The document discusses the barriers and facilitators of inclusive education, highlighting the various obstacles such as attitudinal, physical, and communication challenges, as well as the critical role of parents and teachers in supporting inclusion. It outlines the current status of inclusive education in India, emphasizing policy developments and legal frameworks that aim to support children with disabilities, while also noting the ongoing disparities in educational access and quality. Furthermore, the document touches on the need for comprehensive research to address gaps in inclusive educational practices and to promote better support mechanisms for both students and educators.

1. Barriers and Facilitators of
Inclusive Education
08.08.2020 3.00 PM – 4.30 PM
Webinar Series
40
Department of Education
Manonmaniam Sundaranar University
Tirunelveli – 627 012

2. Patron
Prof. K. Pitchumani
Hon’ble Vice Chancellor
Manonmaniam Sundaranar University
Tirunelveli – 627 012

3. Organizing Secretary
Prof. B. William Dharma Raja
Dean, Faculty of Arts
Head, Department of Education
Manonmaniam Sundaranar University
Tirunelveli – 627 012

4. Presenter
Dr V. Sasikala
Formerly Assistant Professor (T)
Department of Education
Manonmaniam Sundaranar University,
Tirunelveli-12

5. Barriers of Inclusive Education

6. Barriers
Attitudinal
Physical
Communication
Curriculum
Pedagogical
Untrained
Teachers Socio-cultural
Policies
Fund

7. Attitudinal Barrier
• Most contributing barrier
• Beliefs – behaviour
• Negative and non co-operative behaviour
• Social exclusion and discrimination
• Peer pressure
• Attitude of teachers Ammar Hussein (Deafness)
“I coudnt communicate, felt annoyed,
ignored,embarresed.– ruined my
confidence “
Bullying is not your fault - Don’t
believe in bullies anti bullying
ambassador

8. Organization/ School as barriers
• School Admission
• Lack of support from administrators
• Welfare measures
• Structural Barriers – Classroom size, school building
• Travelling / Commutation barrier
• Technology barriers
• Funding barriers

9. Untrained teachers
• Inadequate training
• Pedagogical barrier
• Poor classroom management
• Teaching competence
• No quality education
• Content related skill
• No coordination

10. Curriculum as barrier
• Major barrier
• Unable to meet the needs of student
• Rigid – no room for adaptation
• Too much content oriented
• No time extension
• Evaluation strategy
• Negative attitude less awareness

11. Society as barrier
• Stigmas
• Social discrimination
• Unemployment
• Harassment
• Cultural ethos

12. Facilitators of Inclusive Education

13. Facilitators
A facilitator often help a
group of people to
understand their common
objectives and assist tem
to plan how to achieve the
objectives
Parents
Teachers
School

14. Facilitators
Parents
Teachers
School
Peer

15. Ethics in Inclusive Education

16. Ethics
• Ethics is a set of moral principles and standard of
conduct
• Ethics or moral philosophy is the branch of philosophy
that involves systematizing, defending and
recommending concepts of right and wrong conduct
• Typical or ideal behaviour

17. Ethical code of conduct of a teacher
• Techers role in inclusive is not just disseminating
knowledge
• Role model – with moral an ethics
• Stimulating learning environment
• Professional ethics
• Holistic approach

18. Trust in profession
• Exhibit mutual trust and respect
• Safety and wellbeing
• Respect the uniqueness and diversity of learning community
• Work in collaborative manner with colleague and other
professionals
• Develop and maintain cordial relationship with parents,
guardians of students
• Sensitive to confidentiality where appropriate
• Act with honesty, integrity and fairness
• Responsibility for maintaining quality in profession
• Create learning experiences which engage motivate and
challenge students for a life long learning

19. Professional Relationship with Students
• Maintain professional boundaries
• Evade inappropriate communication via any media
• Avoidance of improper physical contact
• Conduct personal interventions maintaining their
trust and status
• Abide to behaviour management, policies and
guidelines as per school administrators
• Acting appropriately towards students care in
language, gesture and attitude
• Professional attitude and behaviour

