Manoranjan dash
This document discusses concepts and policies related to inclusive education. It defines inclusive education as seeking effective and meaningful education for all students regardless of labels or exceptionalities. Inclusive education aims to synchronize the needs of regular students and special needs students through a common curriculum. The document outlines key aspects of inclusive education such as reflecting values of public education, ensuring supportive environments, and collaborative relationships. It also discusses international policies supporting inclusive education from the UN Convention on the Rights of the Child to the UNESCO Salamanca Statement. The document notes challenges to implementing inclusive education including modifying attitudes, providing adequate teacher training and resources, and establishing collaborative partnerships.
Manoranjan dash
- 1. INCLUSIVE EDUCATION: A WAY FORWARDING FOR LIVING TOGETHER Manoranjan Dash MA in Education Ravenshaw University Cuttack
- 2. Concepts of inclusive education “Inclusive education is a set of values, principles and practices that seeks more effective and meaningful education for all students, regardless of whether they have exceptionality labels or not”(Michael F. Giangreco(1997) “Inclusive education implies synchronization of the educational needs of the normal children and the educational requirements of the children with the special needs, so as to evolve a common curriculum with a view to provide education to all regular schools itself”(Uppal and Dey(2001):
- 3. NATURE OF INCLUSIVE EDUCATION: Inclusive education reflects the values, ethos and culture of a public education system It ensures that schools are supportive and engaging It is underpinned by respectful relationships between learners, teachers and caregivers It is supported by collaborative relationships
- 4. POLICIES The UN convention on the rights of the child(1989) which sets out children’s rights in respect of freedom from discrimination and in respect of the representation of their wishes and views. The UNESCO Salamanca statement (1994) which calls on all government to give the highest priority to inclusive education. The UN convention on the rights of persons with Disabilities (2006) which calls on all states parties to ensure an inclusive education system at all levels. The formal education of children with disabilities began in India in 1869 in Banaras by Miles1997. Miles also reported that the first formal school for children with intellectual and physical disabilities was established in the eastern part of India in Kurseong in 1918.
- 5. CONT… Sargent Report in 1944, “Recommendations to send children with disabilities to mainstream schools” NUEPA in 2003, “seems to give inclusive education as an exclusive flavor” In 1974, the ministry of welfare central govt. of India initiated IEDC program.
- 6. STEPS TAKEN BY NATIONAL AND STATE LEVEL: Recommendation for SC and ST students Recommendations for OBCs, Minorities and Other Disadvantaged Groups Recommendations for Girls/Women Recommendations for Disabled Children
- 7. PROBLEMS AND ISSUES FOR INCLUSIVE EDUCATION Teachers attitude (intolerance, labeling child and his teacher Rigid methods and rigid curricular Environment is inaccessible Many drop-outs, many repeaters Teaching aids and equipment are lacking Poor quality training of teachers and learners
- 8. No excuses Let’s just do it “let us make it a single Whole within a diversity”
- 9. CHALLENGES TO IMPLEMENT INCLUSIVE EDUCATION The challenge of poverty associated with disability The challenge of modifying deeply held attitudes Dissemination and public education The challenge of providing adequate levels of training to key stakeholders Provision of resources Training of teachers Need to design innovative system of training Need for collaboration between different ministries Involve NGO’s in implementing inclusive education programs Establish an alternative system of examination School-university partnership