ABOUT THE AUTHOR ... Mr. N. Hariharan BCOM CS ., DDTP., DOA., IBM, Currently pursing MBA First year at AR SCHOOL OF BUSINESS , Dindigul, Tamil nadu, India, DDTP – Diploma in desk top publishing in computer Software College, vadipatty, Madurai (13 July 2014) year of completed.DOA – Diploma in office automation in success software academy, vadipatty, Madurai (14 July 2016) year of completed. E- Tally - in success software academy, vadipatty, Madurai (12.06.2017) year of completed. IBM- International Business Management European University. Professional diploma programme 23.04.2021 Sakthi Arts and Science College for Women, Ottanchatram, Dindigul. ONE DAY NATIONAL LEVEL SEMIAR ON “STRATEGICAL SKETCHING OF POST PANDEMIC TRANSFORMATION IN INDAN TREND AND COMMERCE” In won paper presentation FIRST PRIZE and Best paper Award at 23.03.2021. M.G.R Educational and Research Institute, Maduravoyal, Chennai. ONE DAY NATIONAL LEVEL ONLINE SYMPOSIM “MATHEMA 21” in Paper presentation winning 3rd Place At 05.05.2021. He has published 58 papers published in international journal. Attended 52 webinars, paper presentation in 18 college national and international conference. Then 7 awars World record holder in AMIRTHAM 2021. Main area of specialization Commerce and Management. Finally total certificate is 205 it’s including quiz, webinar, pledge, workshops. AWARDS , #youngachiver #indianyouthicon #bestresearchpaper #bestpaprepresentation #excellenceincommerce #silverstar #achiver #dreamworldstudent Worldrecord holder #indiabooksofworldrecords #elitebooksofworldrecords #asianbooksofworldrecords #tamilanbooksofworldrecords #jackhibooksofworldrecords #emicabooksofworldrecords #starbooksofworldrecords

1. N. HARIHARAN BCOM CS,DDTP,DOA,IBM
MBA, FIRST YEAR,
AR SCHOOL OF BUSINESS, DINDIGUL
PROVIDE INCLUSIVE
EDUCATION

2. Definition
 Inclusive education can be defined as the process of
increasing the participation of students in the
cultures, curricula, and communities of local
mainstream schools.
 Concept: It includes all the students who are away
from the education for any reasons like physically or
mentally challenged, economically, socially, deprived
or belonging to any caste creed, gender etc.

3. What Is Inclusive Education?
 All students attend and are welcomed by
their neighbourhood schools in age
appropriate, regular classes and are supported
to learn, contribute and participate in all
aspects of the life of the school. develop and
design schools, classrooms, programs and
activities so that all students learn and
participate together.
 Ensuring access to quality education for all
by effectively meeting their diverse needs in a
way that is responsive, accepting, respectful
and supportive.

4. Benefits for students
 Enable each student to fully participate in the
learning environment that is designed for all and is
shared with peers
 Provide a positive climate, promote a sense of
belonging and ensure student progress toward
appropriate personal, social, emotional and
academic goals.

5. Importance of Inclusive Education
 Inclusive systems provide a better quality
education
 Schools provide the context for a child’s first
relationship with the world outside their
families, enabling the development of social
relationships.
 Respect and understanding grow when
students of diverse abilities and backgrounds
play, socialize, and learn together.
 Education that excludes and segregates
perpetuates discrimination against
traditionally marginalized groups.

6. Elements of inclusive education?
 Inclusive curriculum: An inclusive curriculum
includes locally relevant themes and
contributions by marginalized and minority
groups.
 Parental involvement: Most schools strive for
some level of parental involvement, but it is often
limited to emails home and occasional parent–
teacher conferences.

7. Classification of students and educational
practices
 Classification of students by disability is standard in
educational systems which use diagnostic,
educational and psychological testing, among others.
 Inclusive practice is not always inclusive but is a
form of integration. For example, students with
special needs are educated in regular classes for
nearly all of the day, or half

8. Common practices in inclusive classrooms
 Using games to build community
 Assigning classroom jobs that build
community
 Utilizing physical therapy equipment
Encouraging students to take the role of
teacher
 Focusing on the strength of a student
 Create classroom checklists
 Take breaks when necessary
 Create an area for children to calm down

9. Conclusion
 Inclusion is viewed by some as a practice
philosophically attractive yet impractical. Studies
have not corroborated the proposed advantages of
full or partial inclusion.
 Moreover, "push in" servicing does not allow
students from which many show considerable
benefit in both learning and emotional development.
 Parents of disabled students may be cautious about
placing their children in an inclusion programmes.