20. Respect uniqueness and diversity of students
• Promote equality – irrespective of gender, race, religion,
appearance , age, language or different needs or ability
• Equity – update knowledge and understanding to current
child centric practices
• Ensure Inclusive environment – bullying, stereotype
discrimination
• Identify and inform , consult with authorities for any issues at
early stage -Students welfare and interest

21. Collaboration with Colleague
• Being helpful and cooperative with colleague who work in
multi-disciplinary teams
• Respect support and collaborate other professionals in
educational matters
• Do not rebuke, or criticize others teaching in presence of a
student or public
• Refraining from public statements which turns profession
to disrepute

22. Collaboration with Parents
• Respect -parents caregivers, guardians
• Engage and work in collaboration with parents with
mutual trust
• Ensure the communication with parents, students and
colleagues comply with policies, procedures of the
institutions level and national level
• Demonstrate respect for diversity in all aspects while
partnering in educational process
• Take sincere effort to encourage and motivate parents
guardians to engage actively in education and welfare of
their child

23. Honesty and integrity
• Comply with policies and procedures
• Usage of property facility finance and ICT in educational
setting
• Conduction of assessment other task with integrity
• Represent the experience, professional and position
honestly
• Disclose confidential information within the parameters
allowed by legislation
• Be mindful of position, behaviour and attitude to role
model

24. Updating Professional Knowledge
• Maintain high standard of practice in classroom
management, planning monitoring, assessment reporting-
teaching learning
• Keep professional knowledge and skills updated
throughout the teaching career
• Keep updated in knowledge regarding relevant guidelines
and educational developments in relation to teaching
• Reflect upon your practice as continuing professional
development
• Be open and respond positive to constructive feedback
regarding teaching practice
• Seek support, advice and guidance when necessary

25. Current Status of Inclusive
Education in India

26. Policy and Legal Development
• Sarva Siksha Abhiyan
• Education for all (elementary education program)
• Girls and “children with special needs (CWSN)” under the
framework of “inclusive education” (IE)
• “zero rejection policy”
• identification, distribution of aids and appliances
• efforts - training teachers and the induction of
professionals, such as Inclusive Education Resource
Teachers etc to support mainstream teachers
• Need based skills – vocational, functional literacy

27. Rehabilitation Council of India Act (MSJE,
1992, 2000)
• Milestone in setting a legislative marker for the education
of children with disabilities
• provided mainly for people with locomotor, visual and
hearing disabilities and placed emphasis on registration of
professionals, leading to authentication of skills
• rehabilitation professionals and the maintenance of the
Central Rehabilitation Register and for matters connected
therewith

28. Right to Education Act (2009)
• significant landmark in the Indian educational landscape
• right to free and compulsory education for children in
the 6-14 age group, including those who have dropped
out or face issues in admission due to migration, caste,
disability and so on
• All disabilities within the Act have been included under
the blanket term of ‘disadvantaged group’
• provision of a range of educational services which
include access to infrastructural support, personnel
support, training of teachers, management of resources,
planning and monitoring and parental contribution

29. Persons with Disabilities Act: Equal Opportunity,
Protection of Right and Full Participation) (GoI,
1995)
• Paradigmatic shift from welfare state to right based
approach to disability issues
• focusing on the rights and provisions for PwD
• All government and govt- aided educational institutuions
shall reserve not less than 3 % seats for PwD
• Part time class , imparting non formal education using
manpower in rural areas
• Conducting class through interactive electronic media
• Free books and equipment

30. National Policy for People with Disabilities
(GoI, 2006)
• Recognized people with disabilities as an important
asset to the country’s human resources
• focused on their physical, educational and economic
rehabilitation
• Education is the most effective vehicle of social and
economic empowerment. In keeping with the spirit of
the Article 21A of the Constitution guaranteeing
education as a fundamental right and Section 26 of
the Persons with Disabilities Act, 1995, free and
compulsory education has to be provided to all
children with disabilities up to the minimum age of 18
years…There is a need for mainstreaming of the
persons with disabilities in the general education
system through Inclusive education

