Creating_an_Inclusive_Classroom_BD4CI_ppt

KANCHI COLLEGE OF EDUCATION | KANCHEEPURAM
Dr.T.SUNDARARASAN | ASSISTANT PROFESSOR
CREATING AN INCLUSIVE SCHOOL

UNIT- I
PERSPECTIVES IN INCLUSIVE EDUCATION

 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.
 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.
 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.
 Moreover, the concept of “Special Need Education” extends beyond those who may be included in
handicapped categories to cover those who are failing in school for a wide variety of other reasons that are
known to be likely to impede a child’s optimal progress. (International Standard Classification of Education
ISCED, 1997)
Emergence of Inclusive education in India from the historical perspective

 Inclusive Education aims at integrated development of children with special needs and normal children
through mainstream schooling.
 To develop curriculum for special education and its inclusion in general teacher preparation programmes,
Rehabilitation Council of India (RCI) made a historic collaboration with National Council for Teacher
Education (NCTE) on January 19, 2005.
 In India special education as a separate system of education for disabled children outside the mainstream
education system evolved way back in 1880s.
 The first school for the deaf was set up in Bombay in 1883 and the first school for the blind at Amritsar in
1887.
 In 1947, the number of schools for blind increased to 32, for the deaf 30 and for mentally retarded 3.
 The number of special schools rose to around 3000 by the year 2000.
 The Govt. of India in the 1960s designed a scheme of preparing teachers for teaching children with visual
impairment.
 Therefore, in 1980s the then ministry of Welfare, Govt. of India, realized the crucial need of an institution to
monitor and regulate the HRD programmes in the field of disability rehabilitation.
 The Constitution of India (26 November, 1949), clearly states in the Preamble that everyone has the right to
equality of status and of opportunity.

 Based on this, the Constitution (86th Amendment) Act 2002 has been enacted by the parliament making
education a fundamental right of all children in the age group of 6-14 years.
 Moreover the 93rd Amendment to the Constitution of India (now renumbered as the 86th), passed by the Lok
Sabha on November 28, 2001, makes it mandatory for the government to provide free and compulsory
education to “all children of the age of 6-14 years”, with its preamble clarifying that “all” includes children
with disabilities as well.
 The National Policy on Education, 1986 (NPE, 1986), and the Programme of Action (1992) stresses the need
for integrating children with special needs with other groups.
 The objective to be achieved as stated in the NPE, 1986 is "to integrate the physically and mentally
handicapped with general community as equal partners, to prepare them for normal growth and to enable
them to face life with courage and confidence“.
 The concept of integrated education in India has emerged during the mid 1950s.
 Consequent on the success of international experiments in placing children with disabilities in regular
schools, the Planning Commission in 1971 included in its plan a programme for integrated education.
 The Government launched the Integrated Education for Disabled Children (IEDC) scheme in December
1974.

 It was successful in creating awareness on the importance of integrating Children With Special Needs
(CWSN) in the mainstream of education, a fact noted in the National Policy on Education, 1986.
 Project Integrated Education for the Disabled (PIED) was another experiment on IE in India. Due to
combined effort of the Ministry of Human Resources Development (MHRD) and UNICEF, the PIED came
into existence in 1987.
 In late 90s (i.e. in 1997) the philosophy of inclusive education is added in District Primary Education
Programme (DPEP).
 By 1998, many DPEP states had conducted surveys, assessment camps and evolved strategies to provide
resource support to those children with special needs who were enrolled in DPEP schools.
 The National Policy on Education (1986) emphasis shall be on distance and open learning systems to
provide opportunities and access to all the major target groups, especially the disadvantaged, viz., women,
scheduled castes and scheduled tribes, the adult working class, and people serving in the far - flung remote
areas.
 Rehabilitation Council of India Act, 1992 was passed by the Parliament in 1992, this act makes it mandatory
for every special teacher to be registered by the council and lays down that every child with disability had
the right to be taught by a qualified teacher.

 The Persons with Disabilities (Equal Opportunities, Protections of Rights and Full Participation) Act, 1995
stresses the need to provide free of cost education to all children in an appropriate environment till 18 years
old.
 The National Trust Act (National Trust for the Welfare of Persons with Autism, Cerebral Palsy, Mental
Retardation and Multiple Disability), 1999 also came in to existence.
 The Salamanca Statement and Framework for Action on Special Needs Education (1994) emerged as a result
of deliberations held by more than 300 participants representing 92 governments and 25 international
organizations in June1994.
 Human Resource Development Minister of India Sri Arjun Singh on the 21st March 2005 assured in the
Rajya Sabha that MHRD has formulated a comprehensive action plan for the Inclusive Education of
Children and Youth with Disabilities.
 The government is committed to provide education through mainstream schools for children with disabilities
in accordance with PWD ACT, 1995 and all the schools in the country will be made disabled friendly by
2020.
 In 2005-06, the Project Approval Board has allocated an amount of Rs.187.79 crores under this component
for a total 20.14 lakh Children With Special Needs (CWSN) identified.

 The Tenth Plan (2002-2007) aims to provide Universal Elementary Education by the end of the plan. It also
aims to provide basic education for the un-reached segments and special groups.
 To develop curriculum for special education and its inclusion in general teacher preparation programs,
Rehabilitation Council of India (RCI) made a historic collaboration with National Council for Teacher
Education (NCTE) on January 19, 2005.
 The Government launched the Integrated Education for Disabled Children (IEDC) scheme in December
1974.
 In late 90s (i.e. in 1997) the philosophy of inclusive education is added in District Primary Education
Programme (DPEP).
 By 1998, many DPEP states had conducted surveys, assessment camps and evolved strategies to provide
resource support to those children with special needs who were enrolled in DPEP schools.
 The government is committed to provide education through mainstream schools for children with disabilities
in accordance with PWD ACT, 1995 and all the schools in the country will be made disabled friendly by
2020.

 In Tamil Nadu to facilitate inclusion, local schools has been involved in building low cost ‘Simulation Park’
by using local low-cost material, which can be used by all children.
 The main aim of this simulation park is to give CWSN and their peers a chance to be able to experience
various kinds of play equipment jointly.
 Since this playground is for the benefit of both disabled and able-bodied children, each BRC in the State has
this playground at a low cost.
 The play equipment can be designed depending on the child’s abilities.
Simulation Park

 The Mental Healthcare Act, 2017
 An Act to provide for mental healthcare and services for persons with mental illness and to protect, promote
and fulfil the rights of such persons during delivery of mental healthcare and services and for matters
connected therewith or incidental thereto.
 National trust act 1999
 An Act to provide for the constitution of a body at the National level for the Welfare of Persons with Autism,
Cerebral Palsy, Mental Retardation and Multiple Disabilities and for matters connected therewith or
incidental thereto.
 PWD Act, 1995
 The Act provides for both preventive and promotional aspects of rehabilitation like education, employment
and vocational training, reservation, research and manpower development, creation of barrier-free
environment, rehabilitation of persons with disability, unemployment and establishment of homes for
persons with severe disability, etc.
Acts, policies & programmes for inclusive education in India

 Rehabilitation council of India act 1992
 An Act to provide for the constitution of the Rehabilitation Council of India for regulating the
maintenance of a Central Rehabilitation Register and for matters connected therewith or incidental
thereto.
 The Rights of Persons with Disabilities act, 2016
 An Act to give effect to the United Nations Convention on the Rights of Persons with Disabilities and
for matters connected therewith or incidental thereto.
 Tamilnadu disability certificates & pass book for the differently abled persons
 Issues of Disability certificate & pass book to the differently abled persons

 Tamilnadu early identification and diagnostic centres for hearing loss for children
 Early identification and diagnostic centres for hearing loss have been established in all districts of
Tamilnadu in a view to detect the permanent congenital and acquired hearing loss in children and adult,
to provide hearing aid and early intervention services.
 Tamilnadu early intervention centre
 Early intervention centres for children with disabilities have been established in all the districts of
Tamilnadu.
 Tamilnadu state resource cum training
 Stare Resource Cum Training Center-Chennai & Regional Resource Cum Training Centre -
Trichirappalli

 Tamilnadu rehabilitation homes for the differently abled persons
 Rehabilitation homes for children with disabilities have been established in all the districts of
Tamilnadu.
 Tamilnadu day care centres for differently abled persons
 Day care centres for the persons with Muscular Dystrophy & Day care centres for the persons with
Muscular Dystrophy
 Tamilnadu assistive devices
 Tricycles, Plastic calipers, Crutches, Goggles, Braille Watches, Foldable Wheel Chairs, Metal
calipers, Artificial Limbs, Magnifiers

 Tamilnadu special assistive devices
 Retrofitted Petrol Scooters
 Modified Special Wheel Chairs For Persons Affercted With Cerebral Palsy
 Walking Device for the Differently Abled Children
 Corner seat for the children with cerebral palsy
 Behind The Ear Hearing AIDS
 Reflective Folding Sticks (SMART CANE)
 Battery Operated Wheel Chair
 Tamilnadu social security schemes
 Unemployment allowance for the differently abled persons
 Personal Assistance Allowance to person with high support need
 Chief Minister's Comprehensive Health Insurance Scheme
 Marriage Assistance scheme

 Assistance to Persons with Disabilities for Purchase/ Fitting of Aids / Appliances
 The ADIP Scheme is in operation since 1981 with the main objective to assist the needy persons with
disabilities in procuring durable, sophisticated and scientifically manufactured, modern, standard aids and
appliances that can promote their physical, social and psychological rehabilitation by reducing the effects of
disabilities and enhance their economic potential.
 Deendayal Divyangjan Rehabilitation Scheme
 To create an enabling environment to ensure equal opportunities, equity, social justice and empowerment of
persons with disabilities.
 To encourage voluntary action for ensuring effective implementation of the Rights of Persons with
Disabilities Act, 2016
 District Disability Rehabilitation Centres (DDRC)
 The District Disability Rehabilitation Centres (DDRCs) were established in 1999-2000 with active support
from the State Governments.

 Scholarships
 Pre-Matric Scholarship for Students with Disabilities
 Post-Matric Scholarship for Students with Disabilities
 Top Class Education Scholarship for Students with Disabilities
 National Fellowship for Persons with Disabilities
 National Overseas Scholarship
 Free Coaching Scholarship for Students with Disabilities

 An education system that includes all students, and welcomes and supports them to learn, whoever they are
and whatever their abilities or requirements.
 This means making sure that teaching and the curriculum, school buildings, classrooms, play areas, transport
and toilets are appropriate for all children at all levels.
 Inclusive education means all children learn together in the same schools.
 No-one should be excluded.
 Every child has a right to inclusive education, including children with disabilities.
Inclusive education

 It improves learning for all children – both those with and without disabilities.
 It promotes understanding, reduces prejudice and strengthens social integration.
 It ensures that children with disabilities are equipped to work and contribute economically and socially to
their communities.
Why is inclusive education important?

 Inclusive education involves transforming the whole education system - legislation and policy, systems for
financing, administration, design, delivery and monitoring of education, and the way schools are organized.
 Commitment and investments from education ministries – it takes time and money to change systems.
 Support for teachers and students – teachers need training and guidance, and students need to be provided
with services to overcome barriers to learning.
 Promotion of respect for diversity and inclusive learning – action is needed to challenge negative attitudes
and prejudice against children with disabilities.
 High expectations of all students – teachers need to invest in and support all children.
 Safe and inclusive environments – children cannot learn if they are frightened either of teachers or bullying
from other children.
 Partnerships between parents, organisations of people with disabilities and schools – inclusive education will
benefit from the widest possible experience and knowledge.
 Systems to monitor progress – it is vital to measure whether the situation is improving, and if not, what
further changes are needed.
Inclusive education systems

 An end to discrimination
 An end to excluding children with disabilities
 Access to primary and secondary education – with sufficient numbers of accessible and inclusive schools,
including for children with disabilities caught in crisis and emergencies.
 Practical support or adaptations for students to enable them to learn – this is called ‘reasonable
accommodation.’
 Individual education plans for children with disabilities setting out what accommodations and support they
need.
 Services for specific impairments such as learning braille or sign language, classroom reorganization and
accessible learning materials.
 Teachers adequately trained to work in inclusive schools.
Requirements to make inclusive education happen

 The term “Inclusive is used to describe one option for the placement of special education students in public
schools.”
 Those inclusive programmes are sometimes referred as maintaining which is the selective placement of
students with disabilities in regular education class-room.
 The idea behind the inclusive education is that students with special needs will be placed in the same class-
room environment as other students their age who do not have special needs.
 Children with special needs actually learn more in regular class-room environments, provided they get the
help and support they need in and out of the classroom when it comes to academic subject groups those who
oppose inclusive education.
Concept of inclusive education

 Inclusive education means where children with and without disabilities participate and learn together in the
same classes.
 Provision of Inclusive Education involving studies with disabilities based on the belief that those with
disabilities should not have to depend on specialized services alone, to benefit from educational resources
activities and practices that are otherwise available to all.
Meaning of Inclusive education

 “Inclusive Education implies all young learners, young people – with or without disabilities being able to
learn together through access common pre-school and schools with an appropriate network of support
services”
 According to national commission of special needs in education and training (NCSNET), Inclusive
education is defined as a learning environment that promotes the full personal, academic and professional
development of all learners irrespective of race, class, gender, disability, religion, sexual preference, learning
styles and language.
Definition of Inclusive Education

 Involve all children, i.E., Normal children, children with illness, children of migrant labourers, children from
tribal areas etc.
 Inclusive education provides a friendly environment for all the learners.
 Promote education for disabled girls.
 Promote ict-based technologies for disabled learners.
 Include a curriculum adaptation strategy.
 Need-based education is provided to all learners.
 Special programmes to be run by the school for disabled learners
 Aids and equipment are to be provided to the disabled learners so that their basic needs can be fulfilled.
Scope of inclusive education

 Development of skills
 Development of confidence
 Development of society
 Development of nation
 Development of self concept
 Universalisation of education
 To achieve social equality
Need and importance of inclusive education

 It provides equal opportunities to all the learners.
 It promotes all round development of the learners.
 It is constructive in nature.
 It is a need based education.
 It promotes universalisation of education
 It creates a safe and inclusive environment for all learners.
 It provides least restrictive and positive learning environment to all children.
Nature of Inclusive Education

 Principle of Equal Opportunities
 It should follow the principle of equal opportunities. Every child, regardless of race, gender, disability
or socio-economic status, should be able to access equal educational opportunities.
 There are number of ways to achieve it. One approach is to make sure that all students have access to
the same type of materials and resources.
 Principle of Uniqueness
 Inclusive education is based on the principle that every student is unique and has their own strengths
and weaknesses. It is the duty of the teacher to enhance the strengths of students and try every possible
way to remove their weaknesses.
 Principle of Dignity
 The principle of dignity in education is based on the belief that all students have the right to be treated
with respect and to be provided with an education that recognises and respects their abilities and
potential.
 Principle of Acceptance
 The principle of acceptance in inclusive education is based on the idea that the disabled learners should
be welcomed and encouraged to participate fully in the educational process. It is important to learn and
thrive in school.
Principles of Inclusive Education

 Principle of Collaboration
 Inclusive education is based on the principle of collaboration. Teachers should create enough
opportunities for students to work collaboratively in an inclusive classroom.
 When students work collaboratively, they learn together, solve problems, and share feelings with each
other.
 Principle of Relevance
 This principle holds that teachers should select content that is relevant to students. Some students learn
by observing and some by experiencing things.
 So it’s important for teachers to know their students while selecting the relevant content.
 Principle of Empowerment
 Empowerment is a key principle of inclusive education. Disabled learners often have a better
understanding of their strengths and weaknesses.
 This understanding can help disabled children to develop their own personal empowerment.
 It can help them to feel proud of themselves and to develop confidence in their abilities. Thus
empowerment means providing students with the resources they need to realise their full potential.

 Principle of Social Balance
 It is based on the principle of social balance.
 To live and thrive in society, social balance is essential.
 It provides equality in the classroom by removing all kinds of prejudice and discrimination among
students.

 The community at large is often unaware of the potential of children with special needs. In the popular mind,
special needs are usually identified with very low expectations.
 Parents should believe in value of educating children with special needs.
 The higher the expectations, the higher will be their acceptance in the family.
 All the children with special needs must be enrolled in primary schools.
 After the assessment of their disabilities by a team of a doctor, a psychologist, and a special educator in
schools, the child will be placed in appropriate educational settings.
 Children with mild and moderate disabilities of any kind may be integrated in normal schools, severe in
special schools / remedial schools, drop outs, who have problems in availing benefits of normal schools can
join open school.
 All the children with learning disabilities are managed in normal schools.
 Open and special schools offer vocational courses also for children with disabilities.
 Formal schools
 Integrated Education for Disabled Children (IEDC) in District Primary Education Programme(DPEP)
 Special schools
 National Open School (NOS)
Various Education programmes for CWSN

 The Ministry of Human Resource Development (Department of Secondary and Higher Education) has been
implementing a scheme of ‘Integrated Education for the Disabled Children’ (IEDC) in formal schools since
1982.
 The main objective of the scheme is to provide educational opportunities for the disabled children in normal
schools, to facilitate their retention in the school system.
 The disabled children who are placed in special schools should also be integrated in common schools once
they acquire the communication and daily living skills at the functional level.
 The following types of children with disabilities must be integrated in the normal school system-formal as
well as in non-formal schools.
 Children with locomotor handicaps (O.H.)
 Mildly and moderately hearing impaired
 Partially sighted children
 Mentally handicapped educable group (IQ 50-70)
 Children with multiple handicaps (blind and orthopaedic, hearing impaired and orthopaedic, educable
mentally retarded and orthopaedic, visual impaired and mild hearing impaired).
Formal Schools

 A three-member assessment team comprising of a doctor, a psychologist and a special educator is formed
and their assessment report indicate whether the child can be put directly into school or should receive
preparation in special school, special preparatory class in Early Childhood Education Centre (ECCE)
specially equipped for the purpose.
 Under the scheme resource and itinerant teachers are provided.
 Children are also given certain incentive like book allowance, equipment allowance, transport allowance,
etc.
Formal Schools

 The DPEP which was launched in 1994, aims at Universalisation of Primary Education (UPE) and is
operational in 271 districts in the country.
 Its aim cannot be achieved until and unless 10 percent of children with special needs are integrated in the
education system.
 With this aim, since 1998, IEDC programme has been receiving special emphasis under DPEP and
endeavouring to integrate children with disabilities in DPEP primary schools.
 DPEP supports for the activities like community mobilization and early detection, in-service teacher training,
resource support, educational aids and appliances, architectural designs in schools, etc.
 Children with learning disabilities also get special care in primary schools in DPEP. In the other non- DPEP
districts the same IEDC activities will be supported under the programme of Sarva Shiksha Abhiyan (SSA).
 Earlier, there were no activities for children with learning disabilities under the programme of IEDC.
 Since, estimates of prevalence rate of children with learning disabilities seem to be very high, i.e., ranging
from 1-30 percent of the school population depending on the criteria used to determine the disability.
 Some studies estimate the prevalence of learning disabilities to be 7-8 percent whereas others indicate a
prevalence rate of 15 percent.
 Now under SSA and DPEP such children are being specially taken care of strategies of teaching such
children have been developed.
Integrated Education for Disabled Children in District
Primary Education Programme

