may not be beneficial for all students”  The American Federation of Teachers (AFT) in the USA is one organization which supports the idea that full inclusion is not suitable for all those with disabilities  Especially for:  Children who are medically fragile  Children with severe behavioral disorders.  Children with severe physical disabilities.
REFERENCES  https://inclusiveeducation.ca/about/what-is-ie/  https://link.springer.com/article/10.1007/s11125- 009-9129-7  https://www.slideshare.net/PriyaDas50/debate- in-inclusive-and-special-education-by- priyadarshinee-pradhan  https://slideplayer.com/slide/1658647/  https://www.slideshare.net/geraldinecachero5/b arriers-to-inclusive-education-53732450
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