Social Inclusion, Inclusive Education

1. Social inclusion
Janani R
Assistant Professor
Faculty of Physiotherapy
MAHER

2. Without inclusion, people are more
likely to experience poor mental
health, loneliness, isolation, and
poor self-esteem.

3. Introduction
 Approximately 80 % of the world’s people with disabilities live in developing countries, and
a disproportionate number of them are among the very poorest people on earth.
 This is not a coincidence. The relationship between poverty and disability is well
understood.
 People who are poor or who live in impoverished countries must frequently cope with bad
working conditions, nutritional deficiencies, unhygienic facilities and a lack of health care.
These are the conditions that make illnesses and (preventable) disabilities more likely.

4. Introduction
 At the same time, people with disabilities and their families are excluded from economic and
social life in many ways.
 They spend more money on health care, have worse access to education and are more likely to be
unemployed.
 Accordingly, disabilities increase poverty risks.
 Development agencies must do their best to disrupt this cycle.
 Individuals affected by disabilities are not the only ones who suffer. There are serious
consequences for all of society.

5. Introduction
 A 2004 study by the World Bank showed that a lack of inclusion hurts the entire
economy because human capital cannot bear full fruit, national productivity suffers and
governments are forced to increase spending and lose tax revenues at the same time.
 According to other studies, disabilities reduce global GDP by five to seven percent.

6.  Inclusion is not a niche issue.
 Around the world, there are more than a billion people living with disabilities.
 Approximately one out of every seven people is personally affected. Conditions for
making inclusion happen in development cooperation have improved over the past few
years.
 It has also become obvious that projects that promote inclusion serve society as a whole.
 Nonetheless, inclusion is still not seen as something that concerns everyone.

7. What is social inclusion?
 Inclusion is a belief that includes respect for every human being.
 It is not a project or a programme but a philosophy.
 Inclusion means respect for you, for me and everyone.
 Inclusion sees us as a person; sees that we exist.
 A socially inclusive environment is one where everyone is welcome and permitted to
establish their identity and express their feelings.
 Social inclusion assures that one’s opinions and experiences are honoured like anyone
else’s.

8. What is social inclusion?
With social inclusion, people:
• Feel associated,
• Are acknowledged, accepted and recognised for who they are within their communities,
• Feel worthy of their roles in the community,
• Actively participate in the community,
• Have the right to choose their activities based on their personal preferences,
• Have the right to choose their social relationships where they choose and share common
interests,
• Have companions and don’t feel left out nor be treated as an inconvenience.

9. Why social inclusion?
 Continuous exposure to discrimination could lead to the internalisation of the prejudice
– which may be manifested in shame, poor self-esteem, fear and stress, as well as poor
mental and physical health.
 This may also impede their decision-making abilities.
 If every person is accepted wholeheartedly, without a feeling of unfairness and
injustice, they do not hesitate to take risks and responsibilities – leading to the
development of self-confidence and self-esteem.

10. Why social inclusion?
 Being socially included means that a number of things are present in people’s lives.
When people experience these conditions, they are more likely to be happier and
healthier.
 In fact, social inclusion is an important “determinant of health”.
 Without inclusion, people are more likely to experience poor mental health, loneliness,
isolation, and poor self-esteem.

11. Social inclusion involves:
• Non-discrimination
• Making products, communications, and the physical environment more usable by as
many people as possible, i.e. Universal Design
• Modifying and retrofitting items, procedures, or systems that would make a person with a
disability
• Bringing awareness and shattering the stigma that surrounds disability

12. Social inclusion involves:
The prerequisite for achieving social inclusion is the involvement of
 inputs from people with disabilities along with
 disability-focused and independent organisations and
 government agencies in the programme or structural design, implementation,
monitoring, and evaluation.

13. Social inclusion – Inclusive Education
involves:
 Non-disabled as well as disabled children would equally benefit from being in the same
educational environment.
 The achievement of an inclusive education implies equal provision of the educational,
the technical, and the personal for each student in academic and extracurricular
activities.
 An inclusive education is at the basis of an inclusive society.
 To make India better and positive for the largest minority, i.e. for millions of persons
with disabilities, we ought to encourage mediation, dialogues and action about
measures required to boost equal opportunities.

14. Social inclusion involves:
 The challenge is to deliver for people with disabilities not just life, but a quality of life;
and to identify and provide them with their citizenship rights in a real sense by offering
opportunities for full social inclusion.
 Inclusion can and does happen when people have positive attitudes as well as the
willingness to make it happen.