 This is a programme of Ministry of Social Justice and Empowerment.
 Children with severe multiple disabilities who have difficulty in coping in regular schools avail special
schools.
 Most of these special schools are located in urban areas and are being run by voluntary organizations.
 Most of these are residential schools and boarding-lodging and other services are provided free of cost.
 At present more than 3,000 special schools for the disabled are functioning in the country.
 Among them approx. 900 institutions are for hearing impaired children, 400 for children with visual
impairment, 1,000 for mentally retarded and the remaining 700 for children with physically disabilities.
 Forty percent disability is the benchmark for identification and certification for admission in special schools.
Special Schools

 The NOS was established as an Autonomous Registered Society in 1989 with the mission to provide
education through an open learning system at the school stage as an alternative to the formal system for
school dropouts, girls, mentally/physically disabled, etc.
 It has also developed materials for teaching children with special needs in their own homes.
 At present there are 1,459 NOS study centres in the country.
 It offers courses like the foundation course, notionally equivalent to class VIII level, secondary education,
senior secondary course and vocational courses.
 The NOS also provides the programme of Open Basic Education for Universal Elementary Education
(UEE), which includes programme for disabled children.
 It offers Open Basic Education courses through the following:
 Open Basic Education (OBE)
 Special Accredited Institutions for Education of the Disadvantaged (SAIED)
National Open School (NOS)

 This project is for out of school children in the age group 6-14 and for adult learners.
 This has three levels:
 Preparatory
 Primary
 Elementary which are equivalent to formal school standard of III, V and VIII respectively.
Open Basic Education (OBE)

 To cater to the needs of the people with physically and mentally disabilities, etc., the NOS has accredited
institutions for education of the disadvantaged.
 Academic Courses like Open Basic Education, Secondary and Senior Secondary courses and vocational
courses are being offered independently or in combination with academic subject through SAIED.
 Special Features:
 NOS allows total freedom to learn at ones own speed. One will have a period of five years and nine
chances to complete the course.
 Flexibility in choice of subjects
 There is no age limit for admission to NOS programmes whether for lower or upper
 For admission, person is required the following supporting documents
 Attested copy of birth certificate from the Admission Register of the last school attended
 Birth certificate from Registrar of Births and Death or from a recognized hospital or affidavit from
parents countersigned by first class magistrate
 Minimum Education Qualifications
 Self Certificate or Certificate of Class V
 Handicapped are exempted from payment of registration aid cost of course material
 Candidates with disabilities are required to produce a certificate from a Government hospital and not
from a private nursing home
 Five recent passport size (3 cm x 2 cm) photographs are also required.
Special Accredited Institutions for Education of the
Disadvantaged (SAIED)

 Special education is a modified programme which involves some unique tools, techniques and research
efforts in improving instructional arrangements to meet the need of exceptional children.
 It is not a total different programme which is assigned for the normal children.
 But it adds a sort of design proposed to assist the gifted children, physically and mentally handicapped and
socially retarded children.
 As it is a planned and systematically mentioned arrangement, majority of average children are not grouped
into this category of education.
 Special education can be provided in general schools with some special arrangement or in special schools the
early history of special education was largely a history of separate schools; especially for children who were
blind or deaf, whatever the problem, the solution was to put the child in a class with other children having
similar problems.
 This was nothing but to exclude the handicapped from the main stream of the society.
 Thus separate, became only one of the meanings associated with special education.
 But as society’s response to the handicapped began gradually to shift away from education critics of special
classes, began to express doubts and there came special education.
Special education

 In accelerating the special education programme, extra time may be devoted by the same teacher or by an
expert in the concerning field when a project is taken for a delinquent child the child may be directed to
attend his regular classes.
 He should also participate all the curricular and co-curricular activities carried out by the school.
 In addition to this he may be assigned with extra consultation hours in the school with the counsellor or
school guidance officer or with the specific teacher to go through his special problems.
 The children with some difficulties may be included in this class but there is no necessity for the ordinary
children to attend it.
 With such kind of designed programmes the exceptional children achieve a great deal success in their
personal and academic endeavours.
Special education

 Kirk and Gallagher (1986): "When youngsters in the same class room are remarkably different, it is difficult
for the teacher to help them reach their educational potential without some kind of assistance. The help that
the schools devise for children who differ significantly from the norm is called Special Education".
 Bob Algozzine (1990): "Special Education is the instruction designed for students with disabilities or gifts
and talents who also have special learning needs. Some of these students have learning difficulties in regular
classroom. They need Special Education to function properly in school".
 Heward (2000): "Special Education is an individually planned, specialized, intensive, goal directed
instruction. When practiced most effectively and ethically, Special Education is also characterized by the use
of research-based teaching methods, the application of which is guided by direct and frequent measures of
student performance".
Definitions of special education

 Special Education is always meant for meeting the special needs and requirements of the exceptional or
special children.
 Special Education is diagnostic in nature, i.e. it helps in diagnosing and identifying the nature and degree of
the deviations of the children from their normal peers.
 It is intervention based, means it always aims to provide an intervention for the problems faced by the
special children for example in the field of learning and adjustment.
 Special Education is developmental in nature, which means that it focuses on the overall development of a
child from womb to tomb.
 Special Education is specific and specialized in nature for example, it needs special teachers, special
students, special methods, special aids and special learning environment for making the special students
learn and progress.
 Special Education is highly individualized, for example, it takes care of the special needs or disability of an
individual child and helps him to develop his potentiality to the maximum.
 Special Education is continuous i.e. it is provided to the special child from the very beginning till the end or
at least up to the time it is needed for the welfare, progress and adjustment of the child.
 Special Education is intensive in nature i.e. it is based on all-round efforts from the educators as well as the
child in order to address the individualized specific needs of the exceptional children.
Nature and Characteristics of Special Education

 Special Education is goal directed i.e. it is always based upon purposeful instructions, well thought and
planned learning experiences to the children.
 Special Education is research oriented and experimental in nature i.e. it follows evidence-based practices.
 Special Education is measurable and testable in nature i.e. it can be tested with the help of various scientific
tools and techniques.
 Special Education is universal in nature i.e. it covers all the individuals without any discrimination on the
basis of age, caste, colour, gender, ethnicity etc.
Nature and Characteristics of Special Education

 In the mid 1555 Spanish monk Pedro Ponce de Leon successfully taught hearing impaired children.
 In 1620 Juan Pablo Ronet wrote the first book on Education of Deaf children.
 John Bulwer in 1644, published book on Education of Deaf Children in England.
 In 1680, George Dalgarno discovered instructional methods for deaf and dumb men.
 Education for children with Mental retardation was started by French physician Itard (1755-1832).
 In 1767, the first school for Deaf child was established by Thomas Braidwood in England.
 In 1775, Michel del’ Epee and Ambroise Sicard established the first school for sign language in Paris
(France).
 Samuel Heinicke (1778) developed oral method for lip reading and speaking skills in Germany at Leipzig.
 In 1784, Valentin Hany, a French philanthropist founded the National Institute for the Blind in Paris.
 Louise Braille (1809-1852) developed the system of Braille Language using raised dots to represent the letter
or alphabets, manually prepared for visually impaired.
 Samuel Graindley Howe in 1829 established the first school for Blind in Watertown, Massachusset.
 Frank Hall (1843-1911) developed Braille typewriter.
 In 1847, the first School for Deaf children (today known as American School for the Deaf) was established
by Gallandet using the French method.
Historical Background of Special Education

 Grahma Bell (1847-1992) and Helen Keller (1880-1957) worked tirelessly for the Deaf and Disabled
children.
 Binet (1857-1911) made an immense contribution with the invention of Intelligence testing.
 Edward Seguin published a classic textbook “Idiocy and it’s Treatment by the physiological Method” in
1866.
 Decroly (1871-1932) developed a curriculum for mentally retarded children in Belguim.
 In 1932, Braille printing system was standardised internationally.
Historical Background of Special Education

 Kothari Commission (1964-1966):
 The Kothari Commission was the first Education Commission which brought up the issue of children with
special needs. The major recommendations:
 To promote the universalisation of elementary education
 Integration of handicapped children in the regular school programme
 Promoting mutual understanding between handicapped and non-handicapped children
 Integrated Education for Disabled Children (IEDC) (1982-1983):
 It was the centrally sponsored scheme for training of disabled children.
 Preschool training for disabled children and counselling for parents
 100% financial assistance for education of disabled children for example books, stationary, uniform,
transport allowance, escort allowance, readers allowance, lodging and boarding facilities in hostels.
 Survey for identification and assessment of disabled children
Development of Special Education in India

 National Policy on Education (1986):
 Specifies about training of handicapped and nonhandicapped children.
 This policy instructs that wherever possible education of children with locomotor handicaps and
other mild handicaps will be common with that of others.
 The children with severe handicaps are proposed to be enrolled in special schools with hostels at
district headquarters.
 This policy also talks about the universalisation of primary education for the handicapped children
along with other children by 1995.
 Project on Integrated Education for Disabled (PIED) 1987:
 To strengthen the IEDC, Project on Integrated Education for Disabled (PIED) was started with assistance
from UNICEF in 1987.
 Under this project all the schools were converted into integrated schools and teachers were trained to
handle the needs of special/disabled children in classrooms.

 The Programme of Action (POA) 1992:
 The commission postulates that:
 A child with disability who can be educated in a general school should be educated in general school
only and not in a special school.
 Those children who are initially admitted to special school for training (that is required in addition to
their regular school curriculum) should be transferred to general schools once they acquire daily
living skills, communication skills and basic academic skills.
 For achieving equalisation of educational opportunities, POA (1992) also envisages that children
with disability should have access to quality education comparable to other children.
 Reorienting pre-service and in-service teacher education-programme to meet the special need in the
classroom.
 Reorienting adult and non-formal education programmes to meet educational and vocational training
needs of persons with disability.
 Reduction of drop-out rates at par with other children

 Rehabilitation Council of India (RCI) Act 1992:
 The National Policy on Education 1986, recommended to establish the Rehabilitation Council of India.
 The Rehabilitation Council of India Act was passed in 1992 which gave the legal authority.
 Major features of RCI Act are:
 To mandate minimum standards of education for professionals working with individuals with
disabilities viz. special teachers and educators.
 This Act makes it mandatory for every special teacher/educator to be registered with the Council.
 This Act also states that every child with Disability has right to be taught by qualified teacher.
 The Act also lays down provision for punishment for the teachers who are engaged in teaching
children with special needs without a license.
 The National Trust for Welfare of Persons with Autism, Cerebral Palsy, Mental Retardation and Multiple
Disabilities Act (National Trust Act) 1999:
 The focus of this Act has been to protect and promote the rights of persons with autism, cerebral palsy,
mental retardation and multiple disabilities on a national level.

 The Persons with Disability Act (Equal Opportunities, Protection of Rights and Full Participation), 1995 (PWD
Act, 1995):
 This PWD Act is a significant landmark in the history of special/disability education in India.
 It is a composite act covering all aspects of education and economic rehabilitation of the disabled.
 Every child with a disability has access to free education in an appropriate environment till he attains the
age of 18 years.
 For this purpose, it recommends making changes in assessment and curriculum, and removing
architectural barriers, to support inclusion.
 It also recommends providing free books and uniform to children with disabilities.
 District Primary Education Programme (DPEP) 1995:
 This programme worked on universalization of education and was based on assumption that universalisation of
education is only possible when it includes children with disability.
 DPEP aimed at:
 To address the issues of drop-outs, out of school children and early marriage by starting primary school in
every village.
 Alternate schooling with flexible curriculum would be promoted with informal evaluation criteria, flexible
timings for education of children with mild to moderate disabilities.

 The Sarva Shiksha Abhiyan (SSA) 2000:
 An ambitious programme seeking education for all by 2010.
 The thrust of SSA is on providing inclusive education to all the children with special needs in regular
classrooms.
 The SSA will ensure that every child with special needs, irrespective of the kind category and degree
of disability, is provided education in an appropriate environment.
 It has a target of eight years of elementary schooling for all children including children with
disabilities in the age: group of 6-14 years by 2010.
 The National Policy for Persons with Disabilities 2006:
 It has also highlighted this need by saying that "there is a need for mainstreaming of the persons with
disabilities in the general education system through inclusive education".
 It has emphasized:
 The development of training modules for teachers for inclusive education.
 Making schools barrier free and accessible for all types of disabilities.
 Establishing model schools of inclusive education in each state.
 Identifying children with disabilities up to the age of 6 years and providing necessary instructions for
making them join inclusive education.
 Taking steps for the schools not discouraging enrolment of students on account of their disability.

 The Right to Education (RTE) Act, 2009:
 Through its 86th amendment of the Constitution passed in 2002 the Government of India introduced a
new article 21A: Right to Education, a quite significant and major landmark in the history of education of
the country.
 This provides "the state shall provide free and compulsory education to all children of the age of 6 to
14 years (covering children with disabilities) in such a manner as the state may, by law, determine.
 The 86th Amendment also modified Article 45, which now reads as "The state shall provide early
childhood care and education for all children until they complete the age of 6 years.

 Rights of Persons with Disability Act (RPWD), 2016:
 The Government of India in order to comply with the United Nations Convention on the Rights of Person
with Disabilities undertook the amendment of Persons with Disability Act, 1995 & replaced it with the
RPWD Act, 2016.
 This new act was fine-tuned considering the socio-cultural and local needs of the society, and the available
resources.
 The Act clearly states that it aims to uphold the dignity of every Person with Disability (PwD) in the
society and prevent any form of discrimination.
 The act also facilitates full acceptance of people with disability and ensures full participation and
inclusion of such persons in the society.
 The act contains 17 chapters with 102 sections. It defines PwD as any person with long-term
physical, mental, intellectual, or sensory impairments which on interacting with barriers hinder
effective and equal growth in the society.

 Early identification and assessment of special needs of handicapped children/differently abled children.
 Early intervention to prevent a condition from becoming a condition that might impose functional limitations
of severe nature.
 Psychoeducation of parents about prevention and remediation of defects, care, and training of handicapped
children in daily living skills, self-help skills, pre-academic skills and communication skills.
 Facilitate the all-round development of special children by need based educational, personal and vocational
guidance.
 Actualise their (special children) abilities and capacities to their maximum extent.
 Community mobilization and awareness of problems of special children and their education.
 Rehabilitation of the special children.
 Facilitate effective living through development of realistic self-concept.
Objective of special education

 Individual differences:
 Every individual is unique in its own way i.e. every child has its own capabilities, problems and needs,
thus differentiating one child from another.
 Zero rejection:
 All children with disabilities must be provided a free and appropriate education without any
discrimination.
 Non-discriminatory evaluation:
 Every child with special needs should receive a full individualised examination before being placed in a
Special Education programme. Regular tests are also needed to assess his progress and difficulties in
learning abilities.
 Individualized Education Programme:
 Student with special needs require individualized education programme either in a resource room or a
special class in the regular school for some part of the day.
 Least restrictive environment:
 It should be encouraged to teach and train children with special needs along with the other children in the
regular classroom with least restrictions.
 Parental participation:
 The process of Special Education can be made effective by active participation of parents in the
educational programme designed for special children.
Principles of Special Education

 Integrated education facilitates the learning of the disabled children with specialised service in general
schools when were think about the special education, the gifted and the other exceptional children get
knowledge through special programme arranged.
 These children remain isolated from the normal classroom learners.
 But it is psychologically, socially, economically and educationally unhealthy.
 It creates inferiority complex among the disabled learners for which to segregate disabled children from
other children of the community has been a controversial issue.
 So the psychologists and the educationists has viewed to design the integrated education.
 In our country the realisation of universalisation of primary education irrespective of caste, sex creed,
economic status and region is a commitment enshrined in the constitution.
 But with drop out rate ranging around 77% enrolment by itself, looses its meaning except as a
frame of reference.
 The obstacles in the way cannot be abandoned here. The reasons that the country lacks success in its
educational process are poverty, irrelevance of educational content.
 Unavailability of women teachers and allocation of inadequate resources.
 For which, new approaches such as setting up part-time and non-formal education centres have been
proposed to provide flexibility in the school routine to the non-attending children.
Integrated education

 In spite of various scopes opened for achieving the objectives of providing equality of educational
opportunity all the children, different factors are still unsolved in the case of the backward communities and
disabled children.
 It has been felt that the weaker section of the society, the physically and mentally handicapped children can
get proper guidance and motivation for learning through integrated children.
 Indian Education Commission (1964-66)
“ The commission emphasized that the education of Handicapped children should be an “inseparable part of the
general education system ”
 Namgayel (1985)
“ Integrated education refers to meaningful involvement of children with disabilities into on-going regular
education programme to the extent feasible and beneficial in a given instance, with the ultimate goal being
optimal, academic, social as well as personal learning of each child ”
Integrated education

 It is proposed to provide educational facilities under this scheme for children with disabilities who can be
integrated in general schools.
 While rehabilitation assistance will be made available to all children with disabilities, student benefits will be
extended on the recommendation by the assessment team.
 The scheme includes pre-school training for the disabled children andcounselling for the parents.
 This would be an activity preparatory to the child coming into the regular school system.
 It would include, among other things, special training for the hearing handicapped children, mobility and
orientation training for the visually handicapped, daily living and communication skills training required by
children with other disabilities, parent counselling and training in home management of these children.
 The education of the disabled children under this scheme will continue up to the senior secondary school
level and includes vocational courses equivalent to the senior secondary stage.
 A disabled child in receipt of any scholarship/assistance under some other scheme relating to disability from
State/Central Government will not be eligible for any of the benefits under this scheme unless he/she is
willing to forego the other sources of assistance.
Characteristics of integrated education

 Integrated education provides mainstream facilities for all disabled children.
 It is a viable approach for achieving the objective of providing equality of educational opportunity to the disbled
children.
 It provides broader scopes to the disabled to live in a social world.
 It helps to develop the individually experience.
 It emphasises on the special needs of disabled children.
 It provides education to blind, deaf, epileptic, speech, handicaps, mentally, handicaps and physically handicaps,
with some special provisions.
 The integrated education involves both the handicapped and non handicapped children in its system.
 It provides special education to the disabled children in normal school for whom it is very essential.
 Integrated education is improved school atmosphere.
 It provides a natural environment for interaction with non-disabled peers, to learn to cope with the environment
and to be accepted by their peers.
Characteristics of Integrated Education

 Growth and development
 Environmental factors
 Cognitive development
 Behavioural problem
 Interpersonal relationships
 Guidance and Counselling
Scope of Integrated Education

 Lack of co-operation of the parents.
 Lack of the initiatives of the headmaster and other teachers.
 Lack of interest of the teachers for quality education to the disable.
 Non acceptance of the disable by the peer group and the teachers.
 Lack of interest to enrolled the disable children.
 Lack of community members.
 Lack of provision of proper funds for the disability.
 Lack of the interest of the resource teachers to visit the school.
 Lack of provisions of resource rooms in the school.
 Lack of co-ordination between parents and teachers.
Barriers in integrated education