31. 11th Five year plan (2005-2012)
• Action Plan for Inclusive Education of Children and
Youth with Disabilities, 2005
• admission in mainstream” and then move on to
stating how CWDs living in rural and remote areas can
access hostels
“In its broadest and all-encompassing meaning, inclusive
education, as an approach, seeks to address the learning
needs of all children, youth and adults with a specific
focus on those who are vulnerable to marginalization
and exclusion. It implies all learners, young people - with
or without disabilities being able to learn together
through access to common preschool provisions, schools
and community educational setting with an appropriate
network of support services”

32. 01
02
Overall responsibility of persons
with disability
In India – Children with disabilities under the purview of

33. MHRD
• National Council for Education,
Research and Training (NCERT)
• National University for Educational
Planning and Administration (NUEPA)
• National Council for Teacher Education
(NCTE)
• Directorate of Education (DoE)
• State Council for Education, Research
and Training (SCERT)
• District Institute of Education and
Training (DIET)
• Block resource coordinator (BRC) &
Community Resource Co-ordinator
National curriculum
development for inclusive
education Research and policy
development
State level educational
intervention on inclusive
education, Coordination with
district level functionaries
Teaching training alternative
and innovative curriculum
Ground level implementation
of inclusive education

34. Ministry of Social Justice and Empowerment (MSJE)
Rehabilitation Council of India (RCI)
Directorate of Social Justice and Empowerment
(DSJE)
Department of Social Welfare (DSW)
An apex national level institution for
promoting disability rights, capacity
building and research on issues related
to people with disability.
Salaries of special educators
Funding of special schools at state
and district level
Organization of disability
camps at state and district
level for early detection and
prevention Provision of
assistive devices and
undertaking corrective
surgeries
The Department of Empowerment of Persons
with Disabilities

35. Ministry of Social Justice and Empowerment (MSJE)
The Department of Empowerment of Persons with Disabilities
(i) National Institute for the Empowerment of Persons with Visual Disabilities
(NIEPVD), Dehradun
(ii) Ali Yavar Jung National Institute of Speech and Hearing Disabilities
(AYJNISHD), Mumbai
(iii) National Institute for the Empowerment of Persons with Intellectual
Disabilities (NIEPID), Secunderabad
(iv) National Institute for Empowerment of Persons with Multiple Disabilities
(NIEPMD), Chennai
(v) Pt. Deendayal Upadhyaya National Institute for Persons with Physical
Disabilities (PDUNIPPD), Delhi
(vi) Swami Vivekanand National Institute of the Rehabilitation Training and
Research (SVNIRTAR), Cuttack.
(vii) National Institute for Locomotor Disabilities (NILD), Kolkata
(viii) Indian Sign Langauge Research & Training Centre (ISLRTC), New Delhi
(ix) National Institute of Mental Health and Rehabilitation (NIMHR), Sehore,
Madhya Pradesh

36. Present status
• Census 2001 has revealed that over 21 million people in
India are suffering from one or the other kind of disability.
• Male disabled population is more than female disabled
population
• According to census 2011, Out of 6572999 disabled
persons only 4021301persons are attending educational
institutions and 1139184 females and 1412514 males aged
5-19 are unable to go to educational institutions.
• 52% disabled children of age 5-7 which is the age to start
primary education are out of school.
• Children enrolled in school drops significantly with each
successive level of schooling.
• girls with disabilities in schools are less than boys with
disabilities in schools.

37. Cont..
• Around 12 percent of CWDs dropped out of school, which is
comparable with the overall percentage of dropouts among all
children.
• 27 percent of CWDs never attended any educational
institution, as opposed to the overall figure of 17 percent
when the entire child population is taken into account
• large number of children with disabilities do not go to regular
schools but are enrolled at the National Institute of Open
Schooling (NIOS).
• The percentage of children attending schools is the lowest
among those with multiple disabilities, mental illnesses and
mental retardation

38. Status of facilities provided
Eighth All India School Education Survey (2009)
• 12,99,902 schools in the country, only 2,74,445 (21.11%)
schools adhere to inclusive education for disabled children
• The number of teachers who have received training of at least
two weeks in inclusive education is 80,942 (1.32%) out of the
58,76,273 total teachers.
• The number of schools where special educator/resource
teachers never visited is 42.6 9%.
• As per U DISE report (2012- 13), none school of Pondicherry,
Andaman had separate toilet for CWSN and Tamil Nadu 0.7,
Odessa 0.3, Punjab 0.9, Himachal Pradesh 0.2, Jammu and
Kashmir had 0.6 percent schools with CWSN toilets.

