Inclusive edu.pdf

VIJILA C
Dept. of Education
Central University of Kerala

 Over the years the term ―Inclusive
Education‖ has come to replace the term
―Integrated Education‖.
 Inclusive education means ―including
children with disabilities in regular class
rooms that have been designed for children
without disabilities‖.

 Inclusive education implies all young
learners, young people-with or without
disabilities being able to learn together
through access to common pre-schools and
schools with an appropriate network of
support services.

 “Teaching that takes into account the
increasing range of difference between
pupils is often called inclusive education”-
Leeman & Ainscow
 “Increasing the participation of students in,
and reducing their exclusion from, the
cultures, curricula and communities of local
schools”-Booth & Ainscow

 Recognizing the right of the learners to an
education in their locality.
 Increasing the learning and participation of
all learners.
 Minimizing all forms of exclusion.
 Fostering mutually sustaining relationships
between school and communities.
 Recognizing that inclusion in education is
only one aspect of inclusion in society.

 Inclusion has two sub type:-
1)Regular inclusion or partial inclusion
2)Full inclusion

Education
System as
Problem
Teachers attitude
Increasable
environment
Many drop outs and
many repeaters
Teachers and schools
not supportedParents not
involved
Lack of teaching
aids
Poor
quality
training
Rigid method and
rigid curriculum

 Benefits of Inclusion for Students with
Disabilites:-
1. Friendship
2. Increased social initiations , relationships
and network.
3. Peer role models for academic , social
and behaviour skill.
4. Enhanced skill acquisition and
generalization

5. Higher expectations
6. Increased school staff collaboration
7. Increased parent participation
8. Families are more integrated into
community

 Benefits of Inclusion for Students without
Disabilites:-
1. Meaningful friendships
2. Increased appreciation and acceptance of
diversity
3. Increased appreciation and acceptence of
individual difference
4. Respect for all people

5. Prepare all students for adult life in an
inclusive society
6. Greater academic outcomes

 Understanding inclusion as a continuing
process.
 Encouraging the participation of all students,
teachers and parents.
 Making the curriculum flexible according to
the needs of the disabled ,while keeping the
objectives of education the same for all
children.
 Providing support for the teachers as well the
students.

FOR PHYSICALLY HANDICAPPED
 Adjustable furniture
 Wheel chairs, Crutches
 Removing structural barriers
 Standing frames
FOR BLIND CHILDREN
 Braille
 Mobility sticks
 Yellow path
 Audio aids and recordings
 Concrete objects to teach shape, size, weight, thickness
etc. near to real experiences through touch, smell and
hearing.
 Teacher should be more verbal.
 Talking books and calculator
 Making them familiar with the directions
 Providing for auditory cues in games and sports.

FOR HEARING IMPAIRED:
 Hearing aid
 Action oriented situations like dramatization for teaching
emotional concepts.
 Use of visual aids like transparencies, chalk board, flash
cards, handouts of classroom instructions
 Lip reading.
 Placing the child in the front row.
 Providing for speech trainer
FOR MENTALLY RETARDED (slow learners):
 Concrete objects for teaching different concepts real life
like situations
 Making repetitions.
 Activity based learning rather than seat based learning.
 Limit the distractions as much as possible
 Providing the content in easy language with a lot pictures

FOR GIFTED CHILDREN
 Skipping the classes at Primary Level.
 Receiving some instructions at a Higher Level
with another group of students.
 At secondary level special courses can be
organized like-foreign languages, college
level course.

Important Milestones in the Education of
learners with Disabilities

1880s Establishment of Special Schools
1974 Formulation of Centrally
Sponsored Scheme of IEDC
1992 The Rehabilitation Council of India
Act
1994 The Salamanca Statement and
Framework for Action
1995 The Persons with Disabilities
(Equal Opportunities, Protection of
Rights and Full Participation ) Act
1997 Inclusion of IED in DPEP
1999 National Trust for the Welfare of
Persons with Autism, Cerebral Palsy,
Mental Retardation and Multiple

2000
Sarva Shiksha Abhiyan
2005
Comprehensive Action Plan for Inclusion in
Education of children
2006
National Policy Persons with Disabilities
IEDC was revised in 2009 as
IEDSS/RTE Act

 Integrated Education for Disabled
Children Scheme namely IEDC, a centrally
sponsored Scheme run by the Directorate of
Education now covers all the schools coming
under the Directorate.

 Aim
 IEDC is to provide not only the Educational
opportunities for disabled children in
common schools so as to facilitate
their retention in the school system
but also to integrate them with the general
community at all levels as equal partners.

 Benefits of the scheme to the child consist
of Books and Stationary Allowance, Uniform
Allowance, Transport Allowance, Escort
Allowance, Reader Allowance, Actual cost of
Equipment (used by the disabled child)
etc.

 The Plan of Action(POA) was strengthened by the
enactment of the RCI Act, 1992. Experience showed that
there was no mechanism in the country to standardize and
monitor the training of special educators and other
rehabilitation professionals in the country.
 Therefore, in 1992, Parliament of India enacted the RCI
Act, subsequently amended in 2000, to establish a
statutory mechanism for monitoring and standardizing
courses for the training of 16 categories of professionals
required in the field of special education and
rehabilitation of persons with disability.
 Training of special educators and resource teachers that
can offer support services to children with disabilities in
regular schools is the responsibility of RCI.