Special Education Integrated Education Inclusive Education
High cost
Cost not so high the child is seen as
a problem and not the system
It is all about effective learning by
all children including children with
disability.
Charity Oriented
It is considered to be different from
others
It is based on the social model of
disability
Teacher Effectiveness limited to the
group
It cannot learn it is her/his problem It emphasises quality of education
May have low Self-esteem
It is based on the medical model of
disability
It is not mere placement in
education
Special Educator
Special Curriculum
Special methodology
It views a child with disability with
clinical blinders needing remedy
It considers that if the child is not
learning then the system needs to
be blamed
Comparison

Special Education Integrated Education Inclusive Education
Limited Opportunities for
Participation
Selected Regular School
Child Remains as She is, Rights
Recognised and Actualised
Special School
Regular Resource Teacher,
Specialist
Equal Opportunities for
Participation
Curriculum and Methodology
Subject Centred
Teacher Effectiveness in Including
all in the Learning Process
For Special Children like the
Visually Impaired
Teacher Effectiveness Unchanged –
Limited to other Children
Curriculum and Methodology Child
Centred Constructivist
Rights Recognised not Realised
Teacher Effectiveness in Including
all in the Learning Process
Selected Regular Child Brought
near Normal School
School – She would naturally go to
the Neighbourhood
Comparison

Comparison

UNIT – II
UNDERSTANDING BARRIERS TO INCLUSIVE
EDUCATION

 Attitudinal barriers refer to negative attitudes, beliefs, and prejudices that people may hold towards
individuals with disabilities or differences.
 Inclusive education involves creating an environment where all learners, including those with disabilities,
feel welcomed, respected, and valued.
 However, attitudinal barriers can impede the success of inclusive education by creating a negative
atmosphere for learners with disabilities.
 Some examples of attitudinal barriers in inclusive education include:
 Stereotyping
 Pity and charity
 Fear and avoidance
 Stigmatization
 Lack of knowledge
Attitudinal barrier

 Stereotyping
 The assumption that all learners with disabilities are the same or that they are not capable of achieving
academic success.
 Pity and charity
 A belief that learners with disabilities need to be pitied and helped, rather than recognized as equal
members of the learning community.
 Fear and avoidance
 The fear of interacting with learners with disabilities or the avoidance of engaging with them in
educational activities.
 Stigmatization
 The labeling of learners with disabilities as “different” or “abnormal,” which can lead to negative social
attitudes and exclusion.
 Lack of knowledge
 A lack of understanding about disabilities and how to support learners with disabilities in the classroom.
Attitudinal barrier

 To overcome attitudinal barriers in inclusive education, it is essential to provide awareness and education for
all stakeholders, including teachers, students, and parents.
 It is also important to create a positive and supportive learning environment that recognizes and celebrates
the diversity of all learners.
 By breaking down attitudinal barriers, inclusive education can be successful and beneficial for all students.
Attitudinal barrier

 An attitudinal facilitator in inclusive education is someone who works to promote positive attitudes towards
learners with disabilities or differences in an educational setting.
 These individuals play an important role in creating a welcoming and inclusive environment for all learners,
regardless of their abilities or differences.
 Attitudinal facilitators in inclusive education can include teachers, school administrators, guidance
counselors, and support staff.
 They work to promote positive attitudes towards learners with disabilities in a variety of ways, such as:
 Encouraging empathy and understanding
 Celebrating diversity
 Providing education and training
 Encouraging collaboration
 Modeling positive attitudes
Attitudinal Facilitator

 Encouraging empathy and understanding
 Attitudinal facilitators can encourage learners to empathize with and understand the challenges faced by
their peers with disabilities.
 Celebrating diversity
 They can promote a culture of diversity and inclusivity by celebrating the unique abilities and strengths of
all learners.
 Providing education and training
 Attitudinal facilitators can provide education and training to teachers and staff to increase their knowledge
and understanding of disabilities and how to support learners with disabilities.
 Encouraging collaboration
 They can encourage collaboration and teamwork among learners of all abilities to promote a sense of
community and belonging.
 Modeling positive attitudes
 Attitudinal facilitators can model positive attitudes towards learners with disabilities by treating them with
respect and dignity and valuing their contributions to the learning community.
Attitudinal Facilitator

Systemic barrier
 Systemic barriers are policies, practices or procedures that result in some people receiving unequal access
or being excluded.
 Example eligibility criteria that effectively exclude people based on a disability, such as requiring a job
applicant to have a driver's license even though there are ways to reorganize a job to use another form of
transportation.
 Systemic barriers to learning are barriers created by the education system itself.
 Most often children with disabilities bear the most severe consequences of an inadequate, under resourced
education system.

 People with disabilities are excluded from events not considering their needs at the event planning stage.
 Not being aware of the different types of accommodations an employee might need when returning to work
after an absence due to a disability
 No leadership or accountability to address issues related to people with disabilities.
 Hiring policies not encouraging applications from people with disabilities
 Procedures that may affect some employees, such as use of cleaning products that can cause allergic
reactions.
 Inappropriate language of learning and teaching.
 Long waiting lists at special schools
 Insufficient training of educators to manage diversity in their classrooms
 Lack of funds for assistive devices
 Lack of teaching assistants
 Long delays in assessment of learners
Systemic barrier

 The problem of blocking parent participation is pervasive across the country.
 Schools are not structured to support a broad range of parents.
 Williams and Sánchez (2013) identified four structural barriers.
 These includes:
 Time poverty
 Lack of financial resources
 Lack of access
 Lack of awareness
 These combine to create barriers many parents living in poverty cannot overcome.
 Time poverty presents itself when parents cannot work around the school day.
 School’s hours of operation are not conducive to parent’s work schedules.
 The school is not designed for flexible scheduling, therefore many parents who work low-paying jobs do not
have the luxury of taking time off work to meet with teachers or other school staff members.
 Parents may also have childcare issues that create time poverty.
 When juggling schedules of two or more children of different ages, parents do not always have the ability to
meet on the school’s schedule.
 Many parents of low income cannot afford to get a babysitter.
Structural barrier

 Parents living in poverty may have a lack of awareness stemming from the lack of social capital that
supports a high level of proficiency in advocating for their children.
 Lack of access can occur when parents cannot get to the school. Those who lack transportation are not able
to get to the school and the system does not provide transportation for them.
 Lack of financial resources can be a barrier not only when parents cannot take time off work but also when
they cannot afford childcare.
 Lack of school-provided childcare can be a substantial inhibitor for those families who wish to participate.
 Many parents are not aware of their rights under the law and can therefore not assert them.
 Middle-class parents however, to bolster their advocacy, formed networks within the school and were able to
help one another when a problem arose.
 More time can be dedicated to encourage familial play than school work.
 Parents are making decisions based on limited communication as a direct result of the school withholding
information from them.
 Parents living in poverty may have a lack of awareness stemming from the lack of social capital that
supports a high level of proficiency in advocating for their children.
 Parents often miss school events when they have other children at home and are told it is an adult event only.
 Parents who do not speak English cannot access English-only newsletters.
Structural barrier

 Parents without computers cannot access email.
 Staff can often create structural barriers through a lack of communication.
 Teachers who have not lived in poverty may not fully grasp the inability to take time off of work, even for
something as important as their child’s education.
 This can create another block to parent involvement.
 Unfortunately, teachers may interpret a parent’s inability to participate during the school day as a lack of
valuing their child’s education.
 Working-class families have more ties of kinship than school networks.
Structural barrier

 Inclusive classroom environments are more than just a buzzword—they're a commitment to thoughtfulness,
respect, and academic excellence among all students.
 By working collaboratively, instructors and students can create spaces where diversity is celebrated and
every voice is heard.
 Here are nine powerful ways to promote inclusion in the classroom.
 Pursue Diversity and Equity Education
 Employ Diverse Hiring Practices
 Get to Know Your Students
 Use Diverse Curricula and Perspectives
 Encourage Respectful Conversations
 Promote a Positive Learning Environment
 Anticipate and Navigate Sensitive Issues
 Model Inclusive Language
 Provide Alternative Means of Participation
Ways and means to promoting successful inclusion

 The journey towards creating inclusive learning environments begins with education itself.
 The University of Illinois Urbana-Champaign's College of Education gives educators the opportunity to
specialize in diverse and equitable classrooms through the comprehensive Diversity & Equity in
Education (DE) concentration.
 This social-justice-focused program equips educators with transformative approaches to tackle diversity and
equity issues across P-16 learning environments.
 Upon completion, students earn a Master of Education (Ed.M.) in Education Policy, Organization, and
Leadership with a concentration in Diversity and Equity in Education.
 For those seeking a more flexible option, Education at Illinois also offers a 12-hour Diversity & Equity in
Education certificate.
 This focused certificate program provides educators with invaluable insights and tools to address diversity
and equity challenges within educational settings from preschool through higher education.
 With both options, educators can deepen their understanding and enhance their ability to create inclusive
spaces where every student can thrive.
Pursue Diversity and Equity Education

 A commitment to classroom inclusion without diverse classroom staff is equivalent to talking the talk
without walking the walk.
 Diversity hiring isn't just about filling quotas; it's about creating a vibrant and dynamic academic
environment that reflects the diverse society in which we live.
 By recruiting and retaining faculty and administrative staff from various backgrounds, educational
institutions enrich the learning experience for all students.
 Diverse perspectives in the workforce enable the creation of learning materials that celebrate diversity and
equity, preparing students for a globalized world.
Employ Diverse Hiring Practices

 Creating an inclusive classroom environment requires building profound connections with each student.
 Acknowledging every individual's diverse backgrounds, experiences, and learning modalities is paramount.
 Educators should allocate time and energy to actively listen to their students' stories, aspirations, and
obstacles.
 By establishing a nurturing and empathetic atmosphere where every student feels heard and valued,
educators lay the groundwork for positive learning experiences.
Get to Know Your Students

 Integrating diverse curricula and perspectives into the classroom is pivotal in driving a comprehensive view
of the world among students.
 By appreciating literature, history, and art from an array of cultures and backgrounds, educators empower
students to see reflections of themselves within the material.
 Additionally, exposing students to a spectrum of perspectives allows for critical analysis of intricate issues
such as identity, privilege, and social justice.
Use Diverse Curricula and Perspectives

 Facilitating space for open and respectful dialogues is imperative for nurturing an inclusive classroom.
 Tackling delicate topics such as race, gender, and religion necessitates guidelines for discussion that
prioritize active listening, empathy, and comprehension.
 Encouraging students to articulate their viewpoints while respecting alternative opinions ensures that diverse
voices are acknowledged and valued.
 By orchestrating meaningful conversations, educators empower students to engage constructively with
complex societal issues.
Encourage Respectful Conversations

 A positive learning environment is characterized by mutual respect, support, and collaboration among
students and educators.
 Educators should actively promote a sense of belonging and inclusivity by celebrating diversity and
acknowledging the unique contributions of each individual.
 Additionally, addressing instances of bullying, discrimination, or exclusion promptly and effectively
reinforces the institution's commitment to a safe and inclusive learning environment for all students.
Promote a Positive Learning Environment

 Sensitive issues related to identity, culture, and social justice often arise within educational settings.
 Educators should proactively address these issues by creating a safe space for open dialogue and reflection.
 By acknowledging and validating students' experiences and perspectives, educators can promote empathy,
understanding, and inclusivity within the classroom.
 Additionally, providing resources and support for students who may be navigating sensitive issues ensures
that all students feel supported and valued within the educational community.
Anticipate and Navigate Sensitive Issues

 Creating an inclusive classroom environment ensures that every student feels valued and respected.
 A key aspect of nurturing inclusivity is using language that is inclusive and affirming of all identities.
 Educators can achieve this by avoiding stereotypes and hurtful remarks, respecting students' names and
pronouns, and incorporating inclusive language into their communication.
 By cultivating a culture of respect and acceptance through language, educators can promote a positive
learning environment where all students feel welcome and empowered to participate.
 In addition to using inclusive language, educators should also actively address biases and micro aggressions,
incorporate diversity into the curriculum, and model inclusive behavior.
 Educators can create a classroom where every student feels seen, heard, and valued by educating themselves
and others about the importance of inclusive language and behavior.
 Encouraging student input and regularly reflecting on language practices further reinforces the commitment
to inclusivity and promotes a collaborative and supportive learning environment.
Model Inclusive Language

 Recognizing and accommodating diverse learning styles and preferences is essential for promoting
inclusivity within the classroom.
 Educators should offer alternative means of participation, such as written assignments, group projects, or
online discussions, to cater to the diverse needs of students.
 By providing flexibility and choice in how students engage with course material, educators empower
students to demonstrate their understanding and creativity in ways that resonate with them.
 Additionally, offering accommodations for students with disabilities ensures equal access to educational
opportunities and promotes inclusivity within the learning environment.
Provide Alternative Means of Participation

 Teachers, school leaders and education stakeholders play a fundamental role in developing safe and inclusive
classroom environments for all.
 In particular, among factors inclined to policy influence, variables related to teachers and teacher quality
have the largest impact on student learning, with teacher quality being the most important school factor
impacting on student performance.
 As teachers are an essential contribution to student learning and well-being, building teacher capacity for
inclusive teaching is crucial.
 For education systems to be high-quality and equitable, attracting, selecting, developing, supporting and
retaining high-quality teachers represent key preconditions.
 Effectively valuing diversity and fostering inclusion in the classroom depends on ensuring that teachers
possess the right set of skills and knowledge to do so.
 To achieve this, teachers should be acknowledged as lifelong learners who understand and can create rich
and inclusive learning environments.
 Initial teacher education (ITE) should start equipping teachers with knowledge and skills for inclusive
teaching.
 Once in the classroom, teachers can better acquire certain competences and skills.
Capacity building for teachers to inclusive education

 Therefore, continuous professional learning (CPL) becomes crucial so that, when facing new challenges,
teachers are able to respond to them by consolidating their knowledge and competences and learning new
skills.
 Along the continuum of teacher development, strategies to promote teacher capacity for inclusive teaching
can take the form of, among others, induction and mentoring, as well as formal and informal in-service
training.
 To further guide and support inclusive teaching, an inclusive school leadership and an inclusive school
management are key.
 Evaluating teacher competences and performance with respect to inclusive teaching is key to promoting
inclusive classroom environments for all.
 Teacher evaluations have two main components, improvement and accountability functions, aiming at
improving teaching practices and making teachers accountable for their performance.
 While integrating the two functions into a single teacher evaluation can be challenging (Ibid.), ensuring that
education systems are equipped with frameworks to evaluate teachers for inclusive teaching remains crucial.
 In teacher evaluations, ensuring that teachers from diverse backgrounds are equitably and inclusively
assessed is also key.

 The diversity and heterogeneity found in student populations should be mirrored in the teaching workforce
by attracting and retaining more diverse teachers.
 This also includes supporting teachers from diverse backgrounds throughout their teaching career and, in
particular, as novice teachers.
 Furthermore, a holistic approach to student well-being in inclusive and diverse classroom environments
should be complemented with adequate support to teacher well-being.
 As a matter of fact, in order to be the most effective, teachers should have the highest levels of well-being,
self-efficacy and confidence.

 Stakeholders are key actors in shaping the ethos of educational institutions and in ensuring that policies and
legislation for equity and inclusion in education are carried into effect through practices tailored to the local
context of the school and community
 From an equity perspective, school leadership has been recognised as an important factor in influencing
student learning outcomes and the starting point for improving student achievement in disadvantaged
schools.
 School leadership also plays a crucial role in the development and implementation of inclusive instructional
programme, as well as in creating collaborative school environments that promote inclusive teaching
practices and serve the needs of all students.
 Indeed, an international literature review found that schools with inclusive cultures tended to have leaders
who were “committed to inclusive values and to a leadership style that encourages a range of individuals to
participate in leadership functions”.
 Particular forms of leadership have been recognised as being effective in promoting equity and inclusion in
schools through facilitating “more powerful forms of teaching and learning, creating strong communities of
students, teachers and parents, and nurturing educational cultures among families”.
Capacity building for stakeholders to inclusive education

 The Supporting Inclusive School Leadership project developed by the European Agency for Special Needs
and Inclusive Education identified three core functions of “inclusive school leadership”:
 Setting direction
 This involves identifying and articulating a shared vision of inclusive education, setting expectations
for staff and building acceptance of group goals in line with this vision, monitoring performance, and
communicating with stakeholders.
 Organisational development
 This involves creating and facilitating professional learning opportunities, supporting and motivating
teachers, facilitating reflective practice, and focusing on learning.
 Human development
 This involves creating and sustaining an inclusive school culture, developing collaborative practices,
building partnerships with parents and the community, and distributing leadership roles.
 According to the Supporting Inclusive School Leadership project, these core functions translate into a
number of specific roles and responsibilities at the individual, school, community and system levels.
Capacity building for stakeholders to inclusive education

 Welcoming every child into regular classes.
 Providing support and care to every child and teacher and ensuring every child’s participation in the day-to-
day school activities.
 Focusing on what a child is capable of rather than focusing on their disabilities.
 Creating different educational plans for children based on their abilities.
 Providing the right vocational services to children with disabilities and helping them choose careers best
suited to them.
 Helping teachers identify the strengths and weaknesses of children and assist those who need help.
 Encouraging children with disabilities to take up leadership roles and responsibilities and help them become
confident, independent, and self-reliant.
Features of inclusive education

 Encouraging and helping the parents to become more involved in their children’s education.
 Sensitizing the abled students about the needs and difficulties faced by their disabled friends, and teaching
them to be grateful for what they have been blessed with. This helps children develop maturity and
sensitivity and a different perspective of the world around them.
 Training teachers to develop a different set of skills, which will help them understand the needs of the
differently-abled children in their classrooms.
 And, most importantly, creating social acceptance and awareness about inclusive education. This helps
remove the stigma attached to disability and encourages parents to send their disabled children to regular
schools.
Features of inclusive education

 Friendships
 Increased achievement of IEP goals
 Greater access to general curriculum
 Enhanced skill acquisition and generalization
 Increased inclusion in future environments
 Greater opportunities for interactions
 Higher expectations
 Increased school staff collaboration
 Increased parental participation
 Families are more integrated into community
 Increased social initiations, relationships & networks
 Peer role models for academic, social & behavior
skills
Benefits of inclusive education with disabilities

 Meaningful friendships
 Increased appreciation and acceptance of individual differences
 Increased understanding and acceptance of diversity
 Respect for all people
 Prepares all students for adult life in an inclusive society
 Opportunities to master activities by practicing and teaching others
 Greater academic outcomes
 All students needs are better met, greater resources for everyone
Benefits of inclusive education without disabilities

 Inadequate Resources
 Behavior Issues
 The Requirement of Special Classrooms Arrangement for Certain Disabilities
Disadvantages of Inclusive Education

UNIT – III
BUILDING INCLUSIVE LEARNING
ENVIRONMENTS

 Inclusive learning provides all students with access to flexible learning choices and effective paths for
achieving educational goals in spaces where they experience a sense of belonging.
 In an inclusive education environment, all children, regardless of ability or disability, learn together in the
same age-appropriate classroom.
 It is based on the understanding that all children and families are valued equally and deserve access to the
same opportunities.
 Inclusive learning goes hand in hand with Universal Design for Learning (UDL), a set of principles for
curriculum development that gives all students an equal opportunity to learn.
 According to the National Center on Universal Design for Learning, “UDL provides a blueprint for creating
instructional goals, methods, materials, and assessments that work for everyone — not a single, one-size-fits-
all solution but rather flexible approaches that can be customized and adjusted for individual needs.”
Inclusive Education

 This allows for general education teachers and specialists to work together in the same learning environment,
benefiting all students, who are offered additional resources and support.
 This support often results in greater academic gains for students with disabilities as well as students without
disabilities.
 Think Inclusive reported on a 2001 study that examined “academic progress for students with disabilities in
general education and self-contained classrooms over two years; 47.1% of students with disabilities in
general education made progress in math, compared to 34% in self-contained classes. Reading progress was
comparable in both settings. Interestingly, the study found typical peers made higher gains in math when
students with disability were present. Researchers hypothesized that extra help and support in these classes
created gains for all students.”
 Additional benefits include better communication skills and improved social skills for students with
disabilities, as well as fewer incidents of disruptive behavior and absences.
Why is inclusive education important?

