UNDERSTANDING INCLUSIVE EDUCATION
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The document discusses inclusive education, defined as an environment supporting the development of all learners regardless of their differences. It highlights the need for inclusive practices to fulfill constitutional responsibilities, improve educational quality, and foster social equality while addressing challenges like negative attitudes, physical barriers, and inadequate funding. It emphasizes the critical role of teachers in facilitating inclusive education and the necessity of appropriate curriculum and resources to accommodate diverse learners.
UNDERSTANDING INCLUSIVE EDUCATION
- 1. Mrs.R.Kohila Devi Asst. Prof. in Education Thiagarajar College of Preceptors Madurai -9
- 2. “Inclusive Education is defined as a learning environment that promotes the full personal, academic and professional development of all learners irrespective of race, class, colour, gender, disability, sexual preference, learning styles and language.”
- 4. NEED AND IMPORTANCE To fulfill the constitutional responsibilities To enable children to stay with their families For the development of healthy citizenship For achieving the universalisation Developing feeling of self respect For the use of modern technology For social equality Self reliant
- 5. AIMS AND OBJECTIVES OF INCLUSIVE EDUCATION Education for all Protection of rights Identification of skills Development of social consciousness To prepare for new challenges Development of brotherhood To improve quality of education
- 6. PROBLEMS FACED BY STUDENTS Inferiority complex Lack of understanding Adjustment problem Isolated and segregated Lag behind Feeling of Extra burden Insecurity Lack of expression Introvert nature Negative approach Shyness
- 7. ROLE OF TEACHER Interaction with family To be able to solve their problem To develop new learning strategies To be able to develop self confidence To be able to provide special facilities To be able to look after their personal needs To be able to recognize their hidden talents To inculcate positive attitude in the able-bodies children
- 8. TEACHING STRATEGIES FOR INCLUSIVE EDUCATION Co-operative learning Peer tutoring Multi-sensory teaching
- 9. REFORMS IN CURRICULUM Use of teaching Aids Simple curriculum Adequate facilities Participation in games Co-operative curriculum Providing reading material Participation in co-curricular activities Multi-level and flexible curriculum
- 11. Barriers to inclusive education ATTITUDINAL BARRIERS Some of the greatest barriers related to inclusion in education are negative attitudes. Many people are not prepared to interact with people with disabilities. They think that persons with disabilities lack the skills needed to live in the community or to be educated with non- disabled children.
- 12. PHYSICAL BARRIERS The lack of wheelchair ramps in school buildings, malls, parks, playgrounds, washrooms, and public transportation is a main difficulty identified by several students with disabilities when going to school and public places. Undoubtedly, most school structures do not respond to this requirement. There is also lack of facilities or assistive technology to aid children with a particular type of difficulty. Assistive technology (AT) means the products and the services designed to meet the particular needs of people with disabilities allow them to build up their abilities and meaningfully participate in the affairs of their home, school, work and community.
- 13. INAPPROPRIATE CURRICULUM The curriculum is one of the chief impediments to the progress of inclusive education. It happens because it does not meet the needs of a broad range of diverse learners. In many contexts, it is centralized in design and rigid in approach which causes little flexibility for modification based on the local setting or for teachers to try out new approaches.
- 14. UNTRAINED TEACHERS The educators are the most significant human resource for advancing inclusive education. Their proficiency and outlook have a dramatic impact on the lives of students who are different and who have learning challenges. Unfortunately, the teachers’ competency and attitudes can be the most important constraints for inclusive education. Apart from lack of technical ability is the teachers’ attitude. If teachers do not have optimistic attitude toward children with special educational needs, meaningful education for them is far-fetched. Moreover, the persistent demand for standardized testing or other academic standards might hinder teacher’s creativity in teaching children with special needs.
- 15. INADEQUATE FUNDING Insufficient funding is a chief threat to the implementation of inclusion. It is reflected in the scarcity of resources like insufficient classrooms, inadequate facilities, lack of teachers, and/or dearth of qualified staff, scarce learning materials, and absence of support. Significantly, insufficient funding can hamper ongoing professional development that helps keep both specialists and classroom teachers updated on the best practices of inclusion.
- 16. POOR ORGANIZATION OF THE EDUCATION SYSTEM Responsibility for decisions tends to be located at the highest level and the focus of management remains oriented toward employees, complying with rules rather than ensuring quality service delivery. Another organizational barrier is the lack of communication among administrators, teachers, specialists, staff, parents, and students. As a result, information on the number of students excluded from the school system is lacking. POLICIES AS BARRIERS Policy makers who have unsound grasp or opposing views on inclusive education are obstacles to the implementation of inclusive policies.