For TET PINNACLE COACHING, HAILAKANDI Salem Ahmed Barbhuiya Ph No: Prepared By

Meaning “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”.

Inclusive Education- UNSCO  Inclusive Education as a process of addressing and responding to diversity of needs of all learners trough increasing participation in learning, cultures and communities, and reducing exclusion within and from education.

National Policy on Educatin-1986 and POA 1992: Gives emphasis on the removal of disparities and equalize educational opportunities by attending to the specific needs of those who have been denied equality.

INCLUSIVE EDUCATION Special training to teachers Special care of special children Improve methods of teaching Provision of required resources.

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 universalization. Developing feeling of self respect. For the use of modern technology For Social equality. Self reliant.

Principles of Inclusive Education No discrimination with students Equal educational opportunity to all School adapt to the need of student Equal educational benefits for all students The student’s views are Listened to and taken seriously Individual differences between students are a source of richness and diversity, and not a problem.

STRATEGIES TO IMPROVE INCLUSIVE EDUCATION. Mainstreaming Encourage students. Improve textbooks.

BARRIERS IN INCLUSIVE EDUCATION Education system as problems 1. Teacher’s attitudes. 2. Rigid methods rigid curriculum 3. inaccessible environments 4. many drop-outs many repeaters. 5. teachers and schools not supported 6.Parents not involved 7. Lack of teaching aids and equipment 8. Poor quality traning.

TEACHING STRATEGIES FOR INCLUSIVE EDUCATION. Co-operative learning Peer tutoring. Scaffolding Material Support

ROLE OF TEACHER Interaction with family To be able to solve their problems 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 need To be able to recognize their hidden talents To inculcate positive attitude in the able- bodies children.

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

PRACTICING INCLUSIVE EDUCATION Inclusive Education CHILD REMAINS AS NATURAL SALE Least Restrictive Child Centered Equal Opportunities For Participation Teacher Effective In Including All Children In Learning Process Most Cost Effective

PRACTICE OF INCLUSIVE EDUCATION  The practice of developing inclusive schools involves  Understanding Inclusion as a counting process, not a one time event.  Strengthening and sustaining the participation of all students, teachers, parents and community members in the work of the schools.  Restructuring the cultures, policies and practices in schools to respond to the diversity of pupils within their locality.  Providing an accessible curriculum and appropriate training programs for all ( teachers and students ).  Identifying and providing support for staff as well as students.

Comparison Inclusive EducationTraditional Education. Education for all Flexible Individualized teaching Learning in integrated settings. Emphasis on learning Child centred Holistic approach Equalization of opportunities Curricular view Planning is made on ability Label free. For some Static or rigid Collective teaching Subject centred Diagnostic Opportunity limited by exclusion Disability view Disability wise Labels children

Persons with Disability Act(Equal OPPORTUNITIES, Protection of Rights and Full Participation) 1995: Direction to ensure equal opportunities for people with disabilities and their full participation in the nation building. The Act provides for both preventive and promotional aspects of rehabilitation of persons with severe disability, etc. Every child with disability- right to free education till the age of 18 years in integrated schools or special schools. Special schools for children with disabilities shall be equipped with vocational training facilities.

EDUCATION FOR ALL,1990: Intensifies That Large Numbers Of Vulnerable And Marginalized Group Of Learners Were Excluded From The Education System Worldwide. It Made Its Vision Of Education As A Broader Concept (Efa) Than Schooling Including Women Literacy, Lifelong Education Etc.

NEED AND IMPORTANCE OF INCLUSIVE EDUCATION To fulfill constitutional responsibility. For achieving universalisation of education. Development of healthy citizenship. For social equality Self reliant.

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.

AIMS AND OBJECTIVES 1. Education for all 2. Protection of Rights. 3. Identification of Skills. 4. Development of social consciousness. 5. Prepare for new challenges. 6. Development of brotherhood. 7. To improve the quality of education.

DIFFICULTIES IN INCLUSIVE EDUCATION.  Characteristics of individual pupils should match to facilitate participation in schooling.  Curriculum Limitations  No tested method and techniques and teaching aids available to cater their needs.  Teacher or trained staff must be enthusiastic to promote gather participation of challenged students.  Formal Planning.  Response of parents and students.

PROVISIONS FOR INCLUSIVE EDUCATION. Constitution of India: Article 45 Free and compulsory education for all children up to 4 years, changed to ECCE up to years age (86 th amendment of Constitution) Article 21 A : Right to Education Act, Fundamental right of all children aged 6-14 to get equitable, free and quality education.

CLASSROOM ADAPTION Classroom size. Teaching aids. Arrangement of light, Attention to physical needs, Seating arrangement. Position of the teacher in class. Student teacher ratio.

Reforms in Curriculum Use of teaching Aids Simple Curriculum Adequate facilities. Co-operation Curriculum Providing reading material Participation in Co- Curriculum activities Multi-level and flexible Curriculum

Disadvantage of inclusive Education.  Disabled or challenged students may not get proper help from teachers and peers which may lower down their moral.  They may face any other problems because of inadequate facilities and teaching aids required to meet their needs.  They may get inferiority complex in them because of some disability.  Gifted children may get feeling of ignorance.  Can you suggest any other disadvantages?

PROBLEMS FACED BY STUDENTS Inferiority complex Lack of understanding Adjustment problem Isolated and segregated Leg behind Feeling of extra burden Insecurity Lack of expression Introvert nature Negative approach Shyness.

ROLE OF TEACHER. Interaction with family Usages of variety of instructional strategies. Address problems of the learner. To develop self confidence. Provision of special facilities for personal needs. Recognition of hidden talents. Inculcate positive attitudes. Adaptation of authentic assessment.