 Use universal design principles to create accessible classrooms
 Use a variety of instructional formats
 Know your students’Individual Education Plan (IEP)
 Develop a behavior management plan
Inclusive Education Strategies

 Inclusive Schools Network – ISN is a digital resource for families, schools and communities looking to
design and implement effective inclusive schools. They offer a wide variety of resources including assessment
tools, collaboration strategies, technology advice and much more.
 National Center for Learning Disability – NCLD advocates for people with disabilities offering programs
and resources for parents, young adults, professionals and educators.
 Wrightslaw – Wrightslaw is a great resource for those looking to learn more or stay up-to-date on special
education law, education law and advocacy for children with disabilities.
 TASH – It works to advance inclusive communities through advocacy, research, professional development,
policy and information and resources for parents, families and self-advocates.
 ASCD – The Association for Supervision and Curriculum Development (ASCD) covers a range of
educational topics not limited to inclusive learning. This is a great resource for educators across all disciplines
and grade levels, whether they are looking to create an inclusive school or simply find new strategies to
improve their effectiveness in the classroom.
Inclusive Learning Resources for Teachers

 An inclusive classroom is a learning environment that supports all students, no matter what their individual
needs or learning barriers are.
 Creating an inclusive learning environment means teachers and other school staff provide students with
equal achievement opportunities and learning access.
 A student may find learning and achievement more difficult if they:
 Speak English as a second language.
 Come from a low-income family.
 Are part of a minority community.
 Identify as a different gender or sexuality.
 Have a disability or different mental abilities.
 Creating an inclusive classroom also means providing a respectful, welcoming environment that makes
students feel comfortable.
 Teachers can implement many strategies to create inclusive, happy, safe and purposeful learning
environments.
 To create inclusive classrooms, teachers should educate themselves, set clear behavior standards for
students, model respect and provide space for students to practice empathy.
 Various inclusive classroom strategies can help teachers accomplish these goals and support their students.
Inclusive Classroom

 Creating an inclusive classroom allows all students to feel respected, happy and safe in their learning
environment.
 These feelings help them learn and develop better than they would in an unsupportive environment.
 Inclusive environments help students learn about diverse backgrounds and perspectives, communicate with
their peers and practice empathy.
 Inclusive education can benefit all students.
 Inclusive classroom strategies directly benefit students with additional needs, but they can also benefit
students who don't need special assistance.
 Inclusive education strategies have no impact or a positive impact on most students without additional needs.
 All students can benefit from additional support and a welcoming environment.
Who Benefits From Inclusive Education?

 To provide a safe learning environment, teachers should focus on creating a sense of psychological safety for
their students.
 Psychological safety is a sense that individuals can be themselves and speak up without the risk of being
ridiculed, embarrassed, punished or rejected. It requires mutual respect and interpersonal trust.
 Teachers can facilitate safe, inclusive classrooms by creating space for difficult conversations regarding
diversity.
 In doing so, they can mediate between students of diverse backgrounds, races, ethnicities and sexual
orientations.
 Creating space for difficult conversations facilitates learning, unity-building, acceptance and healing.
 Let students know they can come to you, and provide ways for them to share their thoughts and feelings
safely.
 Never make a student feel embarrassed or ashamed for what they share with you.
 Students who feel safe at school will learn and perform better.
Focus on Students' Safety

 Elevate Your Curriculum
 Use Inclusive Language
 Create and Enforce Class Values and Behavior Standards
 Aggression or violence is never allowed.
 Foul or hateful language is unacceptable.
 All peers have the right to express their thoughts and feelings.
 All peers have the right the feel respected and safe.
 Respect others' property.
 Create Space for Students to Practice Empathy
 Focus on Global Competence
 Avoid Making Assumptions Based on Stereotypes
 Educate Yourself
Inclusion Classroom Strategies

 A disability is any condition of the body or mind (impairment) that makes it more difficult for the person
with the condition to do certain activities (activity limitation) and interact with the world around them
(participation restrictions).
 Disability is a permanent or long-term total or partial impairment in one of the physical, sensory, mental,
communicative, educational or psychological abilities.
 They mean that normal life requirements can not be met by the disabled person, leading them to depend on
others to meet them, or need a special tool that requires special training or rehabilitation for good use
 Although “people with disabilities” sometimes refers to a single population, this is actually a diverse group
of people with a wide range of needs.
 Two people with the same type of disability can be affected in very different ways.
 Some disabilities may be hidden or not easy to see.
Disability

According to the World Health Organization, disability has three dimensions:1
 Impairment in a person’s body structure or function, or mental functioning; examples of impairments
include loss of a limb, loss of vision or memory loss.
 Activity limitation, such as difficulty seeing, hearing, walking, or problem solving.
 Participation restrictions in normal daily activities, such as working, engaging in social and recreational
activities, and obtaining health care and preventive services.
Disability

 Related to conditions that are present at birth and may affect functions later in life, including cognition
(memory, learning, and understanding), mobility (moving around in the environment), vision, hearing,
behavior, and other areas. These conditions may be
 Disorders in single genes (for example, Duchenne muscular dystrophy);
 Disorders of chromosomes (for example, Down syndrome); and
 The result of the mother’s exposure during pregnancy to infections (for example, rubella) or substances,
such as alcohol or cigarettes.
 Associated with developmental conditions that become apparent during childhood (for example, autism
spectrum disorder and attention-deficit/hyperactivity disorder or ADHD)
 Related to an injury (for example, traumatic brain injury or spinal cord injury).
 Associated with a longstanding condition (for example, diabetes), which can cause a disability such as vision
loss, nerve damage, or limb loss.
 Progressive (for example, muscular dystrophy), static (for example, limb loss), or intermittent (for example,
some forms of multiple sclerosis).
Disability

 Vision
 Movement
 Thinking
 Remembering
 Learning
 Communicating
 Hearing
 Mental health
 Social relationships
Types of disabilities

 Impairment is an absence of or significant difference in a person’s body structure or function or mental
functioning. For example, problems in the structure of the brain can result in difficulty with mental
functions, or problems with the structure of the eyes or ears can result in difficulty with the functions of
vision or hearing.
 Structural impairments are significant problems with an internal or external component of the body.
Examples of these include a type of nerve damage that can result in multiple sclerosis, or a complete loss of
a body component, as when a limb has been amputated.
 Functional impairments include the complete or partial loss of function of a body part. Examples of these
include pain that doesn’t go away or joints that no longer move easily.
What is impairment?

 Physical access
 This means access to buildings, public spaces, and any other place a person might need to go for work,
play, education, business, services, etc.
 Physical access includes things like accessible routes, curb ramps, parking and passenger loading zones,
elevators, signage, entrances, and restroom accommodations.
 Access to communication and information
 Signs, public address systems, the Internet, telephones, and many other communication media are oriented
toward people who can hear, see and use their hands easily.
 Making these media accessible to people with disabilities can take some creativity and ingenuity.
 Program accessibility
 People with disabilities have, in the past, often been denied access to services of various kinds –
from child care or mental health counseling to help in retail stores to entertainment – either due to lack of
physical accessibility or because of discomfort, unfamiliarity, or prejudices regarding their disabilities.
Access for people with disabilities

 Employment
 Discrimination in hiring on the basis of disability – as long as the disability doesn’t interfere with a
candidate’s ability to perform the tasks of the job in question – is illegal in the U.S. and many other
countries, and unfair everywhere.
 Education
 Everyone has a right to an education appropriate to her talents and needs.
 The Individuals with Disabilities Education Act (IDEA) in the U.S., as well as laws in many other
countries, guarantee education to students with disabilities.
 In the case of IDEA, that guarantee extends through high school, while ADA covers undergraduate and
graduate students (without discrimination) at colleges and universities.
 Community access
 Everyone should have the right to fully participate in community life, including attending religious
services, dining in public restaurants, shopping, enjoying community park facilities, and the like.
 Even where there are no physical barriers, people with disabilities still sometimes experience differential
treatment.

 Employment
 Discrimination in hiring on the basis of disability – as long as the disability doesn’t interfere with a candidate’s ability to
perform the tasks of the job in question – is illegal in the U.S. and many other countries, and unfair everywhere.
 Education
 Everyone has a right to an education appropriate to her talents and needs.
 The Individuals with Disabilities Education Act (IDEA) in the U.S., as well as laws in many other countries, guarantee
education to students with disabilities.
 In the case of IDEA, that guarantee extends through high school, while ADA covers undergraduate and graduate students
(without discrimination) at colleges and universities.
 Community access
 Everyone should have the right to fully participate in community life, including attending religious services, dining in public
restaurants, shopping, enjoying community park facilities, and the like.
 Even where there are no physical barriers, people with disabilities still sometimes experience differential treatment.
 In general, ADA requires that public and government facilities, cities and towns, educational institutions, employers, and service
providers make reasonable accommodations to serve people with disabilities. “Reasonable accommodation” means making
changes that don’t cause unreasonable hardship to the party making them or to others that party deals with (students, customers,
employees, program participants, etc.).

 In many countries, it’s the law
 It’s a matter of fairness and respect
 Failing to ensure accessibility wastes talent and energy
 It makes good business and economic sense
 Many people with disabilities already have a difficult life
 People with disabilities add diversity to the community, and that diversity enriches the community
 Access for people with disabilities improves access for everyone.
Why ensure access for people with disabilities?

 When new public facilities are being designed and/or built
 When there’s an addition, renovation, or repair made to a public facility
 When a historic building is rehabilitated for a public use
 When a community group is working on improving or rehabilitating a public facility or space
 When an organization, institution, or agency that provides services or education is moving or renovating its
facility
 When there are complaints about lack of access
When do you ensure access for people with disabilities?

 People with disabilities themselves
 Organizations concerned with disability rights
 Legislators and other public officials
 Enforcing agencies
 Employers
 Educators
 Organizations that provide public services
 The court system, when necessary
 Architects and planners
 Developers
Who should ensure access for people with disabilities?

 Physical access
 Access to services
 Employment
 Education
 Spaces that need to be physically accessible include:
 Public facilities
 Federal, state, and local government facilities
 Outdoor spaces, such as public parks, monuments,
squares, gardens, etc.
 Public ways
 Public transportation
 Access to communication and information
 Posters & announcements
 Sign language interpretations
 Internet
 Television
 Concerts and theater performances
 Readers
How do you ensure access for people with disabilities?

 Universal Design (UD) is the design and composition of an environment so that it can be accessed,
understood and used to the greatest extent possible by all people regardless of their age, size, ability or
disability.
 An environment (or any building, product, or service in that environment) should be designed to meet the
needs of all people who wish to use it.
 This is not a special requirement, for the benefit of only a minority of the population. It is a fundamental
condition of good design.
 If an environment is accessible, usable, convenient and a pleasure to use, everyone benefits.
 By considering the diverse needs and abilities of all throughout the design process, universal design creates
digital and built environments, services and systems that meet peoples' needs. Simply put, universal design is
good design.
Universal Design

 The Disability Act 2005 defines Universal Design, or UD, as:
 The design and composition of an environment so that it may be accessed, understood and used
 To the greatest possible extent
 In the most independent and natural manner possible
 In the widest possible range of situations
 Without the need for adaptation, modification, assistive devices or specialised solutions, by any persons
of any age or size or having any particular physical, sensory, mental health or intellectual ability or
disability, and
 Means, in relation to electronic systems, any electronics-based process of creating products, services or
systems so that they may be used by any person.
Definition of Universal Design

 Universal Design recognises the various layers that make up the ecosystem as follows:
 Macro level – European/National level –- establishing policies, directives, legislative acts,
developing standards, promoting awareness, ensuring the diffusion of Universal Design and its adoption at
national and regional levels.
 Meso level – institutional level –- covering governance, codes of practice, monitoring/certification,
policies and procedures as well as linking families and the community-based initiatives
 Micro level – individual level –- ensuring needs and abilities are recognised and catered for through the
development of resources/toolkits along with training and supports to positively impact on practices;
design and layout of the physical environment; technologies including assistive technologies etc.
 A good example of this approach specifically focusing on the built environment was the funded research
on Universal Design of Shared Educational Campuses in Ireland (2015).
Systems Approach to Applying Universal Design

 The 20th Century brought about major social changes with respect to civil and human rights.
 Medical advances during this period meant that the likelihood of surviving an injury or illness was far
greater.
 People were living longer and the average life expectancy of people with severe impairments was increasing.
 Driven in part by factors such as the large number of Second World War soldiers returning home with
disabling injuries, the rights and needs of older people and people with disabilities were brought to the
forefront. Governments responded with the introduction of equal rights and anti-discrimination legislation.
 In the United States Ron Mace an architect coined the term Universal Design, who wanted to focus on
accessible housing with a universal design approach.
 Mace championed accessible building codes and standards in the United States.
 His thinking and application of the term universal design is an inclusive philosophy so that all people can
access and easily use the design.
 In the United Kingdom, Selwyn Goldsmith contributed to the idea of dropped kerbs.
 After consulting with other wheelchair users, they were developed in the early 1960s.
 The City of Norwich in the United Kingdom was the first city to install them at different intersections.
Overview of the History of Universal Design

 Dropped kerbs make pedestrian and wheelchair access simpler, safer and much more Convenient.
 A central element of universal design is consultation with users from the concept stage right through to the
final implementation of a design.
 The Council of Europe Committee of Ministers published the following resolution in 2001 introducing for
the first time the concept of Universal Design (Tomar Resolution (ResAP (2001)1) followed by
the Recommendation CM/Rec(2009)8 by the European Committee of Ministers to member states on
achieving full participation through Universal Design.
Overview of the History of Universal Design

 Disability-Specific Design
 As the social movements of the 20th Century were gathering momentum and new laws served to promote
social inclusion and prevent discrimination, pressure was placed on the design industry to meet the
demands of creating accessible and usable products, services and environments.
 Assistive Technology
 At the same time that the mainstream design industry was evolving, the parallel field of assistive
technology strove to provide more specialized solutions for people with specific requirements.
 Human-Centred Design and Human Factors
 The concept of making a physical alteration to an object to suit a person's needs dates back to early man
when materials such as animal bones were first used to create tools.
 Co-design/Participatory Design
 Co-Design is an approach to design that actively involves all stakeholders in the design process to help
ensure that the result meets their needs and is usable.
 Merging Design Fields
 Combining and drawing from developments in all the above fields, the concept of Universal Design was
introduced and has developed and progressed over the years.
Evolution of universal design industry

 The Principles of Universal Design were developed in 1997 by a working group of architects, product
designers, engineers and environmental design researchers, led by the late Ronald Mace in the North
Carolina State University (NCSU).
 The purpose of the Principles is to guide the design of environments, products and communications.
 According to the Center for Universal Design in NCSU, the Principles "may be applied to evaluate existing
designs, guide the design process and educate both designers and consumers about the characteristics of
more usable products and environments."
Principles of universal design

Principle 1: Equitable Use
 The design is useful and marketable to people with diverse abilities.
 The following guidelines for Principle 1:
 Provide the same means of use for all users: identical whenever possible; equivalent when not.
 Avoid segregating or stigmatizing any users.
 Provisions for privacy, security, and safety should be equally available to all users.
 Make the design appealing to all users.

Principle 2: Flexibility in Use
 The design accommodates a wide range of individual preferences and abilities.
 Provide choice in methods of use.
 Accommodate right- or left-handed access and use.
 Facilitate the user's accuracy and precision.
 Provide adaptability to the user's pace.

Principle 3 : Simple and Intuitive Use
 Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or
current concentration level.
 Eliminate unnecessary complexity.
 Be consistent with user expectations and intuition.
 Accommodate a wide range of literacy and language skills.
 Arrange information consistent with its importance.
 Provide effective prompting and feedback during and after task completion.

Principle 4: Perceptible Information
 The design communicates necessary information effectively to the user, regardless of ambient conditions or
the user's sensory abilities.
 Use different modes (pictorial, verbal, tactile) for redundant presentation of essential information.
 Provide adequate contrast between essential information and its surroundings.
 Maximize "legibility" of essential information.
 Differentiate elements in ways that can be described (i.e., make it easy to give instructions or directions).
 Provide compatibility with a variety of techniques or devices used by people with sensory limitations.

Principle 5: Tolerance for Error
 The design minimizes hazards and the adverse consequences of accidental or unintended actions.
 Arrange elements to minimize hazards and errors: most used elements, most accessible; hazardous
elements eliminated, isolated, or shielded.
 Provide warnings of hazards and errors.
 Provide fail safe features.
 Discourage unconscious action in tasks that require vigilance.

Principle 6: Low Physical Effort
 The design can be used efficiently and comfortably and with a minimum of fatigue.
 Allow user to maintain a neutral body position.
 Use reasonable operating forces.
 Minimize repetitive actions.
 Minimize sustained physical effort.

Principle 7 : Size and Space for Approach and Use
 Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body
size, posture, or mobility.
 Provide a clear line of sight to important elements for any seated or standing user.
 Make reach to all components comfortable for any seated or standing user.
 Accommodate variations in hand and grip size.
 Provide adequate space for the use of assistive devices or personal assistance.

