This document discusses the concepts of normalization, mainstreaming, integration, and inclusion as they relate to educating students with disabilities. Normalization aims to make the environment as close to normal as possible for exceptional children. Mainstreaming involves placing disabled students in general education classes after demonstrating ability to keep up. Integration justifies including disabled students to limit infrastructure, underestimation, need for social integration, and expense. Inclusion focuses on recognizing differences, supporting all learners and the system, and overcoming barriers to meeting full learning needs.

3. INTRODUCTION-
Normalization refers to a
process or attempts for making the
education and living environment of the
exceptional children as close to normal as
possible . Normalization gave birth to the
concept of least restrictive environment
and mainstreaming.

4. Meaning-
Normalization involves the
acceptance of people with disabilities
,offering them the same conditions as are
offered to the other citizens. It involves
the normal condition of life –housing
schooling , employment, exercise and
freedom of choice.
The normalization is “ the
dignity of risk” rather than an
emphasis on “protection”.

5. Introduction-
In its historical derivation, in
situations where the disabled students
attended the regular schools but primarily
instructed in separate special classes, the
term mainstreaming was describe their
placement in general education classes . This
placement option had to be earned by a
disabled child studying in separate classes by
demonstrating his ability to keep up with the
work assigned by the regular classroom
teacher.

6. Thus , integration or mainstreaming of
disabled children in justified on several
grounds particularly on account of the
following activities in the exiting conditions-
 Limited infrastructure
 Underestimation
 Need for social integration
 Expensiveness
 Disability is no problem

7. In education this has meant moving from
segregation through integration to
inclusion.
An education system for ‘normal’ children (round pegs); a
different system for ‘special needs’ children (square pegs).

8. Integrated education Trying to change children so they fit
into the ‘normal’ system (making square pegs fit into
round holes)

9. Integrated Education
Child as
Problem
Does not respond
Cannot learn
Has special needs
Needs special
equipment
Cannot get to
school
Is different to
other children
Needs special
environment
Needs special
teacher
Agra Conference 1998

10.  Integration
 Planning and programming
 Defining and distributing
responsibilities

11.  Adequate Awareness
 Training and orientation of teachers
 Availabilities of suitable tests
 Adequate knowledge , skills and attitudes
towards the disabled
 Acceptance of the disabled by the normal
children
 Provision of supportive services and facilities
 Well-developed government policy

12. “Inclusion is about engendering a sense of
community and belonging and encouraging
mainstream and special schools and others to
come together to support each other and pupils
with special educational needs. Inclusive schools
and authorities have:
• an inclusive ethos;
• b. a broad and balanced curriculum for all pupil;
• systems for early identification of barriers to
learning and participation;
• d. high expectations and suitable targets for all
children.”

13. Inclusive Education
Education
System As
A Problem
Teachers attitudes
Rigid methods
Rigid curriculum
Many drop outs
Many repeaters
Teachers and
Schools
Not supported
Parents not
involved
Lack of teaching aids
and equipment
Poor quality
teaching

14. Barriers to disabled children at school

16. Inclusive Models
Partial Inclusion
Students with moderate to
severe disabilities are
included
in a regular education
classroom, but are pulled for
required services such as
speech
or occupational therapy to a
more segregated setting.
Full Inclusion
Students with moderate to
severe disabilities are included
in the regular education
classroom and supports and
aids
are given to the regular
education teacher to assist the
special education student in
the
classroom environment.

17.  Develop training capacity for teachers,
principals, administrators, disabled people
and parents;
 Make schools and curriculum accessible to all
learners
 Methods of assessment need to be flexible
 The local community needs to be enlisted
 Need to develop any can do approach

18. FOR CHILDREN WITH DISABILITIES-
 demonstrate high level of social interaction
in inclusive setting
 Communication skills are improved
 Achieving high academic gains
 Social acceptance
 Development of friendships

19. FOR NORMAL CHILDREN-
 Development of general knowledge
 From improved instructional technology.
 From improved self-esteem and mastery
mastery of academic content
 They learn to love and respect the children
with disabilities
INCLUSION IS NOT AN
EXPERIMENT TO BE TESTED
BUT A VALUE TO FOOLLOWED

20. ‘Inclusion’
 Inclusion is about recognising and
respecting the differences among
all learners and building on the
similarities.
 Inclusion is about supporting all
learners, educators and the
system as a whole so that the full
range of learning needs can be
met. The focus is on teaching and
learning actors, with the emphasis
on the development of good
teaching strategies that will be of
benefit to all learners.
 Inclusion focuses on overcoming
barriers in the system that
prevent it from meeting the full
range of learning needs. The focus
is on the adaptation of and
support systems available in the
classroom.
Mainstreaming’ or ‘Integration’
 Mainstreaming is about getting
learners to ‘fit into’ a particular
kind of system or integrating them
into this existing system.
 Mainstreaming is about giving some
learners extra support so that they
can ‘fit in’ or be integrated into the
‘normal’ classroom routine.
Learners are assessed by specialists
who diagnose and prescribe
technical interventions, such as the
placement of learners in
programmes.
 Mainstreaming and integration
focus on changes that need to take
place in learners so that they can
‘fit in’. Here the focus is on the
learner.

22. THANK YOU