1) The document outlines the objectives, units, and evaluation of a university course on inclusive education. 2) The course aims to help students understand inclusive education concepts and strategies, different types of disabilities, and the role of teachers in inclusive schools. 3) It covers topics such as national policies on inclusion, instructional approaches, developing inclusive school culture, and assistive technologies. Students will visit schools and complete assignments, presentations, and a practical work requirement.

1. SAVITRIBAI PHULE PUNE UNIVERSITY, PUNE
(FORMERLY UNIVERSITY OF PUNE)
FACULTY OF EDUCATION B.Ed. TWO YEAR PROGRAMME Choice Based Credit System
MAEER’s
MIT SAINT DNYANESHWAR B. ED. COLLEGE
Alandi Devachi, Pune
General Orientation of the Syllabus
BED 203
SCHOOLAND INCLUSIVE SCHOOL
By
DR.VIKAS S. TUPSUNDAR
(MA., M.ED., M.PHIL., PGDME., NET & PH.D.)
DATE : 05/08/2020

2. OBJECTIVES
To enable the student teachers to:
1) Understand the concept & nature of Inclusive
Education.
2) Examine the status of Inclusive Education in India.
3) Understand the National policies, programmes and
Acts with respect to the disabled.
4) Familiarize with the nature and needs of different
categories of disabled children.
5) Understand inclusive instructional strategies.
6) Train the students to cope in an Inclusive setup.
7) Realize the various issues and concerns related
with creation of an inclusive culture in school.
8) Analyze the role of teachers and teacher educators
in facilitating Inclusive Education.

3. Unit 1. Inclusive Education, Concept and Nature.
(Credit – 1)
1) Types of School- Mainstream,
Special, Integrated and Inclusive.
2) Concept, need and importance of
Inclusive Education.
3) National policies for Inclusive
Education
4) Programmes for Inclusive
Education
5) Acts for Inclusive Education in
India

4. Unit 2. Types of Disabilities and Inclusive Instructional
Strategies (Credit-1)

5. 1) Types of Disabilities:-
• (a) Sensory Disabilities
• i) Hearing Impaired (HI)
• ii) Visually Impaired (V.I.)
• (b) Physical Disabilities
• i) Orthopedic Impaired
• ii) Cerebral Palsy
• (c) Intellectual Disabilities
• i) Mentally Impaired
• ii) Learning Disability
• iii) Autism
2) ADHD child: Characteristics and catering to their needs
3) Social, Economic and Cultural inclusion – Concept, need and importance
4) Inclusive Instructional Strategies at school level
• a) Remedial Teaching
• b) Team Teaching
• c) Buddy System
• d) Circle of Friends
• e) Blended Learning
5) Developing I.E.P.
(Individualized Educational Plan) for students with disabilities

6. Unit 3. Inclusive School
(Credit-1)
1) Characteristics of Inclusive
School
2) Infrastructural facilities for
an Inclusive School
3) Challenges for Inclusive
Schools
4) Issues and Concerns in
Inclusion – Support and
active participation of
children in the classroom,
Parental attitude and
Community awareness for
inclusion
5) Developing an inclusive
culture in the school

7. Unit 4.Teacher’s Role in Inclusive School
(Credit-1)
1) Qualities of Inclusive
Teacher
2) Role of Teacher
educators for facilitating
Inclusive Education
3) Assistive technology for
successful inclusion
4) Assessment and
evaluation in an
inclusive setup
5) Training programmes for
Inclusive Teachers

8. Practical Work
(Any One)
1) Visit to school and preparation of
report w.r.t. identification of
barriers to learning and
participation regarding inclusion
2) A study of any special teacher
training college or institute
3) Preparation of a report of recent
developments done in the field
Inclusive Education
4) Visit to school/Interview of H. M.
regarding policies and practices of
the school for developing an
inclusive culture

9. Transactional Mode
 Lecture
 Group Discussion
 Seminars
 Assignments
 Co-operative Learning
 Flip Class
 Field Visit

10. Evaluation
Course
Code
Title of the Course Credits Hours Marks
(External +Internal)
BED:203 School & Inclusive
School
4 64 ( 80 + 20 = 100 )

11. THANK YOU