 Universal Design in Education (UDE)
 Universal Design of Instruction
 Universal Design of Physical Spaces and the Technological Environment
 Universal Design of Distance Learning
 Universal Design as a Topic of Instruction
 Universal Design of Libraries
 Universal Design of Student Services
 Universal Design of Projects, Conference Exhibits, and Presentations
 Universal Design Checklists from Other Organizations
Application of Universal Design in various environment

 Universal Design in Higher Education: From Principles to Practice
 A valuable resource for researchers and practitioners on creating fully accessible college and university
programs. This book addresses a comprehensive range of topics on universal design for higher education
institutions, thus making a crucial contribution to the growing body of literature on universal design.
 Universal Design in Education: An Online Tutorial
 An instructional sequence for learning about the definition and principles of universal design and
applications in education.
 Universal Design in Education: Principles and Applications
 Applications of universal design to physical environments, information technology, instruction, and
student services at all educational levels.
 The Center for Universal Design in Education
 Comprehensive website on principles, processes, guidelines, checklists, and promising practices for
applying universal design to instruction, student services, information technology, and physical spaces.
 Applications of Universal Design in Education
 A summary of applications and examples of universal design to instruction, services, information
technology, and physical spaces.
Universal Design in Education (UDE)

 Universal Design of Instruction: Definition, Principles, and Examples
 Universal design principles applied to curriculum, educational technology, teaching strategies, and
classroom activities.
 Equal Access: Universal Design of Instruction
 A checklist to maximize the learning of all students (publication and video).
Universal Design of Instruction

 Equal Access: Universal Design of Physical Space
 A checklist for making physical environments welcoming, accessible, and usable by everyone.
 World Wide Access: Accessible Web Design
 Universal design applied to the development of web pages (publication and video).
 Universal Design of Web Pages in Class Project
 Teaching universal design to students learning about web design. Web Accessibility: Guidelines for
Administrators - guidance for non-technical administrators regarding how to assure that websites in their
organizations are accessible to everyone.
 Access Web
 A collection of resources on the design of accessible websites.
Universal Design of Physical Spaces and the Technological Environment

 Equal Access: Computer Labs
 A checklist that applies universal design principles to the development of accessible computer labs
(publication and video).
 Access to Technology in the Workplace: In Our Own Words
 How universally designed information technology benefits people with disabilities in employment settings
(publication and video).
 Use of Telecommunications Products by People with Disabilities
 Guidelines for the design of accessible telecommunications products.
 Creating Video and Multimedia Products that are Accessible to People with Sensory Impairments
 Guidelines for the design of accessible multimedia.
Universal Design of Physical Spaces and the Technological Environment

 Real Connections: Making Distance Learning Accessible to Everyone
 Applying universal design to the development of distance learning courses (publication and video).
 Equal Access: Universal Design of Distance Learning
 A checklist to assure access and promote the learning of all students.
 AccessDL
 A collection of resources on the design of accessible distance learning courses.
Universal Design of Distance Learning

 Universal Design of Web Pages in Class Projects
 How teachers can integrate universal design into core curriculum on creating web pages.
Universal Design as a Topic of Instruction

 Equal Access: Universal Design of Libraries
 Designing a library that is accessible to everyone (publication and video).
Universal Design of Libraries

 Equal Access: Universal Design of Student Services
 Overview and checklist for applying universal design principles to the development of accessible student
service units on postsecondary campuses (publication and video).
 Equal Access: Universal Design of Recruitment and Undergraduate Admissions
 A checklist for creating a recruitment and admissions process that is accessible to all potential students.
 Equal Access: Universal Design of Libraries
 A checklist with considerations for the universal design of libraries (video and presentation).
 Equal Access: Universal Design of Registration
 A checklist for designing an accessible registration office.
 Equal Access: Universal Design of Financial Aid
 A checklist for applying universal design principles to a financial aid office.
Universal Design of Student Services

 Equal Access: Universal Design of Advising
 A checklist for applying universal design principles to an advising center.
 Equal Access: Universal Design of Career Services
 A checklist for designing an accessible career services center.
 Equal Access: Universal Design of Housing and Residential Life
 A checklist for making housing and campus life accessible to all students.
 Equal Access: Universal Design of Tutoring and Learning Centers
 A checklist for applying universal design principles to tutoring and learning centers.
 Equal Access: Universal Design of Computer Labs
 A checklist for applying universal design principles to the development of accessible computer labs.
 Equal Access: Universal Design of Student Organizations
 A checklist for creating student organizations that are accessible to all students.
Universal Design of Student Services

 Equal Access: Universal Design of Professional Organizations
 A checklist for creating a universally designed professional organization.
 Equal Access: Universal Design of Your Project
 A checklist for making a project accessible to everyone.
 Equal Access: Universal Design of Conference Exhibits and Presentations
 A checklist for making content accessible to all participants.
Universal Design of Projects, Conference Exhibits, and Presentations

 Web Content Accessibility Guidelines
 Comprehensive guidelines that focus on access to web content for people with disabilities.
 Electronic and Information Technology
 Minimum standards for the accessibility of technology purchased, developed, maintained, and used by the
U.S. federal government.
 Information Technology in Education
 Checklist developed by Access IT for making technology in educational settings accessible to all students.
Universal Design Checklists from Other Organizations

UNIT – IV
CURRICULUM ADAPTATION

 Curriculum adaptation involves differentiation to meet the needs of all students.
 The content, the teaching process, assessment and evaluation, and the physical environment may be
modified to help students to achieve success in the classroom.
 The kind of activities chosen by the teacher, including group activities, must be flexible and reflect the
background knowledge of small groups or individual students.
 The following shows the adaptations that are required in different areas for inclusive pedagogy.
 However, the two terms adaptation and modification related to curriculum create some amount of confusion,
perhaps misunderstanding.
 While adaptation refers to adjusting assessments, material, curriculum or classroom environment, to
accommodate a student’s needs to enable him/ her to participate in and achieve the teaching-learning goals,
modifications involve making changes to learning goals, teaching processes, assignments and/or assessments
to accommodate a student’s learning needs.
Curriculum adaptation

 It means, making necessary changes in the existing curriculum to meet the learning requirements of children
with disabilities, so that they can also access the general curriculum.
 It involves adjusting the existing curriculum to meet the diverse needs of learners of different abilities.
 Curricular adaptations are adjustments and modifications implemented in the classroom and in the materials
used to adapt them to specific needs students with a disability may have.
 It involves differentiation to meet the needs of all students.
 Thus, this work is done to achieve these students' success and to be sure they have access to high-quality
education.
Meaning of curriculum adaptation

 According to NCERT (2015),
“Adaption refers to adjusting assessments, material, curriculum or
classroom environment to accommodate a student’s needs, so that he / she
can participate in and achieve the teaching – learning goals”.
 Adaptions may be achieved through accommodations and / or modifications of the existing curriculum.
Definition of curriculum adaptation

 Accommodations are defined as changes in course content, teaching strategies, standards, test presentation,
location, timing, scheduling, expectations, student-responses, environmental structuring and / or other
disability to participate in course / subject of study / test, which do not fundamentally alter or lower the
standard of expectations of the course or subject of study.
 Adaptions of curriculum in the form of accommodations are required only for those students with learning
disabilities and those with physical or mental disabilities at moderate level.
Curriculum accommodations

 Curriculum modification is defined as changes in course content, teaching strategies, standards, test
presentation, location, time, scheduling, expectations, student responses, environmental structuring and / or
other attributes which provide access for a student with disability to participate in a course / subject of study
/ test, which do fundamentally alter or lower the standard or expectations of the course or subject of study.
 It should be considered only for those students whose special needs are such that they are unable to access
the curriculum i.e. students with limited awareness of their surrounding, students with fragile mental /
physical health, students medically, cognitively or multiply challenged, in otherwise modifications of
curriculum are necessary only for students with severe disabilities.
Curriculum modifications

 Adaptations, accommodations, and modifications may seem like interchangeable terms, but when it comes to
inclusion they carry significantly different meanings.
 According to (NCERT 2015)
 Adaptation refers to adjusting assessments, material, curriculum, or classroom environment to
accommodate a student’s needs so he/she can participate in, and achieve the teaching-learning goals.
 Modification involves making changes to learning goals, teaching processes, assignments and/or
assessments to accommodate a student’s learning needs.
 Adaptations include, but are not confined to:
 audio tapes, electronic texts, or a peer helper to assist with assigned readings
 access to a computer for written assignments
 alternatives to written assignments to demonstrate knowledge and understanding
 advance organizers/graphic organizers to assist with following classroom presentations
 extended time to complete assignments or tests
 support to develop and practice study skills
 use of computer software which provides text to speech/speech to text capabilities
 pre-teaching key vocabulary or concepts; multiple exposure to materials
 working on provincial learning outcomes from a lower grade level
Relationship among adaptations, accommodations & modifications

 Accommodations in the form of adaptations occur when teachers differentiate instruction, assessment and
materials in order to create a flexible learning environment.
 Accommodations in the form of modifications are instructional and assessment-related decisions made to
accommodate a student’s educational needs that consist of individualized learning goals and outcomes which
are different than learning outcomes of a course or subject.
 Modifications should be considered for those students whose special needs are such that they are unable to
access the curriculum.
 Using the strategy of modifications for students not identified as special needs should be a rare practice.
 In many cases, modifications need only form part of an educational program for a student with special needs,
and they need not be a permanent or long term solution.
 Whether to use modifications should be reviewed on a regular basis.
 Decisions about modifications should be subject or course specific wherever possible.
Relationship among adaptations, accommodations & modifications

Accommodations Modifications
Classroom
instruction
Accommodations can help kids learn the
same material as their peers. This allows them
to meet the same expectations.
Kids who are far behind their peers may need
changes to the curriculum they’re learning.
These are called modifications.
Classroom
tests
Accommodations for testing can be different
from those used for teaching.
Modifications in testing often mean that a
student covers less material — or material
that is less complex.
Standardized
testing
Statewide tests allow
some accommodations like extra time or
taking a test on a computer.
Some students take what’s called an alternate
assessment. This state test
includes modifications to the regular test.
PE, music,
and art class
Accommodations for “special” classes like
PE, music, and art can be helpful for some
kids.
Sometimes, an assignment in a class like PE,
music, or art is unreasonable for your child.
When this happens, a modification may be
made.

 As a result of Right to Education Act, 2009, the composition of classrooms is changing.
 Students with varying levels of abilities cannot, and should not, be taught in the same manner.
 Without adaptations/modifications, some children in your classrooms would never be challenged to perform
upto their potential, while others may not be able to ever experience success.
 Curriculum adaptations involve effective teaching in the classroom that takes into consideration the
individual needs of all children including CWSN and learning difficulties.
 It has also been seen that adaptations if carried out effectively facilitate both academic and social
participation in class activities and can be used across various settings to facilitate success.
 Adaptations can also help in creating partnerships where parents and teachers can work together to evaluate/
implement adaptations.
Need for Curriculum Adaptation

 Curriculum adaptation is a form of reasonable accommodation as mandated by the UNCRPD 2006, which
facilitates the teaching-learning process when there are students with learning difficulties in the mainstream
classroom.
 Curriculum adaptations are made to simplify and reduce the content so that learners with difficulties can
absorb the most critical part of the curriculum.
 Adaptation of the curriculum ensures that all learners get access to quality and meaningful learning
experiences.
 Children with learning difficulties do not feel excluded when it comes to understanding the subject matter.
Why is Curriculum Adaptation necessary?

 In an inclusive classroom environment, quality education would depend upon a number of factors.
 Crucial amongst these are understanding of special needs of learners, infrastructural facilities, modified
environment that is warm, welcoming and inclusive, trained motivated teachers, flexible educational content
(what is being taught), strategies for teaching and evaluating that meet the needs of all children that focus on
meaning, active learning and interaction, sufficient teaching time and its optimal use by teachers, access of
every child to teaching learning materials and continuous onsite support to the teacher by specialists if
required.
Strategies of Curricular Adaptation for an Inclusive Classroom

Decision-Making Model for Designing Curricular Adaptation

 Quantity - Adapt the number of items that the learner is expected to learn or number of
activities student will complete prior to assessment for mastery.
 Time - Adapt the time allotted and allowed for learning, task completion, or testing.
 Level of Support - Increase the amount of personal assistance to keep the student on task
or to reinforce or prompt use of specific skills. Enhance adult-student relationship; use
physical space and environmental structure.
 Input - Adapt the way instruction is delivered to the learner.
 Difficulty - Adapt the skill level, problem type, or the rules on how the learner may
approach the work.
Types of Curriculum Adaptation

 Output - Adapt how the student can respond to instruction.
 Participation - Adapt the extent to which a learner is actively involved in the task.
 Alternate Goals - Adapt the goals or outcome expectations while using the same materials.
When routinely utilized, this is only for students with moderate to severe disabilities.
 Substitute Curriculum (Sometimes called functional curriculum) - Provide different
instruction and materials to meet a learner’s individual goals. When routinely utilized, this
is only for students with moderate to severe disabilities.
Types of Curriculum Adaptation

 UDL is an approach to curriculum design that can help teachers customize curriculum to serve all learners,
regardless of ability, disability, age, gender, or cultural and linguistic background.
 UDL provides a blueprint for designing strategies, materials, assessments, and tools to reach and teach
students with diverse needs.
 Universal design for learning (UDL) is a set of principles for designing curriculum that provides all
individuals with equal opportunities to learn.
 UDL is designed to serve all learners, regardless of ability, disability, age, gender, or cultural and linguistic
background.
 UDL provides a blueprint for designing goals, methods, materials, and assessments to reach all students
including those with diverse needs.
 Grounded in research of learner differences and effective instructional settings, UDL principles call for
varied and flexible ways to
 Present or access information, concepts, and ideas (the "what" of learning)
 Plan and execute learning tasks (the "how" of learning)
 Get engaged—and stay engaged—in learning (the "why" of learning)
Universal design for learning (UDL)

 UDL is different from other approaches to curriculum design in that educators begin the design process
expecting the curriculum to be used by a diverse set of students with varying skills and abilities.
 UDL is an approach to learning that addresses and redresses the primary barrier to learning: inflexible, one-
size-fits-all curricula that raise unintentional barriers.
 Learners with disabilities are the most vulnerable to such barriers, but many students without disabilities also
find that curricula are poorly designed to meet their learning needs.
 UDL helps meet the challenges of diversity by recommending the use of flexible instructional materials,
techniques, and strategies that empower educators to meet students' diverse needs.
 A universally designed curriculum is shaped from the outset to meet the needs of the greatest number of
users, making costly, time consuming, and after-the-fact changes to the curriculum unnecessary.
 The UDL framework is grounded in three principles
 Multiple means of representation – using a variety of methods to present information, provide a range of
means to support
 Multiple means of action and expression – providing learners with alternative ways to act skillfully and
demonstrate what they know
 Multiple means of engagement – tapping into learners’ interests by offering choices of content and tools;
motivating learners by offering adjustable levels of challenge.
Universal design for learning (UDL)

 The term Universal Design refers to a movement in architecture and product development that aims to make
places and things more accessible to individuals with disabilities.
 Many adaptations for people with disabilities benefit a variety of users.
 For example, ramps and curb cuts make it easier for parents with baby strollers, elderly people, and delivery
people to negotiate walkways and street.
 Similarly, closed captions on television and movies can be appreciated not only by the deaf and hard of
hearing, but by people who can read them in noisy environments.
 They can also be used as support for listening comprehension by viewers learning the language.
 The concept that everyone benefits when designs incorporate the needs of every user has become known as
universal design.
 UDL extends this concept to education by applying advances in the understanding of how the brain
processes information to the design of curricula that accommodate diverse learning needs.
Roots of UDL

 The good news is that UDL is not in conflict with other methods and practices.
 It actually incorporates and supports many current research-based approaches to teaching and learning, such
as the following:
 Cooperative learning (group work)
 Differentiated instruction
 Performance-based assessment
 Project-based learning
 Multisensory teaching
 Theory of multiple intelligences
 Principles of student-centered learning
Under the UDL Umbrella

 Adult students benefit from two major aspects of UDL:
 its emphasis on flexible curriculum
 the variety of instructional practices, materials, and learning activities.
 All students, including those learning English, older students, and those with disabilities appreciate the
multifaceted ways content is presented, as well as options for demonstrating what they know.
 UDL helps educators meet the challenge of serving those with special needs while enhancing learning for all.
How Can Students Benefit from UDL?

Instructors may want to try the following strategies (Rose & Meyer, 2002)
 Use multiple strategies to present content - Enhance instruction through the use of case studies, music, role
play, cooperative learning, hands-on activities, field trips, guest speakers, Web-based communications, and
educational software. Example: Students can role play important events in American history to give them a
better understanding of the events and people involved. Also, offer a choice of learning contexts by
providing opportunities for individual, pair, and group work as well as distance learning, peer learning, and
field work.
 Use a variety of materials. To present, illustrate, and reinforce new content, use materials such as online
resources, videos, podcasts, PowerPoint presentations, realia, manipulatives, and e-books.
 Provide cognitive supports. Give students organizing clues; for example: “I have explained the four main
points, and now I am going to summarize them.” Present background information for new concepts using
pictures, artifacts, videos, and other materials that are not lecture-based. Scaffold student learning (provide
temporary support to reduce the complexity of a task) by providing a course syllabus, outlines, summaries,
study guides, and copies of PowerPoint slides.
How Can Instructors Incorporate UDL?

 Teach to a variety of learning styles. Build movement into learning. Give instructions both orally and in
writing to engage students auditorily and visually. Consider using large visual aids for slides, graphics, and
charts.
 Provide flexible opportunities for assessment. Allow students to demonstrate their learning in multiple ways
that include visual and oral presentation, rather than only written assessment.
How Can Instructors Incorporate UDL?

 Differentiated instruction is a teaching approach that tailors instruction to all students’learning needs.
 All the students have the same learning goal. But the instruction varies based on students’ interests,
preferences, strengths, and struggles.
 Instead of teaching the whole group in one way (like a lecture), a teacher uses a bunch of different methods.
 This can include teaching students in small groups or in one-on-one sessions.
 Students have “multiple options for taking in information, making sense of ideas, and expressing what they
learn,” says Carol Ann Tomlinson, an educator who has done innovative work in this area.
Differentiated instruction

 According to Tomlinson, there are four areas where teachers can differentiate instruction:
 Content: Figuring out what a student needs to learn and which resources will help
 Process: Activities that help students make sense of what they learn
 Projects: Ways for students to “show what they know”
 Learning environment: How the classroom “feels” and how the class works together
 This approach works well with the response to intervention (RTI) process used in some schools.
 The goal of RTI is to address learning struggles early.
 Students get extra support before they fall behind their peers.
Differentiated instruction

 Differentiated instruction can play out differently from one classroom to the next — and from one school to
the next. But there are a few key features:
 Small work groups - The students in each group rotate in and out. This gives them a chance to participate in
many different groups. A group can include a pair of students or a larger group. In all cases, it’s an
opportunity for students to learn from each other.
 Reciprocal learning - Sometimes students become teachers, sharing what they’ve learned and asking
classmates questions.
 Continual assessment - Teachers regularly monitor students’ strengths and weaknesses (in both formal and
informal ways) to make sure they’re progressing in their knowledge and mastery of schoolwork.
 Educators, learn more about how to use flexible grouping with small groups.
How differentiated instruction works

 A teacher uses differentiated instruction to give every student multiple paths to learning.
 That includes students with Individualized Education Programs (IEP) .
 Differentiated instruction doesn’t replace the goals in an IEP or a 504 plan.
 Instead, the teacher personalizes teaching to help kids meet those goals.
Differentiated instruction and special education

 Differentiated instruction is not the same as individualized instruction.
 That type of teaching changes the pace of how students learn.
 It also requires an individual approach for each student, which isn’t the case with differentiation.
 Differentiated instruction is also different from personalized learning.
 With personalized learning, students have their own learning profiles and paths to follow.
How it compares to other approaches

 Differentiated instruction is based on modification of four elements:
 Content
 Process
 Product
 Affect/learning environment
 This modification is guided by the teacher’s understanding of student needs—the students‟ readiness,
interests, and learning profile.
Key Elements of Differentiated Instruction

Distinguishes UDL & DI
 UDL is an overarching approach focused on the inclusive design of the whole learning environment at
the outset. UDL aims to ensure all students have full access to everything in the classroom, regardless of
their needs and abilities. Student's supported to self-direct learning and monitor progress.
 Differentiation instruction is a strategy aimed at addressing each student’s individual levels of readiness,
interest, and learning profiles. The teacher modifies content and processes to address the needs of each
student. The teacher directs students to specific activities to further their learning.