 The most landmark legislation in the history
of special education in India is the Persons
with Disabilities (Equal opportunities,
protection of rights & full participation) Act,
1995.
 This comprehensive Act covers seven
disabilities namely blindness, low vision,
hearing impaired, loco motor impaired,
mental retardation, leprosy cured and
mental illness.

 Chapter V (Section 26) of the Act, which deals with education,
mentions that the appropriate Governments and the local
authorities shall:
• Ensure that every child with a disability has access to
free education in an appropriate environment till he
attains the age of eighteen years;
• Endeavour to promote the integration of students with
disabilities in the normal schools;
• Promote setting up of special schools in governments
and private sector for those in need of special education, in
such manner that children with disabilities living in any part of
the country have success to such schools;
• Endeavour to equip the special schools for children
with disabilities with vocational training facilities.

 Another landmark legislation is the National Trust Act.
 In 1999, the Indian Parliament passed an Act entitled
“National Trust for the Welfare of Persons with Autism,
Cerebral Palsy, Mental Retardation and Multiple Disability.
This Act seeks to protect and promote the rights of persons
who, within the disability sector, have been even more
marginalized than others. Though the National Trust Act of
1999 does not directly deal with the education of children
with special needs, one of its thrust areas is to promote
programmes, which foster inclusion and independence by
creating barrier free environment, developing functional
skills of the disabled and promoting self-help groups”.

 SSA has been operational since 2000-01 in partnership with state governments to achieve the
goal of Universalisation of Elementary Education. This adopts a ZERO rejection policy and
uses an approach of converging various existing schemes and programmes. It covers the
following components under education for children with disability –
• Early detection and identification.
• Functional and formal assessment.
• Education placement.
• Aids and appliances.
• Support services.
• Teacher training.
• Resource support.
• Individual Educational Plan (IEP).
• Parental training and community mobilisation.
• Planning and management.
• Strengthening of special schools.
• Removal of architectural barriers.
• Research.
• Monitoring and evaluation.
• Girls with disability

 The earlier scheme of ‘Integrated Education for the
Disabled Children (IEDC)’ introduced in the 1970’s, covered
children with disabilities at all levels of school education.
This scheme was revised in 2009 as ‘Inclusive Education of
the Disabled at the Secondary Stage' (IEDSS) because of
two reasons.
 Firstly, there was a paradigm shift from charity approach
to rights approach for persons with disabilites and
schools needed to be organized accordingly and
 secondly, the special needs of children with disabilities
at the elementary stage were being addressed under the
umbrella programme of Sarva Shiksha Abhiyan (SSA).

 The Scheme of Inclusive Education for Disabled
at Secondary Stage (IEDSS) has been launched
from the year 2009-10.
 This Scheme replaces the earlier scheme of
Integrated Education for Disabled Children (IEDC)
and provides assistance for the inclusive
education of the disabled children in classes IX-
XII.
 This scheme now subsumed under Rashtriya
Madhyamik Shiksha Abhiyan (RMSA) from 2013

 Aims
 To enabled all students with disabilities, to
pursue further four years of secondary
schooling after completing eight years of
elementary schooling in an inclusive and
enabling environment.

Objectives
The scheme covers all children studying at
the secondary stage in Government, local
body and Government-aided schools, with
one or more disabilities as defined under the
Persons with Disabilities Act (1995) and the
National Trust Act (1999) in the class IX to
XII, namely blindness, low vision, leprosy
cured, hearing impairment, locomotory
disabilities, mental retardation, mental illness,
autism, and cerebral palsy and may
eventually cover speech impairment, learning
disabilities, etc.

 Girls with the disabilities receive special focus to
help them gain access to secondary schools, as also
to information and guidance for developing their
potential. Setting up of Model inclusive schools in
every State is envisaged under the scheme.

 Assistance is admissible for two major components:
 Student-oriented components: such as medical and
educational assessment, books and stationery,
uniforms, transport allowance, reader allowance,
stipend for girls, support services, assistive devices,
boarding the lodging facility, therapeutic services,
teaching learning materials, etc.
 Other components include appointment of special
education teachers, allowances for general teachers
for teaching such children, teacher training,
orientation of school administrators, establishment of
resource room, providing barrier free environment,
etc.

 Accepting the children in the regular school.
 Supplying teaching and learning materials ,
assistive devices , supportive services etc. are
measures to ensure success.
 All stakeholders need to embrace the system
since it involves all and not only students and
teachers.
 Parents must be supportive.
 All children must see themselves as part and
parcel of the entire community and as such
embrace inclusive education.

 Inclusive Education can break the cycle of
poverty and exclusion.
 Enables disabled children to stay with their
families and communities.
 It can improve the quality of Education for
All.
 It can help to overcome discrimination.

Inclusive edu.pdf

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Inclusive edu.pdf