39. Status of facilities provided
Eighth All India School Education Survey (2009)
• only 31.6% schools have ramp facilities in schools which are
very low
• No resource rooms in schools, According to UDISE (2015-16),
1% schools in almost every state except Daman & Diu,
Lakshadweep, and Uttar Pradesh have single classroom.
• In primary schools, reports indicated that 67.59% teachers had
not received any training in special education skills. 77.88%
teachers indicated that they did not have any experience
working with special needs children.
• In secondary schools, 32.28% indicated that they had received
some training to work with students with disabilities and
62.99% teachers indicated that they did not have any
experience teaching students with disabilities

40. Research Trends in Inclusion

41. Research In Inclusion
• Including varied ability students in a regular mode
• Inclusive education – Presence, participation, Acceptance,
Achievement
• Research in Inclusion
• with students
• with career
• with educators and policy makers
• Research in Inclusion
• Cognitive
• Affective
• Psychomotor
Students
Teachers
Parents

42. Department of Empowerment of Persons with
Disabilities
• Scheme – 2015 - “Research on disability related technology,
products and issues‟
Objective
• Research of service models
• Programmes on the basis of life cycle needs
• Holistic development of the individuals and their
families
• Creating an enabling environment for the
empowerment of the persons with disabilities and
• Promote research in prevention and prevalence of
disability and
• Application of science & technology for the
development of indigenous, appropriate aids and
appliances.

43. Latest trends
• Historically a move from focus on Inclusive schools –
inclusive teaching
Students disability -------- Teachers (dis)ability to teach such
children (focused on teachers knowledge, skill and attitude to
teach such children
• Research methods – Qualitative & Quantitative
• Experimental
• Survey
• Case Study
• Tools
• Survey
• Interview
• Observation
• Questionnaire
• Checklist

44. Curriculum Development
• Curriculum framework
• Learning modification
• Assessment
• Leadership practices
• Use of ICT in teaching
• Individualized Educational Plan
• Guidance & Counselling
• Teaching strategies
• Evaluation
• Policies practices
• Principles, policy analysis,

45. Student
• Attitude
• Issues & challenges
• Violence against student
• Homelessness
• Single parented
• Travel skills
• Mobility
• Vocational skills
• Assistive technology
• Bilingual education
• Environmental problems
• Heredity factors
• Behavioural problems
• Communication problems
• Problems of family issues
• Psychological issues
• Learning problems
• Emotional problems

46. Teacher
• Screening
• Strategies for effective Teaching
• Self-efficacy of teachers
• Tecahers role in inclusive education
• Qualities of a good teacher
• Job satifaction
• Remedial instructions
• Cooperative team teaching
• Lessonplan
• Buddy system,

47. Infrastructure
• positioning and seating in classroom
• Class environment
• School ambience
• Latrine
• Furniture - Table chairs
• Building construction
• Renovation of classroom to suit learners
• Staff office

48. Societal aspects
• Socialization
• Accommodation
• Societal discrimination
• Social rights
• Human rights
• Social acceptance
• Social awareness
• Census
• Social interaction

49. Parents
• Financial issues
• Parental involvement
• Parental support
• Siblings cooperation
• Single parent
• Attitude
• Genetic factors
• Emotional imbalance

50. Who can do research?
• Teachers
• collaborative with other teachers
• Student
• policy makers
• Funding agencies - grant , project work
• Research scholars
• Special educators
Why to research
• Impact of research not for development of
studenst
• Professional development
• University or college ranking
• H index factor or I factor
• Research project

51. Conclusions
Research gaps should be identified
Longitudinal research, Action Research – Monitor,
evaluate, assessment towards the improvement of children.
Planning and implementing of IE programmes local
government at school management level
Qualitive and quantitative researches, continual research
must be encouraged to voice the unheard problems.