UDL DI
Proactive Reactive
Evaluates environment, classroom, culture Evaluates the student
Intentional Cause / effect
Designs instruction prior to arrival of students Retrofits instruction
Focuses on variability Focuses on individual disability
Plans for the margins Modifies to individual margins
Values variety Conforms to normal
Removes barriers Works around barriers
Distinguishes UDL & DI

 UDL & DI are both positive approaches towards learning as both are student-centric.
 Both approaches help students achieve success in accessing the content by using strategies involving a wide
variety of tools and technology as well as scaffolding.
 Thus, in an inclusive classroom, it is not a question of teachers practicing UDL or DI; but it is both UDL &
DI.
 UDL is predominant during pre-instructional and instructional phase, whereas DI is undertaken in the post-
instructional phase.
 Thus both UDL & DI are to be integrated as illustrated in the next slide.
Integration of UDL & DI

 Inclusive classrooms consist of diverse learners with different ability levels to learn and hailing from
different socio-economic backgrounds.
 The students who most commonly included in inclusive classrooms are those with physical disabilities that
have no or little effect on their academic work, students with all types of mild disabilities and students whose
disabilities require relatively few specialized services.
 Inclusive education 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 educational
setting with an appropriate network of support services.
 A number of teaching strategies are practiced in delivering instruction in inclusive classrooms of which the
notable ones are:
 Peer tutoring
 Co-operative learning
 Co-teaching
 The details of which are presented in the next slides
Teaching Strategies for Inclusive Classrooms

 Teaching practices that provide opportunities to students to learn together in small groups are known as
Cooperative Learning.
 Cooperative Learning is children learning together in groups, which are structured so that group members
have to cooperate to succeed.
 Students work together to learn and are responsible for their team-mates' learning as well as their own.
 Today, many teachers in Cambodia are reconsidering traditional practices that emphasized competition over
cooperation in the classroom.
 Teachers are rethinking whether it makes sense to encourage students to work by themselves, often hiding
what they know from other students in order to prevent cheating.
 They are discovering that cooperative learning allows more students to be actively engaged in learning.
 Classrooms are very social places but often when teachers think about learning the focus is on individual
learning and the social aspects are often viewed as a distraction and/or a nuisance.
 If, however teachers are able to make positive use of this social aspect and the social arrangement of the
classroom then more learning would take place.
Cooperative learning

 Cooperative Learning improves students' communication skills and enhances their ability to be successful in
the world of work and to live in the society.
 Effective cooperative learning is dependent on the sort of talk, which takes place in the group between
students.
 Talking about a question helps create meaning and understanding; humans make meaning about things
through talk.
 Studies have shown that by having to explain answers to problems to a peer that the act of having to clarify
and communicate actually enhances the students understanding.
 In these conversations it is the process of discussion that is important not whether the answers are right or
wrong.
 During cooperative learning activities, each member of a team is responsible not only for learning what is
taught but also for helping team-mates learn, thus creating an atmosphere of achievement.
 Students work through the assignment until all group members successfully understand and complete it.
Cooperative learning

 More children actively learning
 Children learn to help one another
 Child-to-child learning support
 Improved motivation through success
Why Cooperative Learning is Recommended

 Learning
 Increased academic learning
 Increased critical thinking ability
 More time spent on learning tasks
 Increased student retention
 Increased student motivation to learn
 Enhanced student satisfaction with their learning
experience
 Social development
 Reduces disruptive behaviour
 Develops peer relationships
 Promote student self-esteem
 Students use appropriate social skills
 Improved attitude towards school
 Communication
 Students learn to share information
 Helps students to consider other people's point of
view
 Helps students develop skills in oral
communication
Advantages of using cooperative learning

 It is only if the main elements of cooperative learning take place in the lesson that efforts may be expected to
be more productive than competitive and individualistic efforts.
 The main elements of Cooperative Learning are:
 Positive Interdependence
 Collaborative (social) Skills
 Processing group interaction
 Heterogeneous Grouping (mixing students)
 Individual Accountability
Elements of cooperative learning

 Specify academic objectives
 Specify collaborative skills
 Decide on group size
 Assign students to groups
 Arrange the room
 Plan materials
 Assign roles (reader, recorder, calculator, checker, reporter, materials handler etc.)
 Explain the task (explain procedures, give examples, asks questions to check task is understood by all)
 Test and question individual children (to promote individual accountability)
 Promote inter group co-operation (have groups check with each other and help each other)
 Monitor students' behaviour
 Praise good use of group skills
 Provide assistance on understanding a task
 Provide assistance on how the group can work together more effectively
 Ask children to reflect on how well they are working together as a group ("process group functioning") by
asking children to summarize.
Roles of the teacher in cooperative learning

 Peer tutoring is an organized learning experience in which one student serves as the teacher or tutor, and one
is the learner or tutee.
 It gives students an opportunity to use their knowledge in a meaningful, social experience (Conrad, 1974).
 Tutors reinforce their own learning by reviewing and reformulating their knowledge.
 Tutees gain one-on-one attention.
 Both tutors and tutees gain self-confidence (Howard et al., 1986), the tutor by seeing self-competence in his
or her ability to help someone and the tutee by receiving positive reinforcement from peers.
Peer tutoring

 Who should be a tutor?
 All students with some level of responsibility should be given the opportunity to be tutors. Research has
shown that the achievement level of the tutor does not matter in terms of tutee gains (Conrad, 1974).
 How do I train tutors?
 In order to have a successful peer-tutoring program, tutors do need to be trained. Basing a tutor-training
program on the following method has been shown to produce effective peer-tutors:
 Positive verbal feedback
 Corrective feedback
 Modeling by the teacher
 Role playing between teacher and tutors
 Role playing between students
Peer tutoring

 Tutor-training, including those components listed above, should take place over several sessions so that the
tutors have plenty of opportunity to practice and begin to feel comfortable.
 It will probably also be necessary to provide assistance during the onset of tutoring.
 It is important that the tutor is trained specifically for each type of activity or topic they will be tutoring.
 The tutor should understand, for example, how to use the flashcards, what the rules of the game are, or other
activity specific knowledge.
How do initiate peer-tutoring?

 Peer tutoring is most effective with drill and practice activities rather than with the introduction of new
information.
 With this in mind, the following are some ideas for implementing peer tutoring:
 Reading
 reading books together
 sight word practice (i.e., flashcards)
 writing a story together
 completing reading comprehension tasks together
 Math
 practice math flash cards
 solve word problems together
 seriation tasks (tasks which involve a series of steps)
Some ideas for using peer-tutoring

 Monitoring the effectiveness and productivity of tutoring sessions is necessary in motivating students.
 This can be accomplished by quizzing students on the material they have covered, having them turn in their
work, or having students monitor themselves, for example, by having the tutor keep track of correct and
incorrect answers by making marks on a card.
 The results from each monitoring card from a tutoring session can then be used to fill in a progress chart
which, over time, will be an indicator of progress.
Should we monitor progress of peer tutoring?

 Co-teaching is the instructional arrangement in which a general education teacher and a special education
teacher deliver core instruction along with specialized instruction, as needed, to a diverse group of students
in a single physical space.
 Co-teaching partnerships require educators to make joint instructional decisions and share responsibility and
accountability for student learning.
 Students, teachers and schools can receive many overarching benefits when there is a well constructed co-
teaching model(s) in place which is supported by strong, ongoing professional development and a supportive
administrator.
Co-teaching

 Enrichment opportunities
 Tiered levels of instruction within the classroom
 Access to a variety of instructional strategies supported by two highly qualified instructors
 A supportive system for educators that addresses students’ needs
 Opportunities for peer interactions
 Accommodations for students
 Reduced stigma for students with disabilities
 Exposure to positive academic and social role models
Benefit of students from co-teaching model

 Shared responsibility, which lightens the workload
 Combined ownership of the instructional environment
 Experts to collect and analyze data to inform instruction
 Increased collaboration in lesson development and delivery of instruction
 Mutual goals
 Less teacher isolation
 Greater teacher efficacy
 Shared responsibility for outcomes
 Classrooms with a potential for fewer behavior referrals
Benefits of teachers from co-teaching model

 Establishment of a school-based culture of collaboration
 Establishment of a supportive system for all educators
 Decreased student-to-teacher ratio
Benefits of schools from co-teaching model

Co-teaching is Co-teaching is not
Joint responsibility for planning, instruction delivery
and classroom management
One teacher maintaining all planning and instruction
A component of a continuum of services for students
with disabilities
Having a “smaller” class in a large classroom
Carefully matched professionals to ensure success for
ALL students
Two professionals providing instruction to a
homogenous group of students
Both professionals present in class every day An extra set of hands in the classroom
Both professionals planning lessons to meet the needs
of ALL learners
One paraprofessional and one professional instructing
Both professionals being responsible for ALL students
A special educator working only with students with
disabilities
Co-Teaching: What It IS, What It Is NOT

 Parallel Teaching
 Station Teaching
 Teaming
 Alternative Teaching
 One Teach, One Observe
 One Teach, One Assist
Models of co-teaching

 Teachers are both teaching the same information, but they divide the class into equal groups and teach
simultaneously.
 This allows for more support, more supervision and greater participation from students.
 Implementation :
 Students are divided into equal-sized groups
 Each teacher teaches the same content in the same amount of time
 Instructional methods may differ
 Groups do not rotate
Parallel Teaching

 Opportunities:
 Students may be divided into groups using a variety of strategies based on student or curricular needs.
 Teacher flexibility can enhance instruction. x Student-to-teacher ratio may be lower
 Students have an increased opportunity for response and participation
 Both teachers play an active role in instructing in this model
 Challenges
 Teachers need to identify appropriate physical space
 Teachers must have adequate knowledge of content and pedagogical skills to provide equally effective
instruction
 Having two teachers instructing at the same time may be distracting
 Teachers must consider noise level tolerance and purposefully plan for an effective classroom
environment
Parallel Teaching

 Teachers divide content and students.
 Each teacher then teaches a portion of the content to one group and subsequently repeats the instruction for
the other group.
 A third or fourth “station” can give students opportunities to work independently, accessing peer tutoring and
technology.
 Implementation:
 Students are divided into equal-sized groups
 Each teacher teaches a portion of the content in the same amount of time
 Teachers prepare two or more stations in advance
 Groups rotate from station to station
 Secondary teachers may consider station teaching, especially if they are in block schedules
Station Teaching

 Opportunities:
 Teachers have an opportunity to work with every student in the class
 Allows for a lower student-teacher ratio
 Results in fewer behavior issues during instructional time due to higher student activity/engagement
 Allows teachers to more closely monitor student learning and behavior
 This model may be used to increase student participation
 This model may be used when content is complex but not hierarchical
 Challenges:
 Identifying appropriate physical space can be difficult
 Teacher instructional methods may differ
 Teachers must have adequate knowledge of content and pedagogical skills to provide equally effective
instruction
 Classroom environment may be distracting for students with two teachers instructing
 Stations must be designed to function independently
 Teacher planning time may be significant
 Teachers must consider noise level tolerance and purposefully plan for an effective classroom
environment
Station Teaching

 Both teachers are delivering the same instruction at the same time.
 Some teachers refer to this as having “one brain in two bodies.”
 Others call it “tag-team teaching.” Most co-teachers consider this approach the most complex but satisfying
way to co-teach.
 This approach is most dependent on teachers’ styles.
 Implementation:
 Both teachers are fully engaged in delivery of the core instruction
 Both teachers are responsible for classroom management and student behavior
 Opportunities:
 This model can be very energizing
 Allows for a broadening of the curriculum through a variety of teaching strategies
 Allows teachers to work together collaboratively
 Allows teachers to demonstrate individual expertise
 Teachers can orchestrate instructional conversation
 Teachers can introduce new topics/concepts
Teaming

 Challenges:
 Both teachers must have strong content knowledge
 Teachers must gauge their contributions so that pacing is maintained
 Teachers must have significant planning time available
 Teachers are required to collaborate effectively
 Teachers may not be as aware of individual student needs
 Demands the greatest amount of trust and commitment from teachers
Teaming

 One teacher takes responsibility for the large group while the other works with a smaller group.
 The smaller group is not a permanent subset of the class and can be pulled aside for pre-teaching,
enrichment, tiered intervention, to develop a special activity to present to the remainder of the class, or for
presentation of content using an alternative method or strategy.
 Implementation:
 Teachers need to determine instructional/intervention needs of class
 The teacher who works with the smaller group follows the same lesson plan being implemented by
teacher in the larger group.
 The small group instructor makes accommodations and/or modifications to instruction to meet the needs
of students
 Challenges:
 Students with disabilities may always be in the same group at the same time
 Students may perceive a stigma of being placed into a small group
 Teachers may have difficulty finding adequate planning time
 One teacher may dominate the other in content and/or teaching style
Alternative Teaching

 Opportunities:
 Use when students’ content knowledge varies tremendously
 Use for managing student behavior to focus student learning
 Use for monitoring student performance to provide immediate feedback, positive reinforcement, and
correction
 Use for informal assessment to inform instruction and meet needs of students
 Use for pre/re-teaching, enrichment activities, and intentional observation time
Alternative Teaching

 One teacher manages instruction of the entire class while another teacher systematically gathers data that the
two teachers have determined to be important.
 This approach may best be used during the first weeks of school and near the end of the school year.
 Teachers should use this model five to ten percent of the time during a class period.
 Implementation:
 Teachers review instruction and mastery of concepts
 Teachers review and record student behavior(s) for decision making
 Teachers use this model to evaluate the effectiveness and delivery of instructional strategies
 Opportunities:
 Teachers focus on students’ needs more explicitly
 Teachers may monitor their own skills
 Teachers collect data for Individualized Education Program (IEP) planning
One Teach, One Observe

 Challenges:
 Teachers need to know how to collect and analyze appropriate data
 Teachers’ trust level needs to be strong
 Teachers may overuse
One Teach, One Observe

 One person takes primary responsibility for teaching the content of a lesson while the other professional
circulates through the room providing unobtrusive assistance to students as needed.
 During certain types of instruction or certain portions of a class period, this approach can be helpful.
 It should not be overused, and teachers should switch roles so that one isn’t the primary provider of content
and the other isn’t the primary “assistant” in the lesson.
 Implementation:
 Assisting teacher may collect data and observe to ensure student understanding
 Assisting teacher may provide assistance to struggling student(s)
 Assisting teacher may monitor student behavior
 Instructing teacher orchestrates learning tasks and classroom discussion
 Opportunities:
 Students may silently signal an adult for assistance
 Teachers may monitor more closely students’ social and academic behavior
One Teach, One Assist

 Challenges:
 Assisting teacher may act as a passive partner while instructing teacher maintains a traditional teaching
model.
 Students may view one teacher as the “real” teacher and the other as an assistant or aide
 Students may be distracted when one teacher walks around
 Students may expect one-on-one assistance
 Special educators need to be experts in the content area
 Teachers should use this model sparingly, and only for a portion of the instruction time
 Teachers should alternate roles, balancing instruction and assisting.
One Teach, One Assist

 The purpose of observing and evaluating any program is to determine the effectiveness of the program and
make decisions based on the outcome of the evaluation.
 The overarching question when evaluating a co-teaching program is “Does co-teaching positively affect
student outcomes?”
 Before implementing a co-teaching program, a school or district should determine whether or not it is
“ready” to implement co-teaching.
 This could be accomplished through a needs assessment or a co-teaching team readiness checklist.
 After determining an LEA’s readiness, creating a culture of collaboration, and implementing co-teaching
model(s) with fidelity, the evaluation process of co-teaching may involve two levels.
 Classroom level
 District level
Evaluating a Co-Teaching Program

 Accessible ICTs are the wide range of assistive and mainstream technologies and formats that can enable
students with a disability to enjoy an inclusive education.
 Accessible ICTs also include assistive technology (AT) which can be defined as a “piece of equipment,
product system, hardware, software or any service that is used to increase, maintain or improve functional
capabilities of individuals with disabilities.”
 A person’s ability to use technology may be impaired due to various physical, sensory, emotional or
cognitive disabilities.
 Accessible ICTs hold the potential to enable students with disabilities to receive education and become
independent in social and economic life of their communities.
 Moreover, they provide equitable learning opportunities through enabling communication with teachers and
fellow students.
 They also provide access to learning materials, so that students are able to do the course work, assignments
and appear for examinations.
 In general, accessible ICTs:
 enable greater learner autonomy
 unleash hidden potential for those with communication difficulties
 enable students to demonstrate achievement in ways which might not be possible with traditional methods
 enable tasks to be tailored to suit individual skills and abilities
Technology for Children with special needs in inclusive classrooms

 The wide variety of accessible ICTs are currently available and can help to overcome reduced functional
capacity.
 Accessible ICTs, therefore, include:
 Mainstream technologies - such as computers that contain in-built accessibility features;
 Accessible formats- also known as alternate formats - such as accessible HTML (HyperText Markup
Language), DAISY (Digital Accessible Information System) books but also include ‘low-tech’ formats
such as Braille.
 Assistive technologies (AT) - such as hearing aids, screen readers, adaptive keyboards etc. AT is a “piece
of equipment, product, system, hardware, software or a service that is used to increase, maintain or
improve functional capabilities of individuals with disabilities.

 In its training guide “ICTs in Education for People with Special Needs”, UNESCOs Institute for IT in
Education outlines 3 mains roles for the use of accessible ICTs in education:
 Compensation uses – technical assistance that enables the active participation in traditional educational
activities such as reading or writing
 Didactic uses – the general process of using ICTs to transform approaches to education. Many ICTs can be
used as a didactical tool to enable a more inclusive learning environment
 Communication uses – technologies that enable communication – often referred to as alternative and
augmentative communication devices and strategies.