15. Overcoming barriers
 Disabled people encounter many obstacles.
 This is especially evident in natural disasters and armed conflicts.
 A deaf child has no chance of escaping a tsunami if there are only sirens to warn of its
approach.
 A blind woman cannot find the food aid station or the emergency shelter if only signs
point the way.
 Someone in a wheelchair will not be able to reach aid facilities that are only accessible
via stairs.
 Every humanitarian organisation must take accessibility into account.
 Doing so benefits other people as well: loudspeaker announcements help illiterate
people; ramps serve children and the elderly.

16. Overcoming barriers
 Accessibility matters in everyday life – regarding, for instance, public transit, schools,
workplaces and government offices.
 It means more than simply building escalators.
 Schools need teaching materials for visually impaired children, and government
bureaucrats need training on how to interact with disabled people.
 Sensitivity training and education, moreover, create opportunities for disabled people
and improve their lives. Changes in attitudes make obstacles easier to overcome.

17. Inclusive education: Introduction
 India is one of the few countries world over where the education of children with
special needs doesn’t fall within the purview of human resource development ministry.
 It is generally the burden of the omnibus ministry of social justice and empowerment,
the prime focus of which is rehabilitation, not education.
 In fact, till today it does not have education as part of its agenda and the issue of
education of children with disabilities remains imperceptible, hidden from the public
domain, a private problem for families and NGOs to deal with.
 It’s time that governmental agencies as well as mainstream institutions wake up to the
reality that segregation of children with challenging needs is morally unjustifiable and a
violation of human rights. Indeed there is no other way to provide education to 36
million disabled children.

18. Inclusive education : Introduction
 Seventy-eight percent of Indian population lives in rural areas without provision for
special schools.
 Therefore, inclusive schools have to address the needs of all children in every
community and the central and state governments have to train their teachers to manage
inclusive classrooms.
 Inclusive education (IE) is a new approach towards educating the children with
disability and learning difficulties with that of normal ones within the same roof. It
seeks to address the learning needs of all children with a specific focus on those who
are vulnerable to marginalization and exclusion.
 It implies all learners – with or without disabilities being able to learn together through
access to common pre-school provisions, schools and community educational setting
with an appropriate network of support services.

19. Inclusive education
 The principle of inclusive education was adopted at the “World Conference on Special
Needs Education: Access and Quality” (Salamanca, Spain 1994) and was restated at the
World Education Forum (Dakar, Senegal 2000).
 The idea of inclusion is further supported by the United Nation’s Standard Rules on
Equalization of Opportunities for Person with Disability Proclaiming Participation and
equality for all. Of late, a consensus has emerged among Indian intellectuals and
pedagogues for adopting inclusive education in mainstream schools.

20. SPECIAL EDUCATION VS INCLUSIVE
EDUCATION:
 The term “Special Need Education” (SNE) has come into use as a replacement for the
term “Special Education”, as the older one was mainly understood to refer the
education of all those children and youth whose needs arise from disabilities or learning
difficulties.
 The Statement affirms: “those with special educational needs must have access to
regular schools which should accommodate them within child centered pedagogy
capable of meeting these needs”.

22. Disability discrimination
 Different people look on the subject disability in many ways.
 The Person with Disability (PWD) are consider as an object of pity, sympathy, isolated
or rejected in the family and other social institutions.
 People maintain a social distance and treat disabled as outsiders. The development of
disabled individuals depends on their personality and the way society treats and
motivates them.
 This will be determined by the attitude towards his/her own disability, towards other
disabled people and other members of the society as well as the attitude of the society
towards him.

23. Disability discrimination
 Disability discrimination is when you are treated less well or put at a disadvantage for a
reason that relates to your disability in one of the situations covered by the Equality
Act.
 The treatment could be a one-off action, the application of a rule or policy or the
existence of physical or communication barriers which make accessing something
difficult or impossible.
 The discrimination does not have to be intentional to be unlawful.

24. Non Discriminatory Behaviour
 Attitude
 Common Attitude
 Attitude of society towards Person with Disability
 Parent’s attitude
 Relative and sibling’s attitude
 Neighbors and peer group attitude

25. Institutions attitude
 School/Educational institution
 Religion
 Culture

26. Person with Disabilities Act 1996.
 The Act, which catalogues the rights of people with disabilities in India, was passed by
the Parliament of India on December 12, 1995, and notified on February 7, 1996.
 The Act was a landmark in that, for the first time, it stated that people with disabilities
had the right to equal opportunities and full participation and that these rights would be
protected by the law.
 The Act elaborates, at some length, duties of the government at various levels and the
other establishments under their control.
 It also provides useful guidance regarding the type and nature of measure that would
equalize opportunities for the enjoyment of basic rights and freedoms.