Need & importance of ie in the light of rte act

Need and
importance of IE in
the light of RTE act
O P Fousiya
ATCW. Perumbilavu

• All children can learn
• All children attend age appropriate regular
classrooms in their local schools
• All children receive appropriate educational
programs
• All children receive a curriculum relevant to their
needs
• All children participate in co-curricular and
extracurricular activities
• All children benefit from cooperation, collaboration
among home, among school, among community
2/21/20172 fousimohd76@gmail.com

• All children are able to be part of their
community and develop a sense of
belonging and become better prepared for
life in the community as children and
adults.
• It provides better opportunities for
learning. Children with varying abilities
are often better motivated when they
learn in classes surrounded by other
children.
• The expectations of all the children are
higher. Successful inclusion attempts to
develop an individual’s strengths and gifts.

• It allows children to work on individual goals while
being with other students their own age.
• It encourages the involvement of parents in the
education of their children and the activities of
their local schools.
• It fosters a culture of respect and belonging. It also
provides the opportunity to learn about and accept
individual differences.
• It provides all children with opportunities to
develop friendships with one another. Friendships
provide role models and opportunities for growth

INCLUSIVE
SCHOOLS AS
EFFECTIVE
SCHOOLS

Characteristics of
Effective
Inclusive Schools

• Establish high expectations for learning that are linked with a
clear and focused mission
• • Establish strong instructional leadership with frequent
monitoring of student progress
• • Promote the values of diversity, acceptance, and belonging
• • Ensure the availability of formal and natural supports within the
general education setting
• • Provide services and supports in age appropriate classrooms in
neighborhood schools
• • Ensure access to the general curriculum while meeting the
individualized needs of each student
• • Provide a school-wide support system to meet the needs of all
students 2/21/20177 fousimohd76@gmail.com

How can we create an effective inclusive
school?
• Differentiated instruction increases student
engagement.
• Academic supports help each student access the full
curriculum.
• Behavioral supports help maintain a positive learning
environment for everyone
• Respect for diversity creates a welcoming environment
for all.
• Inclusive practices make effective use of a school's
resources. 2/21/20178 fousimohd76@gmail.com

BARRIERS TO
INCLUSION
• ▸incapable/inadequate
• ▸of low intelligence
• ▸in need of a ‘cure’
• ▸needing ‘special’ services or
support
• ▸dependent
• ▸inspirational or marvelous or
exceptional.
1.Attitudin
al

2.Environmental
• public transport,
• hospitals and clinics
• schools and housing
• shops and marketplaces
• offices and factories
• places of worship
• media and communications and
• Public information systems

• Lack of accessible communications can also be disabling
for those with sensory impairments – e.g. for Deaf
people, if there’s no sign language; for those with visual
impairments if medication isn’t appropriately labeled.
• Poor communication can have devastating results where
important school based education campaigns happen
(e.g. HIV and AIDS).
• Students with hearing, visual or intellectual
impairments are unlikely to access vital information
unless their access needs have been met.
• And since 98 per cent of disabled children in developing
countries don’t attend school, they’ll miss out on
important education and information.

3. Institutional
• Exclusion from institutions has other effects.
• The virtual exclusion of people with disabilities from teacher
training colleges also limits the number of qualified teachers with
disabilities as role models for students with disabilities and non-
disabled pupils in schools.
• Families often make assumptions their child with a disability will
not be able to work independently. They therefore rarely ask the
government to provide suitable formal education, or encourage
the child to pursue a career. Many people with disabilities may
then set low expectations for themselves.
• Micro-finance institutions often have policies which are highly
discriminatory. They may exclude deaf people on the assumption
they won’t be able to talk directly with staff; or refuse to lend to
a visually impaired businessperson on the grounds they’re not
likely to make a profit as a disabled entrepreneur

Other barriers include:
• INAPPROPRIATE CURRICULUM
• UNTRAINED TEACHERS
• INADEQUATE FUNDING
• POOR ORGANIZATION OF THE EDUCATION SYSTEM
• POLICIES AS BARRIERS

INCLUSIVE EDUCATION OF THE DISABLED AT
SECONDARY STAGE
• 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.
• The States/UTs are also in the process of subsuming
under RMSA as RMSA subsumed Scheme.

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 2/21/201715 fousimohd76@gmail.com

The Centrally Sponsored IEDSS Scheme aims
to:
• Enable all students with disabilities completing eight years of
elementary schooling an opportunity to complete four years
of secondary schooling (classes IX to XII) in an inclusive and
enabling environment
• Provide educational opportunities and facilities to students
with disabilities in the general education system at the
secondary level (classes IX to XII).
• Support the training of general school teachers to meet the
needs of children with disabilities at the secondary level

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, locomotors 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

The objectives of the scheme will be to
ensure that
• Every child with disability will be identified at the secondary
level and his educational need assessed.
• Every student in need of aids and appliances, assistive
devices, will be provided the same
• All architectural barriers in schools are removed so that
students with disability have access to classrooms,
laboratories, libraries and toilets in the school.
• Each student with disability will be supplied learning
material as per his/ her requirement

• All general school teachers at the secondary level
will be provided basic training to teach students
with disabilities within a period of three to five
years.
• Students with disabilities will have access to support
services like the appointment of special educators,
establishment of resource rooms in every block.
• Model schools are set up in every state to develop
good replicable practices in inclusive education.

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.

Implementing Agency
The School Education Department of the
State Governments/Union Territory
(UT) Administrations are the
implementing agencies. They may
involve NGOs having experience in the
field of education of the disabled in the
implementation of the scheme

Financial Assistance
• Central assistance for all items covered
in the scheme is on 100 percent basis.
• The State governments are only
required to make provisions for
scholarship of Rs. 600/- per disabled
child per annum.

Need & importance of ie in the light of rte act

Need & importance of ie in the light of rte act

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