 On a daily basis, most of us independently engage in a wide range of important and fulfilling activities.
 Most of the time we accomplish these activities with ease without thinking about the steps involved in
accomplishing them.
 For an individual with a disability, these activities can be difficult, time consuming, and sometimes even not
possible without personal assistance or ‘assistive technology’.
 In such cases, assistive technology has a great role to play. What do you understand by ‘assistive
technology’?
 Read carefully the following four statements:
 a student with a disability
 who wants to perform an activity
 using a technology or device
 within a context or an environment
 A technology or device with these four components is called ‘assistive technology
Understanding assistive technology

Understanding assistive technology

 Academic Learning Aids
 Aids to Daily Living
 Assistive Listening Devices and Environmental Aids
 Augmentative Communication
 Computer Access and Instruction
 Environmental Control
 Mobility Aids
 Pre-Vocational and Vocational Aids
 Recreation and Leisure
 Seating and Positioning
 Visual Aids
Categories of assistive technology

 Assistive technology has the capacity for increasing student independence, increasing participation in
classroom activities and simultaneously facilitating academic improvement of students with special needs,
providing them the ability to have equal access to their school environment.
 Assistive technology is often discussed by technology levels as being high, middle, or low-tech.
 A low-tech assistive technology option is usually easy to use, has low cost and typically does not require a
power source.
 Mid-tech assistive devices are also easy to operate but typically require a power source.
 The high-tech device is usually complex and programmable, and usually includes items that require
computers, electronics or microchips to perform a function.
 An example of the application of technology could range from having a voice input word processor (high-
tech) to a student using an adapted pencil grip (low-tech) to assist during writing.
 Another view of assistive technology focuses on the levels in applying the assistive technology personally,
developmentally, or instructionally necessary.
 Of these three, the most important to a teacher is instructionally necessary level.
 The personally necessary level is concerned with assistive technology devices that are for the use of an
individual student, and the suggestion and evaluation of such devices are left to experts.
Using assistive technology in inclusive classroom

 Developmentally necessary assistive devices can be shared among individuals.
 These devices help meet an educational need based on a developmental delay, which ideally would be
improved, thereby eliminating the need for the item in an individual’s future.
 The instructionally necessary devices are the devices that assist in the instructional process at a course or
grade level, and this level has important implications for the classroom teacher.
 This modification or technology applications would not need to accompany the student as he/she progresses
to the next course or academic level, and instead the assistive technology device could remain at the teacher
level.
Using assistive technology in inclusive classroom

 Full exemption in TNPSC exams
 Provide extra time
 Overlooking spelling errors
 Provide calculator in math
 Arrange scribe facility and financial assistance for scribe
 TN SET 2024 – Rs.800/-
 NTA NET June 2024 – Rs.325/-
 TN TRB Assistant Professor Recruitment – Rs.300/-
Examination concessions for children with special needs

Provisions for children with special needs
 Scholarship ( 1st std to 8th std students ) from Rs.1000 to Rs.3000
 Scholarship ( 9th std to 12 std and ITI) Rs.4000
 Scholarship ( 9th std to 12 std and ITI) Rs.4000
 Readers allowance to visually impaired persons (9th Std to Post Graduation) Rs.3000 to Rs.6000
 Government of India scholarship ( 9th std to Ph.d Students) Rs.7000 to Rs.1,00,000/- to be apply by
online.
 Degree courses for the hearing impaired students B.Com and B.C.A. degree courses are run by presidency
college , Chennai.
 Assistance to law graduates Rs.50000 for purchase of books
 Salary grant to special educators and physiotherapist to the government recognized Special Schools after
completion of 5 years of recognition.
 5% Reservation in educational institutions and in employment
 Financial assistance to differently abled persons to appear in main examination conducted by upsc / tnpsc
Group-I
 4% Reservation in government, government under taking and Govt. aided institutions

Provisions for children with special needs
 Home for Mentally Ill Persons
 Scholarship to VI and HI Students
 Supply of Motorized Sewing Machine
 Early Intervention Centres for Visually Impaired
 Maintenance Allowance to MR with 45 percentage
 Three Day Care centres in Theni for MR Children
 Prime Minister Employment Generation Program
 Early Intervention Centres for Cerebral Palsy
 For more details :
 https://www.swavlambancard.gov.in/schemes/search/3
 https://www.scd.tn.gov.in/index.php#services

UNIT – V
MANAGEMENT OF INCLUSIVE CLASSROOM

 Less Students Enrolment
 The enrollment rate for children with disabilities is at least as high as for children without disabilities in
the public school system.
 Lack of competence of teachers
 Teachers are a key factor in the successful implementation of inclusive education. Teachers lack the
necessary competencies, relevant knowledge and pedagogical qualifications to achieve their goals.
 Large Classes
 Large classes are the biggest hurdle for students with special needs to get the most out of regular classes.
 Strict Curriculum
 A strict curriculum prevents students with special needs from learning on an equal footing with regular
students. There is no specific curriculum to meet the diverse needs of students with special needs.
 Inadequate Training and Development
 Lack of training and professional development of key teachers at all levels is a major problem in inclusive
education.
Common issues in Management of inclusive classroom

 Negative attitude of parents and teachers
 Negative attitude of parents and teachers towards children with disabilities is also one of the main
problems in the design of inclusive education.
 Inadequate Infrastructure
 The lack of infrastructure in our institution is one of the main issues preventing us from realizing the
dream of inclusive education.
 Lack of Resources
 Inclusive classrooms lack resources to help students with special needs make the most of their classes.
 More use of PowerPoint presentations in the classroom
 We are currently using technology to make our educational process efficient, but at the same time, we are
ignoring the needs of different special students when we have different types of students in the same class.

 Teaching Methods
 Most schools use only a few specific teaching methods, preventing students of varying abilities from
taking full advantage of the teaching and learning process.
 Lack of social will and commitment
 There seems to be a lack of desire on the part of parents and society to commit their charges to existing
institutions.
 Lack of political will to introduce inclusive education
 The lack of political will to implement inclusive education is one of the biggest challenges to realizing the
dream of inclusion.
 Retention of Children with Disabilities in School
 Lack of peer support for students with disabilities prevents mainstream schools from supporting children
with disabilities.

 Policy Enforcement
 Relevant agencies should be diligent and committed to respecting constitutional rights and provisions, and
to support inclusive education policies without loopholes or formalities.
 Social Attitudes towards Disability
 We must establish disability awareness programs and build positive societal attitudes towards people with
disabilities, disabled people and marginalized children.
 Parent Response
 Parents and families of these children should be informed of these provisions and rights through
information programs and advertisements in print and electronic media.
 Expanding competency-based education
 Interns at major teacher training centers should also be provided with the skills to work with these
children.
Challenges in Management of inclusive classroom

 Connecting Research and Practice
 Disability Research and Activities in Universities and Educational Institutions, Establishment of Disability
Research Centers, and Disability Research Guidelines in Universities.
 Peer coaching
 Improving teaching and learning in an integrated learning environment requires peer coaching.
 Prospects of Inclusive Education
 Inclusive education is a strategy to universalize education and protect social equality regardless of
disability. Inclusive education is an approach to development that addresses the learning needs of all
children, youth and adults, with a particular focus on those who are marginalized and excluded.
Challenges in Management of inclusive classroom

 Attitudinal Barriers
 Social exclusion and Discrimination
 Peer Pressure
 Attitude of regular teachers
 Schools as Barriers
 Admission
 Commutation Problem
 Buildings and Infrastructure
 Materials and Technology
 Classroom Size
 Curriculum as A Barrier
 Untrained Teachers as Barrier
 Organisation of the Education System
 Constraint of Resources
 Special Educational Needs' As 'Barriers' to Inclusion
Barriers in inclusive classroom

 Help students feel connected to school
 Be consistent
 Talk less
 Use positive reinforcement
 Have high expectations for all your students
 Make the learning interesting
 Set clear expectations for your students
 Keep low-level behaviors low-level
 Teach routines
 Build positive relationships
Evidence-based Classroom Behavior Management Strategies

 The Wingspread Declaration on School Connections (2003), states that students have more likelihood of
success when they feel connected to school.
 When students feel that adults in the school care about them as people as well as their learning they are more
likely to feel connected to school.
 The Declaration, based on a review of research and extensive discussion, found that in order to achieve
connection, a school must provide high expectations combined with high levels of support; have a focus on
positive teacher student relationships and provide physical and emotional safety.
 When students are connected to school academic performance improves, violent and destructive incidents
reduce, school attendance improves and more students complete their schooling.
Help Students Feel Connected To School

Help Students Feel Connected To School

 If you have ever had to walk on eggshells around someone because you never knew what to expect, you will
have some idea of the damage it can do to relationships.
 Your students need to feel safe both physically and emotionally in order to learn so developing a consistent
practice is vital.
 When I first began teaching, being consistent in managing behaviour was one of my biggest challenges.
 There were competing demands on my time and energy: colleagues with different standards and values;
parents with a range of demands and expectations and then the wide variety of students from different
backgrounds, motivation and challenges. I wasn’t really sure what consistency meant.
 They know for example, that you will not get angry with them today, about something you laughed at
yesterday.
 They know that if you make a mistake or fail to follow through, that you will apologise and take
responsibility for your behavior.
 They also know that when they mess up – and they will! – you will treat them with respect while you hold
them accountable and you will help them to learn from their mistakes.
Be Consistent

Be Consistent

 As a general rule, kids can effectively listen for about half their age in minutes, so for a child of 10 that’s
about 5 minutes, for a 15 yr old, that’s about 7.5 minutes!
 Mix up the activities in the classroom so that they are talking, writing, moving and listening in a variety of
ways.
Talk Less

 There is a belief that rewards are manipulative and demeaning, that they take away the individual’s right to
choose their behaviour.
 Interestingly, the same believers have no problem using punishment and not viewing it as coercive.
 There are many reasons why teachers tend to under use positive reinforcement.
 Research has shown that they tend to focus more on negative behaviours believing that is an effective
behaviour strategy.
 Unfortunately, it can create a negative tone to the classroom which doesn’t contribute to positive
relationships.
 It can also have the opposite of the intended purpose, especially for students who are happy for any kind of
attention.
 Positive reinforcement occurs naturally in the classroom, so it makes sense to plan what you are going to
reinforce to avoid inadvertently reinforcing negative behaviours.
 Setting up classroom rewards may seem to take more effort than simply punishing a student when they
misbehave and the results are not as immediate.
 However, if you build positive reinforcement into your everyday practice, you will find there are many
simple ways of giving students positive recognition that don’t take up too much time and energy.
Use Positive Reinforcement

Use Positive Reinforcement

 Your students will live up (or down!) to your expectations. Student achievement is strongly affected by what
the teacher expects of them and this has been demonstrated by many educational researchers.
 The first and most famous experiment is known as the Pygmalion effect.
 Researchers, Robert Rosenthal and Lenore Jacobson conducted an experiment at a primary school where all
the students sat an intelligence test.
 The experimenters then gave the 18 teachers the names of the students who scored in the top 20%, telling
them that this meant they showed exceptional potential and would achieve high results within the year.
 Unbeknownst to the teachers, these students were randomly selected and the testing showed no such
prediction. When all students were tested again 8 months later, the so-called ‘gifted’ students performed
significantly higher than the rest.
 Rosenthal and Jacobson referred to this as the Pygmalion effect.
Have High Expectations For All Your Students

Have High Expectations For All Your Students

 We once shadow a student for a day of classes to see what triggered their problem behaviour. What
astonished me was not that students were off task or difficult, but that they were attentive and compliant for
so long when they were expected to sit and listen to teachers talking ad nauseam.
 The tasks they were asked to do were not inviting or challenging or motivating and there was no reward,
intrinsic or extrinsic, for completing work.
 Much off-task behaviour and disruption could be prevented through the use of relevant, engaging curriculum
and interesting pedagogy.
 If you consider how long you can sit still in a meeting or professional development and remain focused it is
not that difficult to understand why students can be off task and unmotivated.
 I recently heard the term “three step lesson plan’. It means taking 3 steps to the classroom and then start
talking! Really? I am still amazed how often I still see ‘chalk and talk’ lessons.
 When you add a social element to your lessons by allowing students to discuss and work in groups, you are
teaching them how to get along with each other, how to take turns in a conversation and how to listen
respectfully to someone else’s opinion.
Make The Learning Interesting

Make The Learning Interesting

 At the beginning of the year, it is essential to spend some time getting to know your students, setting clear
expectations and developing the skills students need to learn effectively in your class.
 It will save you time and energy later on, help your students feel safe and calm because they know what is
expected of them, and it will make your life as a teacher much more enjoyable!
 All this to plan what is supposed to be the happiest day of their lives!!
 The more rules you have, the more chance there is that one of your students is breaking a rule at any given
time.
 The secret is simplicity.
 Keep your class rules or expectations low in number (3-5 is ideal), state them positively (raise your hand to
speak NOT don’t call out) and teach them explicitly just as you would teach a process in Maths.
Set Clear Expectations For Your Students

Set Clear Expectations For Your Students

 Have you ever found yourself in the midst of a conflict with a student that began with a minor issue that
blew way out of proportion and ended in the student having a meltdown, the principal being called and
perhaps the student being suspended?
 Many teachers have been in this situation and it is not a happy place. It can feel like things are out of control
and you are heading down a path you wish you never started.
 You simply asked the student to put their hat away and now there is a broken window, a cut hand and this is
not what you signed up for.
 Low-level behaviours require low-level responses. We all know this, right? Sometimes when we haven’t had
enough sleep, we’ve had a fight with our partner or child, or we haven’t had time for a coffee, our own self-
regulation skills are stretched and we react in ways we regret.
 As teachers, managing our own state is vital for maintaining positive relationships, modelling appropriate
behaviour and preserving our own well-being.
Keep Low-Level Behaviors Low-Level

Keep Low-Level Behaviors Low-Level

 Have you ever wondered why some classes always seem to know what to do and everything seems to run
like clockwork? Is it because the kids are just better at organising themselves or is it something else?
 What it usually means is that the teacher has invested time and energy into teaching the students the routines
that they need to follow.
 This means that the teacher has decided on the behaviour they want to see in the classroom and designed
processes that will work for the particular class.
Teach Routines

Teach Routines

 Relationships are at the heart of all we do as teachers. If you think back to teachers you had, who really
influenced you in a positive way and had an impact on your learning, you may not remember the content of
what they taught you. What you will remember is the way they treated you, how you felt in their class and
the types of interactions you had.
 Robert Marzano (2003) says students are more likely to resist following expectations when there is no
relationship with the teacher.
 As teachers we have the power to influence and shape young minds and the way we do this is by giving
them our time and energy meaningful ways.
 That means engaging them in conversations about things that interest them.
 While you may not care about the latest rap song or computer game you do care about your students and by
listening to them you demonstrate this care.
Build Positive Relationships

Build Positive Relationships

 Classroom Management consists of the teacher’s thoughts, plans and actions that create an orderly
environment and promote learning.
 Classroom management stands for management of resources, pupils’ learning activities and behaviours in the
classroom.
 It is essentially a human relation skill.
 Classroom management is complex and many variables need to be considered when making decisions about
specific situations.
 Planning and organisations, procedures used for handling various types of behaviours of learners are all parts
of classroom management.
 You have two important goals when you plan for and implement the management system.
 The first is to create an environment that facilitates learning.
 The second should be to develop in students the ability to manage and direct their own learning.
Classroom management

 Classroom Management refers to the actions and strategies teachers use to maintain order in the classroom.
 Order means that students are performing within acceptable limits the action necessary for a particular
classroom event to be successful.
 It focuses on ways to establish and maintain workable systems for classroom groups, rather than ways to
identify misbehaviour, resolve behavioural disorders or capture the attention of individual students.
 It is important to consider several fundamental issues about order and then to examine strategies to achieve this
order.
 First, classroom order is achieved within the context of the classroom and each context makes different
demands on the class members.
 All rules may not be in effect when students enter the room, settle down or prepare for class, attend to the
lesson itself, close up at end of the lesson, or leave the classroom.
 You might need to monitor students differently to maintain control in small groups as compared to whole class
instruction.
 Secondly, learning and order in the classroom are closely related.
 Learning is served by instructional function such as covering the curriculum and promoting mastery of the
content.
 You can achieve order by using meaningful functions such as organising small group work, establishing rules
and procedures, reacting to misbehaviour and monitoring and pacing classroom events.
Dimensions of classroom management

 Third, order affects students involvement in learning task, students engagement is essentially a by-product of
well conceived group activities.
 Thus, to be an effective Classroom Manager, you may place your emphasis on managing the group rather
than managing individual students.
 Finally, co-operation in the minimum requirements for appropriate student-behaviour.
 Order in class room is achieved with students depending on their willingness to be part of the sequence of
the events.
 You can achieve cooperation with both active and passive involvement.
 Establishing and maintaining order in the classroom is achieved in a variety of ways:
 Getting organised - Establishing order begins with careful preparation for the start of the school year, and
organising the classroom and materials.
 Planning for management - Another aspect of establishing and maintaining control is to carefully plan for
ways to manage instruction, motivate students, address students diversity and work with parents.
 Conducting the class - You can establish and maintain control by developing cooperative classroom,
encouraging and reinforcing appropriate behaviour and focussing on order when actually conducting the
lesson.

 You can initiate action to develop a cooperative classroom by helping students’ self esteem, building a
positive teacher-student relationship, building up cohesiveness and encouraging students to assume
responsibility for their behaviour.
 Actions can also be taken to encourage and reinforce appropriate behaviours. Your plans for management
should consider the following elements of your overall classroom environment:
 characteristics of students
 classroom environment
 classroom rules and procedures

 As it has been mentioned earlier, whom you teach determines how you teach, and this is also true for
classroom management.
 Some students prove greater management challenges than do others.
 In your classroom you might have observed that low achievers are idle or engaged in inappropriate activities.
 The developmental age of the learner also influence your management plans.
 Children at different stages understand and interpret rules and procedures in different ways.
 Students in the lower primary grades have generally short attention span and they tend to break rules more
from simply forgetting.
 Hence, you may clear and practice the rules carefully.
 Role playing and positive reinforcement for compliance can help in fixing the rules in students’ mind.
Characteristics of Students

 A second planning consideration is creating a congenial environment in the classroom so that teaching and
learning can occur as efficiently as possible.
 Amount of space for working and movement, seating arrangement, weather, location of the school etc.
constitute physical factors.
 You must have experienced that if there is inadequate space for pupils to sit or move in the classroom and the
seating arrangement is unsuitable or it is too cold or too hot, pupils have the tendency to engage in disruptive
behaviours.
 Classroom rules, teachers attitude towards pupils, pupils behaviour towards each other, how children are
required to work-alone/together constitute social factors.
 Relevance and difficulty of the learning task teaching behaviour of teachers, nature of activities in the
classroom etc. constitutes educational factors.
 The classroom setting include proper furniture for students to sit, proper seating arrangement, proper
placement of the blackboard, maps chalks etc.
 Further seating arrangement should be governed by the nature of classroom activity e.g. for discussion
lessons pupils may sit in a circle.
 The physical discomfort on their part results in their attention to the learning task and increase the chances of
their indulging in disruptive behaviour.
Classroom Environment

 Rules and procedures are threads that provides structure to the social fabric of classroom.
 Class room rules establish standards for acceptable student behaviour.
 Rules should be relatively few in number and should provide general guidelines of behaviour.
 Rules must be consistent with the practices of the school.
 They promote a sense of ownership and emphasize internal versus external control and promote students’
self-regulation.
 Rules treat students as moral thinkers and help them to see the values (for example, respect for others).
 Rules must be consistent with the policies of the school.
 The following guidelines may be followed for developing rules:
 Student Involvement
 Class-School Consistency
 Number of Rules
 Clarity
 Rationales
 Consequences
 Involving student in the process is consistent with a ‘responsibility model of management’.
Classroom Rules and Procedures

Procedural Areas Concerns
Entering Classroom / Beginning of period What should students do when they enter in the classroom?
Large-group instruction
What are the rule for participating?
(e.g. should students raise their hands to respond)
Individual/ small-group Instruction What should student do when they need help?
Materials and equipment
How are papers handed in and back?
What about tape and scissors?
End of period
How do students leave the classrooom ?
(e.g. does the bell or the teacher signal permission to leave)
Out-of-room-policies
How do children receive permission to use the bathroom or go to
the main office?
Areas for Considering Classroom Procedures

 Classroom management is an ingredient of successful teaching.
 The skill of classroom management is one of the most important skills which every teacher must acquire to
manage his/her classroom effectively.
 Mentioned below are some important component of the classroom management suite which have been
identified by observing behaviours of teachers in successfully managed classrooms.
 These classrooms exhibited a high prevalence of work involvement and a low level of misbehaviour in
learning setting.
 Reinforce Desirable Behaviour
 Keep an Eye on Each Pupil
 Target mistakes
 Timing mistakes
 Give Clear Directions
 Ensure Sufficient Work for Each Pupil
 Generate Interaction in the Classroom
 Secure and Sustain Pupils Attention on the Learning Task
 Prepare the Lesson Effectively
 Smooth Transition from one type of Instructional Activity to Another
Components of classroom management

 Always attempt to have an activity that is meaningful to you and that you anticipate will be meaningful to
your students. Have confidence that given a fair chance you bring it off. This gives you an air of resolve you
do pot have otherwise.
 Be aware of the attitudes you are projecting towards class activities. Are they attitudes of confidence,
enthusiasm, and purpose? Or are you communicating uncertainly, frustration, and superficiality? Learn to
take an inventory of your own moods and to get yourself mentally ready to face a class.
 Work to avoid falling into a mechanical, matter-of-fact approach to teaching. Be enough of a risk taker that
you are not afraid to put a substantial amount of yourself into your teaching.
 Make a serious effort to come to grips with the question of what is and is not desirable and tolerable
behaviour in your classroom. As a teacher of groups of young learners you need to take a stance in favour of
what is reasonable and acceptable group behaviour as opposed to what is thoughtless and irresponsible.
 Learn to keep your fingers on the “pulse of the call”. Move swiftly and purposefully to control behaviour
that threatens to distract from the Lesson. Do not get in the habit ofignoring minor behaviour problems in
the hope they will simply go away. In most cases they will not disappear.
 Learn to use silence to advantage and to cultivate body language. Your eyes and your gestures are critically
important to you here.
Guidelines & strategies for effective classroom management

 Get students in tune with you before you attempt to carry on with your teaching agenda. Be careful not to
allow slippage here. Do not attempt to take over about the competitions. Use pauses, restarts, or lowering
about of the voice to cause students to attend. Walk through exercises periodically with your students to keep
them used to working harmoniously with you.
 Anticipate likely consequences of what you ask students to do. Try to avoid always being in a reactive
(corrective) position with your classes. Learn to use prevention maintenance to keep yourself out of the
corrective mode as much as possible.
 When it becomes necessary, use corrective maintenance calmly and confidently, but make it penetrate. Do
not interrupt the whole class to reprimand one offender whenever it is possible to avoid it.
 Tell the class in clear terms what you are up to and the behaviour you expect of them. Learn to recognize
signs that adjustments in strategy are necessary.
 Make a determined effort to combat uncontrolled chatter in your classes. It is disconcerting to you and to
students trying to attention. Teach your students to recognise when talking is acceptable and when it is
disruptive.
 Do not get in the habit of doing classroom management on the run. Take time to plan for it as a key aspect of
your teaching.
Guidelines & strategies for effective classroom management

 The physical configuration of a classroom is more than an organizational or stylistic choice by the instructor.
 In-person classroom seating arrangements affect student learning, motivation, participation, and teacher-
student and student-student relationships (Fernandes, Huang & Rinaldo 2011).
 In the virtual classroom space, such as real-time platforms like Zoom, instructional choices to employ
engagement strategies and provide opportunities for feedback also have a positive impact on student learning
outcomes (Francescucci and Rohani 2019).
 Below are specific strategies and examples to enhance student learning in a variety of classroom spaces.
Seating arrangements

 The traditional lecture setup typically consists of rows of fixed seating.
 Students face the instructor with their backs to one another.
 This classroom seating arrangement is historically common in colleges and universities, minimizing student-
student communication and largely supporting a “sage on the stage” learning environment.
 The highest communication interactions between professors and students typically occurs with students in
the first row or along the middle of the classroom.
 Students in back rows are more likely to be less engaged.
Traditional

 Many seminar-course room arrangements may consist of an instructor and students sitting around a single
large table.
 This seating arrangement can also be formed using individual desks.
 Students and instructors all face one another in this setup, which can support whole-class as well as partner
dialogue.
Roundtable

 The horseshoe or semi-circle offers a modified roundtable setup, where all participants face each other while
the instructor can move about the room.
 The horseshoe encourages discussion between students and with the instructor, although this setup tends to
encourage more engagement between the instructor and students directly opposite, with slightly lesser
amounts for students immediately adjacent to the instructor.
 A horseshoe setup can be particularly effective when the instructor wishes to project and discuss course-
related material in the front of the class.
Horseshoe or Semicircle

 This seating arrangement involves an inner and outer horseshoe, and similar to the conventional horseshoe,
invites greater discussion than the traditional format.
 It is more limited by the backs of students within the inner circle facing students in the outer circle.
 However, students may also more easily interact with those nearest to them or turn around and face students
behind them for group work.
Double Horseshoe

 The pod or pair arrangement can be designed with rectangular, circular or trapezoidal tables, or individual
desks.
 With regards to stations, instructors can place several tables together to form student groups (e.g. 3 - 4
students), or pairs.
 This arrangement can be especially advantageous when students will work in groups or pairs with their
classmates for a large portion of class time.
 More generally, this arrangement communicates a learning community where students are expected to work
with one another.
Pods (Groups, Pairs)

 Book a Classroom - Instructors can consider booking spaces at Yale where the furniture setup closely aligns
with course goals.
 Align Arrangement with Activity - Instructors are encouraged to map the classroom seating arrangement to
the goals of instruction.
 Bolster Arrangement With Engagement - When dynamic change to seating arrangements proves difficult,
instructors can bolster the physical space through intentional engagement(link is external).
 Set Up Early - To the extent possible, an instructor can designate time for setting up the classroom and/or
can ask students to help.
Recommendations for seating arrangement

 Scheduling for schools can be a complicated process.
 There are so many variables to contend with that it may seem almost impossible to create a productive and
efficient schedule for your teachers and students.
 With a few guiding principles in mind and the right tools at your disposal, you’ll be able to build a timetable
that ticks all the boxes.
 Scheduling for schools: Guiding principles
 How to create schedules for schools
Scheduling

 Personalized learning
 Flexibility
 Balanced class composition
 Collaboration and planning
Scheduling for schools: Guiding principles

 With regards to scheduling for schools, personalized learning has been trending upward in the last few years
thanks to the idea that advising students should be more than just support and planning for career or college
come junior and senior year.
 Advisory now includes activities such as:
 Mentorship
 Active coaching
 Supplemental instruction
 Encouragement
 Monitoring of student progress
 One-on-one (or small group) academic support
 Relationship building
 Institutions of all types and sizes — primary, secondary, and post-secondary — are beginning to build
personalized learning blocks into their schedules to provide the support their students need to excel.
Personalized learning

 In many areas of education, programming a school day doesn’t depend quite as much on funneling students
from classroom to classroom until the final period.
 Scheduling for schools now incorporates out-of-classroom and alternative options, including:
 Community outreach
 Cross-curriculum learning
 Real-world projects
 Student-to-student collaboration
 Student-controlled learning
 Because of this shift from a more traditional model of learning where students spend their time moving from
one classroom and teacher to another, administrators would do well to build the master schedule with
flexibility in mind.
 Ensuring that resources are available — whether they’re used or not — is a key component in making many
of the out-of-classroom and alternative options possible for both students and teachers.
Flexibility

 A big part of scheduling for schools involves considering both the academic and the social-emotional
strengths of each student and then balancing classes accordingly.
 This guiding principle benefits both teachers and students by:
 Providing opportunities for students to learn from one another
 Preventing teachers from being overloaded with challenging learners
 Ensuring that teachers’ sections are equitable
 Building a schedule with balanced class composition in mind goes a long way toward improving the learning
atmosphere for students and the work environment for teachers and staff.
Balanced class composition

 In the past, administrators that engaged in scheduling for schools largely neglected the importance of
providing time for teacher collaboration and planning. But that is starting to change.
 As more and more schools move toward empowering students to take control of their own learning
decisions, teachers need more prep time than ever before.
 They have to be ready to organize and lead many of the alternative learning options mentioned earlier in this
article — e.g., community outreach, real-world projects, and student-to-student collaboration — as well as
the more traditional classroom-based curriculum.
 Creating a master schedule with collaboration and planning as core components gives teachers the time they
need to develop a class curriculum that will facilitate the learning of the students in their charge.
Collaboration and planning

 Start early
 Don’t start from scratch
 Ask the right questions
 Take advantage of technology
 Consider teacher needs
 Ask for teacher feedback
How to create schedules for schools

 In some cases, it can take weeks — and even months — to create a master schedule that’s good for teachers
and students alike.
 If you wait until the last minute to begin putting things on paper, you can easily run out of time.
 Start early in the summer and give yourself at least an hour of uninterrupted time at each sitting to consider
the best structure and arrangement for the next school year.
 If you finish the program in a week or two, you’ve got the remainder of the break to tweak it and make it
even better.
 But, if you find the organization process more difficult than you thought, you’ll have plenty of time to give
the timetable the attention it needs.
Start early

 One of the nice things about scheduling for schools is that you don’t have to start from scratch.
 You have the previous year’s plan to build on.
 Use that schedule as a template, but don’t just copy and paste. Examine the schedule and ask yourself what
worked and what didn’t.
 If a portion of the plan worked, keep it for next year.
 If a portion of the plan didn’t work, get rid of it and try something else.
 By basing new rotas on past rotas, you constantly improve the master schedule.
 With a little hard work and persistence, eventually, you may even build the perfect agenda for your team.
Don’t start from scratch

 As you analyze last year’s schedule, ask questions that will help you improve.
 Of course, you’ll need to start with fundamental questions, such as:
 How many periods per day?
 How many minutes per period?
 What are each grade’s required courses?
 How many times do those courses meet and for how long?
 Would some courses be better suited to block or flex scheduling?
 What requirements do you have to abide by?
 How many lunch periods do you need?
 How many free periods does each teacher need?
 After you’ve established the basics, you can move on to more complicated questions and topics (some of
which we’ll discuss later on in this article) that will help you build a better schedule for your teachers and
students.
Ask the right questions

 In years past, scheduling for schools involved complicated spreadsheets that required hours of setup and
formatting before you could get to arranging classes.
 Some administrators even went old-school and relied on whiteboards or blank walls filled with Post-it Notes
to organize their thoughts.
 Though they may have been around for a long time, none of those solutions are particularly well-suited for
scheduling even one or two people, let alone an entire school’s worth.
 Modern technology has changed all that.
 Scheduling software was built to bring order to the chaos of organizing multiple individuals in multiple time
slots over multiple days.
 When you use technology meant for scheduling, you won’t have to force a square peg into a round hole.
Take advantage of technology

 Once you’ve analyzed the previous year’s schedule and found the right software with which to build your
roster, take some time to consider your teacher’s needs.
 This is also the perfect time to refresh your memory on state, city, and district requirements.
 For example, in New York, NY, every teacher must have at least one preparation period and a duty-free
lunch.
 These requirements and teacher needs will certainly come into play when you start adding names to your
school schedule.
Consider teacher needs

 Another important step in scheduling for schools is asking for teacher feedback before setting things in
stone.
 Be prepared for all kinds of suggestions — some good, some bad — and be sure to inform teachers
beforehand that you won’t be able to accommodate them all.
 That said, you may find small changes that can really make a difference in your master schedule.
 Take this hypothetical as an example: One school had scheduled the younger students (e.g., the kindergarten
and some of the lower elementary grades) in the first of three lunch periods.
 Teachers noticed that these students often ate slower than those in higher grades, causing delays and overlap
in the transitions back to class.
 They brought this up in a staff meeting, and the administration moved the younger students’ lunch break to
the third period (with a snack to get them through) so that they didn’t interfere with other parts of the
schedule.
Ask for teacher feedback

 Differentiating the pace of learning means students learn at a pace commensurate with their abilities in order
to maintain their interest and provide a developmentally appropriate level of challenge.
 For some high ability students, some of the time, this will mean accelerating to get to more advanced
material.
 At other times, they will want to decelerate, to dig deeper into the complexities of the content.
 Flexibility is the key to differentiating the pace; responding to the learner’s need to go faster or slower.
 Gifted students differ widely in their processing speed and style. Some will be quick and impulsive, others
slow and reflective.
 When asked for their preferences, self-pacing was the form of differentiation most popular with students in
Kanevsky’s study.
 Almost 90% of students who were and were not identified gifted indicated they enjoyed learning at their
own pace.
 Approximately 75% also reported they “wanted “lots of time to dig in to ideas and projects” and “having
time to think after being given a really difficult idea to understand.
 Acceleration options come in many shapes and sizes.
 There’s much more to acceleration than grade-skipping.
Pace of instruction

 Grade-skipping may be the most familiar form of acceleration but it is only one of a varied collection of
practices that enable high potential students to learn and move through school more quickly.
 Rapid, advanced learners will need access to a variety of these options during their years in school.
 Pre-assessment for mastery, an essential feature of pacing modification identifies intended outcomes for
students who already know the content, therefore, this content should be eliminated.
 The results of Pre-assessments provide convincing evidence to justify giving students time for other
differentiated learning experiences.
 The purpose of adjusting the pace is to ensure students are learning, rather than waiting to learn.
 Whether students go deeper or faster than their peers, they will maintain their motivation and interest if their
appetite for new understandings is accommodated.
Pace of instruction

Content-based Grade-based
• Advanced Placement
• Concurrent enrollment
• Correspondence courses
• Credit by examination
• Curriculum compacting
• Extracurricular programs
• International Baccalaureate Programs
• Mentoring
• Single-subject or subject matter acceleration
• Combined classes
• Continuous progress
• Early admission to Kindergarten or Grade 1
• Early entrance to middle school, high school, or
college
• Early graduation from high school
• Grade-skipping (whole grade acceleration)
• Self-paced instruction
• Telescoping curriculum
Forms of acceleration

 Family–School partnership
 School culture of inclusion
 Administrative leadership
 Attributes of partnerships (i.e. commitment, respect & communication)
 Opportunities for family involvement
 Positive outcomes for all students
 Community–School partnership
 strong school leadership
 inviting school culture
 teacher commitment to student success
 collaboration and communication among partners
Fostering Families, Schools and Community Partnerships in
inclusive education

 Identification
 Cooperative Learning
 Modified Assignments And Marking
 Addressing Parental Concerns
 Varied Instructional Formats
 Collaborative Approach
 Curriculum Adaptations
 Supplementary Study Material
 Discrete Personal Assistance
Teachers’ role in inclusion of children with special needs

 One of the most important roles that an inclusion teacher plays in a diverse classroom is identifying their
students properly.
 The teachers identify their special students’ social, emotional, behavioral, physical, and academic strengths.
 They consult the students’ parents or guardians to get more information about their needs.
 The teachers create individualized education plans and proper accommodations based on this information.
 For instance, a visually impaired student would require course material in larger print, or another student
might need preferential seating based on their ability to focus in the classroom.
 Similarly, teachers provide varied levels of classroom assistance to the students to learn without feeling
overwhelmed.
Identification

 Another vital role of teachers in inclusive education is the enabler of cooperative learning.
 They do this by setting up tasks and activities to encourage students to learn in groups and participate
equally.
 Peer-supported learning benefits students with learning differences.
 It also teaches them to work alongside those with different skills than theirs.
 This approach builds confidence and pushes students to give their best.
Cooperative Learning

 Special education inclusion students require modified assignments and grading systems.
 Inclusive educators use diverse methods of testing and marking to accommodate students who might
struggle to put their thoughts on paper due to their special needs.
 The teachers use an additional points system, provide clear feedback, differentiate ideas from language skills
when grading and other techniques.
 This is an essential role that teachers play because students in an inclusive classroom should not compete on
the grounds of grades.
 The competition can harm their confidence and result in low self-esteem and poor academic performance.
Modified Assignments And Marking

 Parents of children in diverse classrooms are often skeptical about their classroom conduct and day-to-day
activities.
 So, the teacher must help the parents feel comfortable.
 They do this by addressing their concerns and keeping them updated about their child’s progress.
Addressing Parental Concerns

 To address an inclusive classroom, teachers must make suitable changes in the knowledge delivery so all
children can learn according to their ability.
 These include interactive whiteboards, paired learning, student-led presentations, etc.
 Schools also play a part by providing teachers with the necessary skills to teach special students and promote
higher academic success efficiently.
 They provide the teachers with appropriate training and exposure to tackle an inclusive classroom gracefully.
Varied Instructional Formats

 An inclusion classroom can be highly diverse, and it’s possible that one teacher might not have all the
knowledge and experience to meet their needs.
 So, to provide the best learning experience to the students, inclusion teachers collaborate with the regular
education teachers. Such collaborations allow the inclusive learning community to share ideas, break down
lessons, support, and share expertise.
 Teachers join forces with the parents to create a learning environment beyond classroom instruction.
 Teachers also connect with supporting professionals and community organizations to create a learning model
accessible and equitable for all.
 By implementing these connections, inclusion teachers develop and support individualized student
outcomes.
Collaborative Approach

 Inclusion teachers create curriculum adaptations to support every student’s academic, physical, emotional,
behavioral, and social development in the best way possible.
 They achieve this by first identifying their students’ strengths and special needs. Then they alter their lessons
and teaching techniques to accommodate these needs.
 Teachers make lessons more immersive by adding images and videos to help those who might find it
difficult to learn from text-based content.
 They also enhance the text by highlighting, enlarging, or adding symbols and pointers to the worksheets.
 They provide differentiated reading material based on their specific interests and reading levels.
 These techniques allow teachers to give the students multiple means of action and expression to succeed at
their own pace.
Curriculum Adaptations

 Students often have short attention spans, whether learning in an inclusive classroom or a regular classroom.
 It simply means that they find it difficult to absorb all the information from simply listening to you deliver it.
 The difference is that the students in your inclusion classroom can have significantly different learning
curves.
 To address this problem, inclusion teachers add an exercise or a small assignment to their lessons to ensure
deeper learning in the class.
 They also provide supplemental learning aids such as worksheets, flashcards, calculators, illustrations,
recorded lessons, etc., to better their understanding of the course material.
Supplementary Study Material

 There are often students in an inclusive batch that require some extra support.
 But the need for support can vary greatly from student to student in such classrooms.
 For example, some students might require a recap of everyday lessons at the end of the class, while others
might not.
 To ensure proper learning for all the students, teachers assist in various ways.
 They assign peers as helpers to work on classroom projects together and complement each others’ skills.
 They spend more time with students who require additional prompts during their learning process in the
class.
Discrete Personal Assistance

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